STEPS ON OUR WAY TO INCLUSION

COMENIUS PROJECTXANTHI, GREECE

MAY 2013

1Ο ΕΙDIKO DIMOTIKO SHOLIO XANTHIS 1ST SPECIAL EDUCATION PRIMARY SCHOOL

XANTHI

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on our

BARRIERS TO INCLUSION – GREEK REALITY

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1. Teachers’ attitudes The vast majority of teachers believe that the role and

purpose of an inclusive school is the development of social and psychomotor skills of the students and their acceptance by the wider society. A very small number of teachers refer to cognitive development and vocational opportunities.

INCLUSIVE POINT OF VIEW The objective of an inclusive school’s should not only be the

socialization and social acceptance of students, but also the development to the fullest of his personality, talents and abilities (article 29).

(Sideri – Zoniou Α., Karayianni P., Spandagou H.,Deropoulou – Derou E., Papastavrinidou G.)

research study, conducted in an educational programme in Greece about teachers’ awareness on inclusion (Sideri – Zoniou Α., Karayianni P., Spandagou H.,Deropoulou – Derou E., Papastavrinidou G.)

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1. Teachers’ attitudes The vast majority of teachers have a clinical approach towards

disabilities and put on emphasis on the difficulties and the degree of the disability of the students.

INCLUSIVE POINT OF VIEW The focus should be shifted towards the educational

objectives, educational practices and methods, i.e. the educational system. (Sociocultural model approach to disability, Oliver 1996)

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1. Teachers’ attitudes

The vast majority of teachers, within a “politically correct” framework of thinking, believe that having a student with learning difficulties in the classroom, neither creates difficulties to teaching, nor broadens the curriculum.

INCLUSIVE POINT OF VIEW Although the presence of students with disabilities in the

classroom obviously broadens the curriculum it creates difficulties as well. Dealing with the difficulties shouldn’t be left only to the specialists, because it is a matter of pedagogy.

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2. Curriculum Reality: The curriculum in Greece is so rigid that it leads to

exclusion of students with disabilities.

INCLUSIVE POINT OF VIEW Only a flexible curriculum that allows differentiation can

promote inclusion, so that all students and the quality of the teaching process as well, can benefit. An effective curriculum is the one that is differentiated, according to the heterogeneity of the student population in the context of creative and collaborative learning.

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2. Curriculum Preconditions for the success of differentiated

teaching:

• Knowledge of the subject to be taught •Taking into consideration the learning style of each student • Ability to use a variety of strategies and teaching approaches

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3. FundingInadequate funding is a major constraint to the practice of inclusion. That is related to:Specialists and additional staff to support students’ needs.Supportive learning material and assistive technology devicesMany students in the classroom (30 in secondary education)Some schools are still inaccessible to students in wheelchairs

or to those other mobility aides and need elevators, ramps, and lifts.

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Cooperation - EmpowermentPromoting inclusion DESPITE external barriers requires:

Finding “allies”Building on good practicesCollaborative problem solvingBeing able to promote change and initiative in a centralised

educational systemA great deal of fantasy and hard work

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