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…

The current study explores the parental perspectives of children with intellectual disabilities (ID) on the effectiveness of inclusive education in Greek mainstream schools. The participants were 83 parents, whose children had different degrees of ID and all of them were attending mainstream schools at the time of the study. They completed a…

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…

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…

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…