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Soc. Sci. 2018, 7(6), 90;

Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece

Institute of Informatics & Telecommunications, National Center for Scientific Research ‘Demokritos’, 15341 Agia Paraskevi, Greece
Author to whom correspondence should be addressed.
Received: 28 April 2018 / Revised: 31 May 2018 / Accepted: 31 May 2018 / Published: 4 June 2018
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Inclusive education is now firmly established as the main educational policy for children with special educational needs and disabilities, which emerges as the mean of creating an inclusive society in which equal opportunities are provided. However, there are concerns expressed on the effect of such a change in the educational system and on how possible it is to make this a reality. The concerns and objections of educators toward inclusion are mainly based on the diversity of learning disabilities, the learning outcomes that could be generated by applying this practice, and the lack of confidence of teachers to teach in an inclusive environment. In this study, we examine teachers’ attitudes toward inclusive education, while at the same time, we analyze current inclusive policies and practices in the Greek educational system. Results revealed that teachers have generally positive attitudes toward inclusion. However, they indicated some issues and barriers to the implementation of inclusion. We consider that policy-makers in Greece should target educator training and increase funding for education. View Full-Text
Keywords: inclusive education; special education needs; education policy inclusive education; special education needs; education policy
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

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Pappas, M.A.; Papoutsi, C.; Drigas, A.S. Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece. Soc. Sci. 2018, 7, 90.

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