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Identifier

000466564

Title

Ενσωμάτωση παιδιών με αναπηρία ή/και ειδικές εκπαιδευτικές ανάγκες στη γενική τάξη : αντιλήψεις νηπιαγωγών παράλληλης στήριξης για την αυτό-αποτελεσματικότητά τους / Κορδούτη Αμαλίας.

Alternative Title

The integration of children with disabilities and/or special educational needs in the general classroom: parallel support kindergarten teachers' perceptions of their self-efficacy

Author

Κορδούτη, Αμαλία

Thesis advisor

Κυπριωτάκη Μαρία

Reviewer

Μαρκοδημητράκη Μαρία
Λιναρδάκης Μιχαήλ

Abstract

The present study focuses in the investigation of the relationship between the inclusion of the male and female students with special educational needs and or disabilities (EEA) in the general classroom as long as the self-efficiency of the kindergarten teachers of parallel support (P.S). More specifically the investigation focuses on if the self perception of the efficacy of the kindergarten teachers P.S relates positively with the incorporation of the male and female students with EEA. Moreover factors which are able to affect their self-efficacy during the co-teaching are examined. If these factors form the effectiveness in a positive way, reinforcing the efficacy of the inclusion of the students with special education and or disabilities. The survey data which have been collected intonate the importance of the high self-efficacy and how this is linked with the inclusion of the children. In the frame of this survey 104 kindergarten teachers P.S were collected and later on filled an electronic questionnaire. The questionnaire included demographic questions along with two climaxes of self report. The first climax had to do with attitudes towards the teaching of all the students “Attitudes Towards Teaching All Students- ATTAS-mm” (Gregory & Noto, 2012). The second climax was related to the Teaching Self efficacy of the kindergarten teachers of P.S “Teachers’ Sense of Efficacy Scale- TSES” (Tschannen-Moran & Hoy, 2001). The survey was quantitative and the analysis of the questionnaire was conducted through the program SPSS Statistics22. The results of the analysis showed the importance of the P.S kindergarten teachers related tο the inclusion of all the male and female students with ΕΕΑ and or disabilities in the general classroom. Furthermore that the teachers themselves are characterized by high levels of self-efficacy, applying educational strategies, effective was of classroom management, therefore reinforcing the students' involvement. The students with EEA and or disabilities are benefited by these strategies in order to develop their social cognitive and communicational abilities. Finally statistically important differences between the self-efficacy of the age and the working experience of the kindergarten teachers of P.S were found.

Language

Greek

Subject

Inclusion

Parallel support kindergarten teachers

Self-efficacy

Students with special educational need and or disability

Αυτό-αποτελεσματικότητα

Ενσωμάτωση

Μαθητές με ειδικές εκπαιδευτικές ανάγκες ή/και αναπηρία

Νηπιαγωγοί παράλληλης στήριξης

Issue date