Τεχνικές συνεκπαίδευσης παιδιών με και χωρίς ιδιαίτερες ανάγκες στο δημοτικό σχολείο

Περίληψη

The present study was designed to investigate the inclusion techniques used by state primary school educators. Personal interviews provided the data for this research. Forty primary school educators, recommended by school advisors and principals as effective in teaching students with special needs in inclusive settings reflected on the techniques they have been using to successfully support students with special needs in the inclusive classrooms. Content analysis was used to analyze the data. The results of the present study indicate that the academic as well as emotional and social needs of students with special needs are carefully analyzed by educators who instruct such students in inclusive settings.