Παράγοντες που συμβάλλουν θετικά στην εφαρμογή πρακτικών συμπερίληψης (inclusion): Μελέτη περιπτώσεων σε τάξεις δημοτικού σχολείου στην Αγγλία

Περίληψη

This article explores the factors that need to be considered for the suc¬cessful implementation of inclusive practices in schools. The article reports on a research that involved a qualitative study in a primary school in the U.K. The aim of the study was to investigate factors within a classroom set-
ting that are important for the development of inclusive practices. Three classrooms of the particular school, which involved children defined as hav¬ing special needs, were involved in the research. Qualitative methods were used for the collection of data. In particular, participant observations and interviews with the teachers were conducted.
Four factors were identified as having a significant role in the develop¬ment of inclusive practices within a classroom: the classroom’s environment, children’s interactions, ways of working and learning, and teacher’s attitudes and behaviour. It is argued that the classroom teacher seems to be the most influential factor for the development of inclusive practices, since he/she is in a position to control the other three factors through the way he/she organ¬ises his/her work.