Pursuing early childhood inclusion through reinforcing partnerships with parents of disabled children: beliefs of Greek pre-service early childhood educators

References

• Ainscow, M. 2020. “Promoting Inclusion and Equity in Education: Lessons from International Experiences.” Nordic Journal of Studies in Educational Policy 6 (1): 7–16. doi:10.1080/20020317.2020.1729587.
   Google Scholar
• Ainscow, M., T. Booth, A. Dyson, P. Farrell, J. Frankham, F. Gallannaugh, A. Howes, and R. Smith. 2006. Improving Schools, Developing Inclusion. London: Routledge.
   Google Scholar
• Bartolo, P. A., M. Kyriazopoulou, E. Björck-Åkesson, and C. Giné. 2021. “An Adapted Ecosystem Model for Inclusive Early Childhood Education: A Qualitative Cross European Study.” International Journal of School & Educational Psychology 9 (1): 3–15. doi:10.1080/21683603.2019.163731.
   Google Scholar
• Beckett, A. E. 2015. “Anti-Oppressive Pedagogy and Disability: Possibilities and Challenges.” Scandinavian Journal of Disability Research 17 (1): 76–94. doi:10.1080/15017419.2013.835278.
   Web of Science ®Google Scholar
• Beckett, A. E., and L. Buckner. 2012. “Promoting Positive Attitudes Towards Disabled People: Definition of, Rationale and Prospects for Anti-Disablist Education.” British Journal of Sociology of Education 33 (6): 873–891. doi:10.1080/01425692.2012.692046.
   Web of Science ®Google Scholar
• Birbili, M., and I. Christodoulou. 2018. “Early Childhood Education and Care in Greece.” In International Perspectives on Early Childhood Education and Care in the 21st Century, edited by Susanne Gavris, Sivanes Phillipson, and Heidi Harju-Luukkainen, 90–102. London, UK: Routledge.
   Google Scholar
• Birbili, M., and M. Tsitouridou. 2019. “Early Childhood Teacher Education in Greece: Challenges and Opportunities in a Centralized Education System.” In Polification of Early Childhood Education and Care: Early Childhood Education in the 21st Century Volume III, edited by Susanne Gavris, and Sivanes Phillipson, 101–116. London, UK: Routledge.
   Google Scholar
• Blewitt, C., A. O’Connor, T. May, H. Morris, A. Mousa, H. Bergmeier, K. Jackson, H. Barrett, and H. Skouteris. 2021. “Strengthening the Social and Emotional Skills of Pre-Schoolers with Mental Health and Developmental Challenges in Inclusive Early Childhood Education and Care Settings: A Narrative Review of Educator-Led Interventions.” Early Child Development and Care 191 (15): 2311–2332. doi:10.1080/03004430.2019.1704283.
   Web of Science ®Google Scholar
• Cologon, K., and C. Lassig. 2020. “Universal Approaches to Curriculum, Pedagogy and Assessment.” In Inclusive Education in the 21st Century: Theory, Policy & Practice, edited by Linda Graham, 179–207. Sydney: Allen & Unwin.
   Google Scholar
• Dianeosis and Ministry of Labor and Social Affairs. 2021. “Το Νέο Πλαίσιο για την Προσχολική Αγωγή των Παιδιών 0-4 στην Ελλάδα [The New Framework for Early Childhood Education of Children Aged 0-4 in Greece].” https://www.dianeosis.org/wp-content/uploads/2021/07/Preschool_White-paper_final.pdf.
   Google Scholar
• Douglas, P., and A. S. Martino. 2020. “Introduction: Disability Studies in Education-Critical Conversations.” Canadian Journal of Disability Studies 9 (5): 1–19. doi:10.15353/cjds.v9i5.688.
   Google Scholar
• European Agency for Special Needs and Inclusive Education. 2017a. Inclusive Early Childhood Inclusion: Literature Review. Odense: Denmark. https://www.european-agency.org/sites/default/files/IECE%20Literature%20Review.pdf.
