Exploring the views and beliefs of parents of typically developing children about inclusion and inclusive education
| Autor: | Anastasia Vlachou, Eleni Koutsogeorgou, Stella Karadimou |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Semi-structured interview
education 05 social sciences Primary education 050301 education Context (language use) Mainstreaming Education Developmental psychology Social group Typically developing Pedagogy 0501 psychology and cognitive sciences Special educational needs Psychology 0503 education Inclusion (education) 050104 developmental & child psychology |
| Zdroj: | Educational Research. 58:384-399 |
| ISSN: | 1469-5847 0013-1881 |
| Popis: | Background: The inclusion of pupils with special educational needs and disabilities (SENDs) in regular classrooms has been identified as a high priority in many policy documents published by both European and international organisations. Its implementation, however, is influenced by a number of factors, some of which are directly related to the participation and attitudes of different stakeholders, including parents of typically developing children. Parents, as a social group, can act in favour of inclusion or they can support more segregated educational environments.Purpose: The aim of this study was to explore, in a Greek context, the views and beliefs of parents of typically developing children about different aspects of the education of children with disabilities, with a particular focus on inclusion and inclusive education.Method: Interviews were held with 40 Greek parents representing 40 typically developing school-aged children who were educated in six different primary education schools, f... |
| Databáze: | OpenAIRE |
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