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Differentiated Instruction for Students with Disabilities in Early Childhood Co-Taught Classrooms: Types and Quality of Modifications
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Strogilos, Vasilis; Avramidis, Elias; Voulagka, Anastasia; Tragoulia, Eleni – International Journal of Inclusive Education, 2020
Differentiated instruction is considered a prerequisite for the inclusion of students with disabilities (SWD) in general education. The aim of this study was to describe and evaluate the type and quality of curriculum modifications for SWD in Greek early childhood co-taught classrooms. Sixty-eight general and special education teachers in 34…
Descriptors: Individualized Instruction, Students with Disabilities, Early Childhood Education, Foreign Countries
Teaching Experiences of Students with Special Educational Needs in Co-Taught and Non-Co-Taught Classes
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Strogilos, Vasilis; Avramidis, Elias – Journal of Research in Special Educational Needs, 2016
Co-teaching has gained considerable interest as a service delivery model for promoting the inclusion of students with special educational needs (SEN) in mainstream classrooms. This study examines whether co-teaching has an effect on the teaching experiences of 12 students with autism spectrum disorder (ASD) and 10 students with intellectual…
Descriptors: Team Teaching, Teaching Methods, Inclusion, Mainstreaming
Union Gives Strength: Mainstream and Special Education Teachers' Responsibilities in Inclusive Co-Taught Classrooms
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Stefanidis, Abraham; Strogilos, Vasilis – Educational Studies, 2015
Co-teaching has gained considerable interest as a means of promoting the inclusion of students with disabilities in mainstream education. Nowadays, there is a consensus among researchers that co-teaching should provide effective education to all students in a mainstream class. This study aims to explore co-teachers' attitudes towards co-teaching…
Descriptors: Special Education, Special Education Teachers, Regular and Special Education Relationship, Disabilities
The Cultural Understanding of Inclusion and Its Development within a Centralised System
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Strogilos, Vasilis – International Journal of Inclusive Education, 2012
This paper discusses inclusion in relation to centralised systems, in particular the constraints central control makes upon decisions at school level. The discussion is empowered by an evaluative case study research undertaken to understand the development of inclusion in contexts where flexible teaching and curriculum change are sometimes hard to…
Descriptors: Disabilities, Curriculum Development, Teacher Collaboration, Systems Approach