NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ886565
Record Type: Journal
Publication Date: 2010-May
Pages: 16
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-0885-6257
Greek Mainstream Secondary School Teachers' Perceptions of Inclusive Education and of Having Pupils with Complex Learning Disabilities in the Classroom/School
Coutsocostas, Georgia-Gloria; Alborz, Alison
European Journal of Special Needs Education, v25 n2 p149-164 May 2010
The purpose of this study was to examine Greek mainstream secondary school teachers' perceptions of inclusive education and of having pupils with complex learning disabilities (cLD) in the classroom or school. Participants included 138 Greek mainstream secondary school teachers working in inclusive state schools in northern Greece. Findings indicated that 47.5% of the participants were against the inclusion of all pupils with special educational needs (SEN) in mainstream secondary schools. Three variables were found to be associated with teachers' attitudes about the inclusion of pupils with cLD: age, years of teaching experience and SEN training. Overall, it is suggested that training, as well as perceived competence and sense of support, were important in influencing teachers' attitudes about including pupils with cLD in mainstream classrooms. It is proposed that the recent implementation of inclusive education in Greece and the prevailing rudimentary conditions for its implementation might also have had an impact on teachers' attitudes. (Contains 3 notes and 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece