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Primary School Teachers’ Perceptions onInclusive Education for Students with MentalDisabilities: A Comparative Case Study between Greece and Sweden
Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
2016 (English)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

People in children’s environment can significantly influence the process of inclusion in regular schools,teachers and their perceptions on students with special abilities are recognized asplaying a key role. As such, this study aims at investigating, comparing and analyzing Greek and Swedish primary school teachers’ attitudes on inclusive education for childrenwith mental disabilities, as well as their experiences concerning the impact students’ environment has on their efficient inclusion and development. To this end, interviews with them have been employed for data collection in this cross-cultural qualitative research.

Place, publisher, year, edition, pages
2016. , 100 p.
Keyword [en]
comparative qualitative study, inclusive education, mental disabilities, special educational needs, primary school, regular school teachers, teachers' perceptions, Greece, Sweden
National Category
URN: urn:nbn:se:su:diva-133822OAI: diva2:971629
Available from: 2016-09-19 Created: 2016-09-17 Last updated: 2016-09-19Bibliographically approved

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Kavouni, Kalliopi
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Institute of International Education

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