   Google Scholar
• European Agency for Special Needs and Inclusive Education. 2017b. Inclusive Early Childhood Education: New Insights and Tools – Final Summary Report. Odense, Denmark: European Agency for Development in Special Needs and Inclusive Education. https://www.european-agency.org/sites/default/files/IECE-Summary-ENelectronic.pdf.
   Google Scholar
• European Commission. 2021a. Union of Equality Strategy for the Rights of Persons with Disabilities 2021-2030. Brussels: European Union. https://ec.europa.eu/social/main.jsp?catId = 738&langId = en&pubId = 8376&furtherPubs = yes.
   Google Scholar
• European Commission. 2021b. Toolkit for Inclusive Early Childhood Education and Care (ECEC): Providing High Quality Education and Care to All Young Children. Luxembourg: Publication Office of the European Union. https://op.europa.eu/en/publication-detail/-/publication/4c526047-6f3c-11eb-aeb5-01aa75ed71a1/language-en.
   Google Scholar
• Florian, L., and K. Black-Hawkins. 2011. “Exploring Inclusive Pedagogy.” British Educational Research Journal 37 (5): 813–828. doi:10.1080/01411926.2010.501096.
   Web of Science ®Google Scholar
• Florian, L., and J. Spratt. 2013. “Enacting Inclusion: A Framework for Interrogating Inclusive Practice.” European Journal of Special Needs Education 28 (2): 119–135. doi:10.1080/08856257.2013.778111.
   Web of Science ®Google Scholar
• Forlin, C., and D. Chambers. 2011. “Teacher Preparation for Inclusive Education: Increasing Knowledge but Raising Concerns.” Asia-Pacific Journal of Teacher Education 39 (1): 17–32. doi:10.1080/1359866X.2010.540850.
   Web of Science ®Google Scholar
• Forlin, C., T. Loreman, U. Sharma, and C. Earle. 2009. “Demographic Differences in Changing Pre-Service Teachers’ Attitudes, Sentiment and Concerns About Inclusive Education.” International Journal of Inclusive Education 13 (2): 195–201. doi:10.1080/13603110701365356.
   Web of Science ®Google Scholar
• Freire, P. 2005. Pedagogy of the Oppressed. New York: Continuum.
   Google Scholar
• Fyssa, A., and A. Vlachou. 2015. “Assessment of Quality for Inclusive Programs in Greek Preschool Classrooms.” Journal of Early Intervention 37 (3): 190–207. doi:10.1177/1053815115606908.
   Web of Science ®Google Scholar
• Fyssa, A., A. Vlachou, and E. Avramidis. 2014. “Early Childhood Teachers’ Understanding of Inclusive Education and Associated Practices: Reflections from Greece.” International Journal of Early Years Education 22 (2): 223–237. doi:10.1080/09669760.2014.909309.
   Google Scholar
• Garzón, K. D. R., and D. Goodley. 2021. “Teaching Disability: Strategies for the Reconstitution of Disability Knowledge.” International Journal of Inclusive Education 25 (14): 1577–1596. doi:10.1080/13603116.2019.1640292.
   Web of Science ®Google Scholar
• Goodley, D. 2013. “Dis/Entangling Critical Disability Studies.” Disability & Society 28 (5): 631–644. doi:10.1080/09687599.2021.717884.
   Web of Science ®Google Scholar
• Goodley, D. 2016. Disability Studies: An Interdisciplinary Introduction. London: Sage.
   Google Scholar
• Goodley, D., R. Lawthom, K. Liddiard, and K. Runswick-Cole. 2019. “Provocations for Critical Disability Studies.” Disability & Society 34 (6): 972–997. doi:10.1080/09687599.2019.1566889.
   Web of Science ®Google Scholar
• Graham, Linda. 2020. Inclusive Education in the 21st Century: Theory, Policy & Practice. Sydney: Allen & Unwin.
