Special education provision in Greek mainstream classrooms
Teachers’ characteristics and recruitment procedures in parallel support
Bibliographic Data
| ID | 12577978 |
|---|---|
| Authors | Athanasios Koutsoklenis (0000-0001-9741-3941, Democritus University of Thrace, corresponding author), Vassilios Papadimitriou (0000-0002-9125-3710, University of Thessaly) |
| Year | 2021 |
| Volume | 28 |
| Issue | 5 |
| Pages | 561-576 |
| Publication date | 2021-06-20 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2021.1942565 |
| OpenAlex | W3176893129 |
| Language | EN |
| Citations received | 8 |
| References cited | 23 |
Parallel support is a Greek type of special education provision aiming at providing additional support to students identified with special educational needs and/or disability in mainstream classrooms. Drawing from quantitative data for the school-year 2018–2019 this paper presents findings on certain characteristics of primary and pre-primary teachers who work in parallel support including gender, educational qualifications, teaching experience and further certifications in braille and/or sign language. In so doing, the paper analyses several shortcomings regarding the staffing of parallel support, especially in relation to teachers’ qualifications and teaching experience. Additionally, it reports data on the recruitment procedures of teachers revealing significant delays in the hiring of teachers who work in parallel support. Finally, the paper discusses how the current educational policy creates structural barriers that hinder the educational inclusion of students with special educational needs and/or disability
Alternative teacher certification · Braille · Certification · Inclusion (mineral · Learning disability · Mainstream · Mainstreaming · Mathematics education · Medical education · Pedagogy · Political science · Special education · Special Educational Needs · Staffing · Teacher education · Work (physics · Collaborative Teaching and Inclusion · Computer Science · Disability Education and Employment · Educational Practices and Policies · Medicine · Nursing · Psychology
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Perceptions of Primary School Children About the Roles and Responsibilities of Teachers in Co-Taught Classrooms
Psychoeducational Classroom Interventions Promoting Inclusion of Special Educational Needs Students in Mainstream Classes
Familialised Governance in Greek Special Education
Narrowing the inclusion gap – teachers and parents around SEN students
Job satisfaction, occupational stress and self-efficacy of Greek mainstream and special school education teachers
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Implications for educational practice of the science of learning and development
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A critical consideration of the changing conditions of schooling for students with disabilities in Greece and the fragility of international in local contexts
Role of special/support teachers in Greek primary schools
Disabled students’ narratives about their schooling experiences
Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms
What does the greek model of parallel support have to say about co-teaching
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Inclusive and collaborative practices in co-taught classrooms
Education and inclusive policy-making
| Unique citing works | 8 |
|---|---|
| Citations per year | 2.67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |