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Direct linkGaryfalia Charitaki; Isidora Kourti; Jess L. Gregory; Mesut Ozturk; Zaleha Ismail; Anastasia Alevriadou; Spyridon-Georgios Soulis; Maria Kypriotaki; Sehnaz Sakici; Can Demirel – Educational Research and Evaluation, 2025
This study aims to explore differences across Greece, the UK, the USA, Malaysia, Romania, and Turkey in terms of their attitudes towards inclusive education and validate the three-model structure for attitudes towards inclusion across the above six countries. All special education teachers were administered the ATTAS-mm scale. They were employed…
Descriptors: Foreign Countries, Inclusion, Special Education, Special Education Teachers
Giavrimis Panagiotis – Journal of Research in Special Educational Needs, 2024
Inclusion classes (IC) are one of Greece's most crucial educational inclusion policies. This paper explores the institution of inclusion classes as a supportive educational framework for students with special educational needs and/or disabilities (SEND) for their inclusion in the mainstream education system through teachers' conceptualisations. In…
Descriptors: Foreign Countries, Inclusion, Teacher Attitudes, Students with Disabilities
Download full textMaro Doikou – International Journal of Emotional Education, 2024
Pupils with special educational needs and disabilities (SEND) are at risk for emotional, behavioural and social difficulties. Social and emotional learning (SEL) may be particularly beneficial to fostering these children's resilience. Given the importance of teacher's role in promoting SEL, the present study aimed to explore special teachers'…
Descriptors: Special Education, Students with Disabilities, Social Emotional Learning, Teacher Attitudes