   Google Scholar
• Gregoriadis, A., N. Tsigilis, V. Grammatikopoulos, and O. Kouli. 2016. “Comparing Quality of Childcare and Kindergarten Centres: The Need for a Strong and Equal Partnership in the Greek Early Childhood Education System.” Early Child Development and Care 186 (7): 1142–1151. doi:10.1080/03004430.2015.1077820.
   Web of Science ®Google Scholar
• Haegele, J. A., and S. Hodge. 2016. “Disability Discourse: Overview and Critiques of the Medical and Social Models.” Quest (Grand Rapids, Mich ) 68 (2): 193–206. doi:10.1080/00336297.2016.1143849.
   Web of Science ®Google Scholar
• Hirpa, D. A. 2021. “Exclusion of Children with Disabilities from Early Childhood Education: Including Approaches of Social Exclusion.” Cogent Education 8 (1): 1–20. doi:10.1080/2331186X.2021.1952824.
   Web of Science ®Google Scholar
• Hodge, N., and K. Runswick-Cole. 2008. “Problematising Parent–Professional Partnerships in Education.” Disability & Society 23 (6): 637–647. doi:10.1080/09687590802328543.
   Web of Science ®Google Scholar
• Hodkinson, A. J. 2005. “Conceptions and Misconceptions of Inclusive Education: A Critical Examination of Final Year Teacher Trainees’ Knowledge and Understanding of Inclusion.” International Journal of Research in Education 73 (1): 15–29. doi:10.7227/RIE.73.2.
   Google Scholar
• Hujala, E., L. Turja, M. F. Gaspar, M. Veisson, and M. Waniganayake. 2009. “Perspectives of Early Childhood Teachers on Parent-Teacher Partnerships in Five European Countries.” European Early Childhood Education Research Journal 17 (1): 57–76. doi:10.1080/13502930802689046.
   Web of Science ®Google Scholar
• Institute of Education Policy. 2014. Οδηγός Εκπαιδϵυτικού για το Πρόγραμμα Σπουδών του Νηπιαγωγϵίου [Educator’s Guide for the Program of Study at Kindergarten]. Athens: Institute of Education Policy. https://www.pdeionion.gr/wp-content/uploads/2019/03/2014-ΟΔΗΓΟΣ-ΝΗΠΙΑΓΩΓΟΥ.pdf.
   Google Scholar
• Institute of Education Policy. 2015. Οδηγός για τον Εκπαιδϵυτικό: Εργαλϵία Σύγχρονης Προσέγγισης της Διαφοροποιημένης Παιδαγωγικής [A Guide for Educators: Tools for a Contemporary Approach to Differentiated Pedagogy]. Athens: Institute of Education Policy. http://iep.edu.gr/images/IEP/EPISTIMONIKI_YPIRESIA/Epist_Grafeia/Graf_Ereynas_B/2018/Odigoi_Diafor_Didaskalia/Odigos_diaf_Dimotiko.pdf.
   Google Scholar
• Koren, P. E., N. DeChillo, and B. J. Friesen. 1992. “Measuring Empowerment in Families Whose Children Have Emotional Disabilities: A Brief Questionnaire.” Rehabilitation Psychology 37 (4): 305–321. doi:10.1037/h0079106.
   Web of Science ®Google Scholar
• Kumashiro, K. K. 2000. “Toward a Theory of Anti-Oppressive Education.” Review of Educational Research 70 (1): 25–53. doi:10.3102/00346543070001025.
   Web of Science ®Google Scholar
• Law 3699/2008. Ειδική Aγωγή και Eκπαίδϵυση Aτόμων μϵ Aναπηρία ή μϵ Eιδικές Eκπαιδϵυτικές Aνάγκϵς, ΦΕΚ 199/02-10-2008 [The Special Educaion and Education of Persons with Disabilities and Special Educational Needs, FEK 199/02–10–2008]. Athens: Ethniko Typographeio.
   Google Scholar
• Liasidou, A., and A. Hadjiyiannakou. 2019. “Disabling Discourses and Some Implications for Parent Leadership in Special Education Policy and Practice.” European Journal of Special Needs Education 34 (3): 342–354. doi:10.1080/08856257.2018.1520492.
