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Title: Views of Greek mainstream secondary school teachers towards full inclusion for all children with differences and their implications for future practice
Author: Pagoni, Maria
ISNI:       0000 0004 2720 5567
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2010
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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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available