Embracing diversity: insights from 1070 teachers on inclusive education for students with asd in Greece

• Autores: Antonios Fodelianakis
• Localización: Inclusión y perspectivas pedagógicas en el ámbito social / coord. por Diego Gavilán Martín, Gladys Merma Molina, Alejandro Sánchez Ronco, 2024, ISBN 978-84-1079-021-6, págs. 82-95
• Idioma: español
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• Resumen

  • The study examines 1070 Greek teachers’ perceptions and attitudes towards the inclusion of children with functional autism in mainstream education, placing particular emphasis on the country’s evolution of special education legislation and the influence of international declarations like UNESCO’s Salamanca Statement. It underscores the societal significance of understanding and promoting inclusion.

    Employing tools such as the Teacher Attitudes Towards Inclusion Scale (TATIS) and the Autism Self-Efficacy Scale for Teachers (ASSET), the research unveils several noteworthy findings. Notably, primary school teachers, younger educators, and those holding a master’s degree tend to exhibit more favorable attitudes toward inclusion. Female secondary school teachers also demonstrate a particularly positive outlook. Moreover, the study reveals that factors like previous training, age, and gender significantly shape teachers’ perceptions. Despite varying attitudes, there appears to be a generally high level of self-efficacy among teachers when educating students with autism. The study advocates for further exploration, particularly in understanding principal attitudes and educators’ self-efficacy, underscoring the necessity for ongoing research to enhance inclusive education practices for children with autism in Greece and beyond.