1. COMENIUS PROJECT XANTHI, GREECE MAY 2013 1 Ο ΕΙDIKO DIMOTIKO SHOLIO XANTHIS 1 ST SPECIAL EDUCATION PRIMARY SCHOOL XANTHI 1 on our

2. BARRIERS TO INCLUSION – GREEK REALITY 2

3. 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.) 3

4. 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) 4

5. 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. 5

6. 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. 6

7. 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 7

8. 3. Funding Inadequate 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 devices Many 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. 8

9. Cooperation - Empowerment Promoting inclusion DESPITE external barriers requires: Finding “allies” Building on good practices Collaborative problem solving Being able to promote change and initiative in a centralised educational system A great deal of fantasy and hard work 9