Surveying inclusion in Greece: empirical research in 2683 primary school students

ABSTRACT

Students’ point of view for inclusion and for their classmates with disability is essential for its successful implementation. The objectives of this work are to examine the primary school students’ attitudes towards students with disabilities. The findings of the research indicate that the majority of typically developing students has a positive attitude towards their classmates with disabilities. However, they are not so much in favour of inclusion. According to the research data, a number of factors including the age of the students, their gender, their previous experience with people with disabilities, the information they have received from their parents regarding disabilities, intervene and determine the success of inclusion of students with disability but also influence the students’ attitudes towards their classmates with disability.

KEYWORDS:

• Inclusion
• primary school students
• attitudes
• views

Notes on contributors

Dr. Spyridon-Georgios Soulis is an Assistant Professor in the Department of Primary Education in the University of Ioannina, Greece. He has studied in Greece and Germany. He teaches special education. His field of research is inclusive education, teaching pupils with special needs, teaching special education teachers, mentally disabled pupils, autism and talented pupils.

Alexandra Georgiou is a PhD Candidate at special education in the Department of Primary Education in the University of Ioannina, Greece. She has studied Maths and has a Master's Degree in Actuarial Science and Risk Management. She teaches in integration classes at secondary education. Her field of research is inclusive education, teaching pupils with special needs, autism, metacognition, math anxiety and motives in mathematics.

Katerina Dimoula is a special education teacher who works in integration classes. She has completed her undergraduate and postgraduate studies in special education in the University of Ioannina.

Danai Rapti has studied English Language and has a Master’s Degree in English Literature and Film. She has studied in Greece and the U.K. Her research interests include the exploration of literature and film as an educational tool for teaching pupils with special needs.

ORCID

Alexandra Georgiou http://orcid.org/0000-0002-9674-4498