   Web of Science ®Google Scholar
• Liddiard, Kirsty. 2020. “Surviving Ableism in Covid Times.” IHuman. https://www.sheffield.ac.uk/ihuman/covid-19-blog/surviving-ableism-covid-times.
   Google Scholar
• Loreman, T., and C. Earle. 2007. “The Development of Attitudes, Sentiments and Concerns About Inclusive Education in a Content-Infused Canadian Teacher Preparation Program.” Exceptionality Education Canada 17 (1): 85–106.
   Google Scholar
• Love, H. R., and M. R. Beneke. 2021. “Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood.” Topics in Early Childhood Special Education 41 (1): 31–44. doi:10.1177/0271121421990833.
   Web of Science ®Google Scholar
• Mann, G., and L. Gilmore. 2021. “Barriers to Positive Parent-Teacher Partnerships: The Views of Parents and Teachers in an Inclusive Education Context.” International Journal of Inclusive Education, doi:10.1080/13603116.2021.1900426.
   Google Scholar
• Mann, G., N. Hodge, K. Runswick-Cole, L. Gilmore, S. Mavropoulou, and K. Fleming. 2020. “Developing Productive Partnerships with Parents and Carers.” In Inclusive Education in the 21st Century: Theory, Policy & Practice, edited by Linda Graham, 336–357. Sydney: Allen & Unwin.
   Google Scholar
• McColl, M. A. 2019. Appreciative Disability Studies. Toronto, ON: Captus Press.
   Google Scholar
• Mitchell, D., and D. Sutherland. 2020. What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies. Abingdon, Oxon, NY: Routledge.
   Google Scholar
• Murray, M. M., L. M. Handyside, L. A. Straka, and T. V. Arton-Titus. 2013. “Parent Empowerment: Connecting with Preservice Special Education Teachers.” School Community Journal 23 (1): 145–168. https://files.eric.ed.gov/fulltext/EJ1004336.pdf.
   Google Scholar
• Nutbrown, C., and P. Clough. 2013. Inclusion in the Early Years. London: Sage.
   Google Scholar
• Rose, R., and P. Garner. 2010. “The Professional Learning of Teachers Through Experience in an International and Intercultural Context.” In Teacher Education for Inclusion, edited by C. Forlin, 23–33. London: Routledge.
   Google Scholar
• Rouse, M., and L. Florian. 2012. Inclusive Practice Project: Final Report. Aberdeen: University of Aberdeen. https://includ-ed.eu/sites/default/files/documents/inc_practice_project_report_-_sept_2012.pdf.
   Google Scholar
• Sachs, J. D., C. Kroll, G. Lafortune, G. Fuller, and F. Woelm. 2021. Sustainable Development Report 2021: The Decade of Action for the Sustainable Development Goals. Cambridge, UK: Cambridge University Press. https://s3.amazonaws.com/sustainabledevelopment.report/2021/2021-sustainable-development-report.pdf.
   Google Scholar
• Sharma, U. 2010. “Using Reflective Practices for the Preparation of Pre-Service Teachers for Inclusive Schools.” In Teacher Education for Inclusion, edited by Chris Forlin, 102–111. London: Routledge.
   Google Scholar
• Sharma, U., and A. Nuttal. 2016. “The Impact of Training on Pre-Service Teacher Attitudes, Concerns, and Efficacy Towards Inclusion.” Asia-Pacific Journal of Teacher Education 44 (2): 142–155. doi:10.1080/1359866X.2015.1081672.
   Web of Science ®Google Scholar
• Sharma, U., and E. M. Pace. 2019. “Teachers’ Commitment to Teach in Inclusive Schools, Preparation of.” In Encyclopedia of Teacher Education, edited by Michael A. Peters, 1–6. Singapore: Springer. doi:10.1007/978-981-13-1179-6_41-1.
