E-Locus - Institutional Repository of the University of Crete

Home Collections School/Department School of Education Department of Primary education Post-graduate theses

Post-graduate theses

Current Record: 6 of 455

[Add to Basket]

Identifier

000467405

Title

Ο θεσμός του τμήματος ένταξης στο γενικό σχολείο : πρακτικές και αποτεσματικότητα / Καλλιόπης Ελευθερίου.

Alternative Title

The institution of the resource room in the maistrean school : practices and effectiveness

Author

Ελευθερίου, Καλλιόπη

Thesis advisor

Τραγουλιά Ελένη

Reviewer

Κουρκούτας Ηλίας
Μουζάκη Αγγελική

Abstract

The inclusive education, as a new approach to the educational process that responds effectively to the heterogeneity of the student population, is becoming increasingly intense worldwide. Resource room is one of the models of special educational services for students with special educational needs (SEN) within the mainstream school. The question arises as to the effectiveness of the implementation of these inclusive institution in terms of independence for the students with SEN in the mainstream classroom. Teachers as key players in the educational process play a key role in implementing any educational reform and thus in promoting inclusion. The qualitative method was chosen and the data collection is carried out through the monitoring and recording of the lessons in a diary, the semi-structured interview guide, with the participation of the special education teacher of the resource room, the general education teachers, the principal and the pupils with SEN and the official documents of the students in the sample. Qualitative findings show that children with SEN who are attending the resource room are exclusively supported in the resource room, improving their skills, while their transition to the mainstream teaching class is not equivalent to the continuation of the program they follow in the resource room. The special education teacher is distanced from the mainstream classroom, resulting the mainstream education teachers following a separate line in their teaching, thus distancing students from being “fully” included. The major problematic areas are highlighted as the lack of cooperation between teachers of all specialties and the formation of inclusive practices that deviate from the inclusive culture, leading to the creation of a school culture of non-accountability. The establishment of practical guidelines for the teaching of pupils with SEN attending mainstream class and resource room is necessary. Finally, the discussion includes proposals for the effective implementation of these inclusive institution and further research.

Language

Greek

Subject

Cooperation

Educational policy

Full inclusion

Inclusive education

Resource room

Ένταξη

Εκπαιδευτική πολιτική

Πλήρης ένταξη

Συνεργασία