The influence of teaching experience and professional development on Greek teachers' attitudes towards inclusion

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The influence of teaching experience and professional development on Greek teachers' attitudes towards inclusion

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dc.contributor.author Avramidis, Elias en_GB
dc.contributor.author Kalyva, Efrosini en_GB
dc.contributor.department University of Exeter. At the time of publication the author was at the University of York; City Liberal Studies, Thessaloniki en_GB
dc.date.accessioned 2008-11-26T10:24:57Z en_GB
dc.date.accessioned 2011-01-25T11:51:46Z en_US
dc.date.accessioned 2013-03-20T16:41:41Z
dc.date.issued 2007-11 en_GB
dc.description.abstract On the assumption that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a survey was undertaken into the attitudes of Greek teachers to inclusion. The 155 respondents were general education primary teachers drawn from one region of Northern Greece, with a proportion deliberately selected from schools identified as actively implementing inclusive programmes. The analysis revealed positive attitudes towards the general concept of inclusion but variable views on the difficulty of accommodating different types of disabilities in mainstream classrooms. Teachers who had been actively involved in teaching pupils with SEN held significantly more positive attitudes than their counterparts with little or no such experience. The analysis also demonstrated the importance of substantive long-term training in the formation of positive teacher attitudes towards inclusion. The paper concludes with recommendations for developing critical professional development courses that can result in attitudinal change and the formulation of genuinely inclusive practices. en_GB
dc.identifier.citation 22 (4), pp. 367–389 en_GB
dc.identifier.doi 10.1080/08856250701649989 en_GB
dc.identifier.uri http://hdl.handle.net/10036/41433 en_GB
dc.language.iso en en_GB
dc.publisher Taylor & Francis en_GB
dc.relation.url http://www.informaworld.com/smpp/content~content=a782988995~db=all en_GB
dc.subject Integration en_GB
dc.subject Inclusion en_GB
dc.subject teacher attitudes en_GB
dc.subject Inclusive education en_GB
dc.title The influence of teaching experience and professional development on Greek teachers' attitudes towards inclusion en_GB
dc.type Article en_GB
dc.date.available 2008-11-26T10:24:57Z en_GB
dc.date.available 2011-01-25T11:51:46Z en_US
dc.date.available 2013-03-20T16:41:41Z
dc.identifier.issn 0885-6257 en_GB
dc.description This is a postprint of an article whose final and definitive form has been published in the European Journal of Special Needs Education© 2007 Copyright Taylor & Francis; European Journal of Special Needs Education is available online at http://www.informaworld.com en_GB
dc.identifier.eissn 1469-591X en_GB
dc.identifier.journal European Journal of Special Needs Education en_GB


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