Views of Greek mainstream secondary school teachers towards full inclusion for all children with differences and their implications for future practice

Views of Greek mainstream secondary school teachers towards full inclusion for all children with differences and their implications for future practice

This thesis investigated mainstream secondary school teachers' perspectives towards full inclusion for all children with differences. The research questions explored whether teachers support the policy of full inclusion for all children with differences, the factors that facilitate and inhibit...

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Main Author: Pagoni, Maria
Published: University of Sheffield 2010
Subjects:
371.1009495
Online Access:http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557131
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spelling ndltd-bl.uk-oai-ethos.bl.uk-5571312015-03-20T05:10:45ZViews of Greek mainstream secondary school teachers towards full inclusion for all children with differences and their implications for future practicePagoni, Maria2010This thesis investigated mainstream secondary school teachers' perspectives towards full inclusion for all children with differences. The research questions explored whether teachers support the policy of full inclusion for all children with differences, the factors that facilitate and inhibit this policy, and, finally, particular teacher-related factors that may affect teachers' views. This study aimed to give voice to teachers in order to reveal aspects that education planners should have in mind when designing and implementing inclusive policies. This was considered an important issue to investigate because teachers' attitudes can influence the practice of inclusive education (Agbenyega, 2007, p. 44). Forty eight teachers coming from four randomly chosen schools participated in this study. Ten teachers from each school completed a structured questionnaire and two from each school were interviewed using a semi-structured approach. Participants' majority declared their partial agreement with full inclusion policy for all children with differences. Their skepticism arises from the non exceptional extension of the policy (a) to all children with differences and (b) to all the school units, i.e. core and secondary ones. Teachers express their preference for either part-time or full-time integration classrooms that they perceive as a form of inclusion. Teachers are aware of factors that may support the implementation of full inclusion and of factors that may act as impediments. Participants' years of teaching experience and their contact with people with differences, their training in special education, and their information on full inclusion appear to affect their views towards full inclusion - however, teachers' sex and age do not seem to have an important effect. Some interviewees named additional factors that affected their views. Further research is needed to explore more fully the complex relationships between the various factors.371.1009495University of Sheffieldhttp://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557131Electronic Thesis or Dissertation
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topic 371.1009495
spellingShingle 371.1009495
Pagoni, Maria
Views of Greek mainstream secondary school teachers towards full inclusion for all children with differences and their implications for future practice
description This thesis investigated mainstream secondary school teachers' perspectives towards full inclusion for all children with differences. The research questions explored whether teachers support the policy of full inclusion for all children with differences, the factors that facilitate and inhibit this policy, and, finally, particular teacher-related factors that may affect teachers' views. This study aimed to give voice to teachers in order to reveal aspects that education planners should have in mind when designing and implementing inclusive policies. This was considered an important issue to investigate because teachers' attitudes can influence the practice of inclusive education (Agbenyega, 2007, p. 44). Forty eight teachers coming from four randomly chosen schools participated in this study. Ten teachers from each school completed a structured questionnaire and two from each school were interviewed using a semi-structured approach. Participants' majority declared their partial agreement with full inclusion policy for all children with differences. Their skepticism arises from the non exceptional extension of the policy (a) to all children with differences and (b) to all the school units, i.e. core and secondary ones. Teachers express their preference for either part-time or full-time integration classrooms that they perceive as a form of inclusion. Teachers are aware of factors that may support the implementation of full inclusion and of factors that may act as impediments. Participants' years of teaching experience and their contact with people with differences, their training in special education, and their information on full inclusion appear to affect their views towards full inclusion - however, teachers' sex and age do not seem to have an important effect. Some interviewees named additional factors that affected their views. Further research is needed to explore more fully the complex relationships between the various factors.
author Pagoni, Maria
author_facet Pagoni, Maria
author_sort Pagoni, Maria
title Views of Greek mainstream secondary school teachers towards full inclusion for all children with differences and their implications for future practice
title_short Views of Greek mainstream secondary school teachers towards full inclusion for all children with differences and their implications for future practice
title_full Views of Greek mainstream secondary school teachers towards full inclusion for all children with differences and their implications for future practice
title_fullStr Views of Greek mainstream secondary school teachers towards full inclusion for all children with differences and their implications for future practice
title_full_unstemmed Views of Greek mainstream secondary school teachers towards full inclusion for all children with differences and their implications for future practice
title_sort views of greek mainstream secondary school teachers towards full inclusion for all children with differences and their implications for future practice
publisher University of Sheffield
publishDate 2010
url http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557131
work_keys_str_mv AT pagonimaria viewsofgreekmainstreamsecondaryschoolteacherstowardsfullinclusionforallchildrenwithdifferencesandtheirimplicationsforfuturepractice
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