   Google Scholar
• Strogilos, V., E. Avramidis, A. Voulagka, and E. Tragoulia. 2020. “Differentiated Instruction for Students with Disabilities in Early Childhood Co-Taught Classrooms: Types and Quality of Modifications.” International Journal of Inclusive Education 24 (4): 443–461. doi:10.1080/13603116.2018.1466928.
   Web of Science ®Google Scholar
• Strogilos, V., and E. Tragoulia. 2013. “Inclusive and Collaborative Practices in Co-Taught Classrooms: Roles and Responsibilities for Teachers and Parents.” Teaching and Teacher Education 35: 81–91. doi:10.1016/j.tate.2013.06.001.
   Web of Science ®Google Scholar
• Symeonidou, S. 2017. “Initial Teacher Education for Inclusion: A Review of the Literature.” Disability & Society 32 (3): 401–422. doi:10.1080/09687599.2017.1298992.
   Web of Science ®Google Scholar
• Symeonidou, S., and M. Chrysostomou. 2019. “‘I Got to See the Other Side of the Coin’: Teachers’ Understandings of Disability-Focused Oppressive and Anti-Oppressive Pedagogies.” International Journal of Educational Research 98: 356–365. doi:10.1016/j.ijer.2019.09.012.
   Web of Science ®Google Scholar
• Symeonidou, S., and H. Phtiaka. 2009. “Using Teachers’ Prior Knowledge, Attitudes and Beliefs to Develop In-Service Teacher Education Courses for Inclusion.” Teaching and Teacher Education 25 (4): 543–550. doi:10.1016/j.tate.2009.02.001.
   Web of Science ®Google Scholar
• Symeonidou, S., and H. Phtiaka. 2012. Εκπαίδϵυση για την Ένταξη: Από την Έρϵυνα Στην Πράξη [Education for Inclusion: From Research to Practice]. Athens, Greece: Pedio.
   Google Scholar
• The Council of the European Union (CEU). 2019. “Council Recommendation of 22 May 2019 on High-Quality Early Childhood Education and Care Systems.” Official Journal of the European Union 2019/C 189/02: 4–14. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri = CELEX:32019H0605(01)&rid = 4.
   Google Scholar
• UNESCO. 2020. Global Education Monitoring Report 2020. Inclusion and Education: All Means All. Paris, France: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373718.
   Google Scholar
• United Nations. 2015. Transforming our World: The 2030 Agenda for Sustainable Development, New York, NY. https://www.un.org/ga/search/view_doc.asp?symbol = A/RES/70/1&Lang = E.
   Google Scholar
• Van Hove, G., E. De Schauwer, K. Mortier, S. Bosteels, G. Desnerck, and J. Van Loon. 2009. “Working with Mothers and Fathers of Children with Disabilities.” European Early Childhood Education Research Journal 17 (2): 187–201. doi:10.1080/13502930902971379.
   Google Scholar
• Vlachou, A., and A. Fyssa. 2016. “‘Inclusion in Practice’: Programme Practices in Mainstream Preschool Classrooms and Associations with Context and Teacher Characteristics.” International Journal of Disability, Development and Education 63 (5): 529–544. doi:10.1080/1034912X.2016.1145629.
   Web of Science ®Google Scholar
• Vuorenmaa, M., N. Halme, P. Åstedt-Kurki, M. Kaunonen, and M. L. Perälä. 2014. “Validity and Reliability of the Personnel Version of the Family Empowerment Scale (FES) for the Social, Health and Educational Services in Finland.” Journal of Advanced Nursing 70 (4): 927–936. doi:10.1111/jan.12242.
   PubMed Web of Science ®Google Scholar
• Zembylas, M. 2013. “Affective, Political and Ethical Sensibilities in Pedagogies of Critical Hope: Exploring the Notion of ‘Critical Emotional Praxis’.” In Discerning Critical Hope in Educational Practices, edited by Vivienne Bozalek, Brenda Leibowitz, Ronelle Carolissen, and Megan Boler, 33–47. Abingdon, Oxon: Routledge.
   Google Scholar