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(PDF) State of the Art on Current Practices in the Education and Training of Teachers in Southern Europe - The Case of Cyprus, Greece, Italy and Spain
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The report aims at analysing the situation in the" /> <title>(PDF) State of the Art on Current Practices in the Education and Training of Teachers in Southern Europe - The Case of Cyprus, Greece, Italy and Spain</title> <link rel="canonical" href="https://www.academia.edu/45391729/State_of_the_Art_on_Current_Practices_in_the_Education_and_Training_of_Teachers_in_Southern_Europe_The_Case_of_Cyprus_Greece_Italy_and_Spain" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = 'b092bf3a3df71cf13feee7c143e83a57eb6b94fb'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1739820634000); window.Aedu.timeDifference = new Date().getTime() - 1739820634000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"The present report provides an overview of current practices on teacher training, and how teacher training covers the needs of students with disabilities under the paradigm of inclusive education. The report aims at analysing the situation in the Southern Europe, namely presenting the cases of Cyprus, Greece, Italy and Spain. After a general overview of the gradual change in the provision of special education services into the mainstream educational system at an international level, this report presents the analysis of teacher training/ teacher preparation in Cyprus, Greece, Italy and Spain. It describes the context of teachers\u0026amp;#39; education and provides an overview of the most frequently assessed types of disabilities that are reported in each country. Then, a review of the main teacher training providers is presented, together with a final statement about possibilities of providing teacher training/ teacher preparation in the respective counties. 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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F45391729%2FState_of_the_Art_on_Current_Practices_in_the_Education_and_Training_of_Teachers_in_Southern_Europe_The_Case_of_Cyprus_Greece_Italy_and_Spain%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":65914397,"identifier":"Attachment_65914397","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":45391729,"created_at":"2021-03-06T05:11:59.218-08:00","from_world_paper_id":null,"updated_at":"2021-09-16T05:23:25.699-07:00","_data":{"doi":"10.13140/RG.2.2.31889.97128","abstract":"The present report provides an overview of current practices on teacher training, and how teacher training covers the needs of students with disabilities under the paradigm of inclusive education. The report aims at analysing the situation in the Southern Europe, namely presenting the cases of Cyprus, Greece, Italy and Spain. After a general overview of the gradual change in the provision of special education services into the mainstream educational system at an international level, this report presents the analysis of teacher training/ teacher preparation in Cyprus, Greece, Italy and Spain. It describes the context of teachers' education and provides an overview of the most frequently assessed types of disabilities that are reported in each country. Then, a review of the main teacher training providers is presented, together with a final statement about possibilities of providing teacher training/ teacher preparation in the respective counties. The report should be of interest to the educational community, particularly researchers and practitioners in inclusive education and teacher preparation.","publication_date":"2019,,","publication_name":"ERIC"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"State of the Art on Current Practices in the Education and Training of Teachers in Southern Europe - The Case of Cyprus, Greece, Italy and Spain","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [6770587,905861,5053617]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":65914397,"attachmentType":"pdf"}"><img alt="First page of “State of the Art on Current Practices in the Education and Training of Teachers in Southern Europe - The Case of Cyprus, Greece, Italy and Spain”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/65914397/mini_magick20210306-29501-10dwvdn.png?1615040035" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">State of the Art on Current Practices in the Education and Training of Teachers in Southern Europe - The Case of Cyprus, Greece, Italy and Spain</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="6770587" href="https://uva-es.academia.edu/SaraVillagr%C3%A1"><img alt="Profile image of Sara Villagrá" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/6770587/3737896/4378876/s65_sara.villagr_.jpg" />Sara Villagrá</a><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="905861" href="https://cut.academia.edu/YGeorgiou"><img alt="Profile image of Yiannis Georgiou" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/905861/334565/19723013/s65_yiannis.georgiou.jpg" />Yiannis Georgiou</a><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="5053617" href="https://cut.academia.edu/AndriIoannou"><img alt="Profile image of Andri Ioannou" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/5053617/2202391/33557698/s65_andri.ioannou.jpg" />Andri Ioannou</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2019, ERIC</p><a class="js-loswp-work-card-doi-link ds2-5-body-sm ds2-5-body-link" href="https://doi.org/10.13140/RG.2.2.31889.97128" rel="nofollow">https://doi.org/10.13140/RG.2.2.31889.97128</a><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">54 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 45391729; 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The report aims at analysing the situation in the Southern Europe, namely presenting the cases of Cyprus, Greece, Italy and Spain. After a general overview of the gradual change in the provision of special education services into the mainstream educational system at an international level, this report presents the analysis of teacher training/ teacher preparation in Cyprus, Greece, Italy and Spain. It describes the context of teachers' education and provides an overview of the most frequently assessed types of disabilities that are reported in each country. Then, a review of the main teacher training providers is presented, together with a final statement about possibilities of providing teacher training/ teacher preparation in the respective counties. The report should be of interest to the educational community, particularly researchers and practitioners in inclusive education and teacher preparation.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":65914397,"attachmentType":"pdf","workUrl":"https://www.academia.edu/45391729/State_of_the_Art_on_Current_Practices_in_the_Education_and_Training_of_Teachers_in_Southern_Europe_The_Case_of_Cyprus_Greece_Italy_and_Spain"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":65914397,"attachmentType":"pdf","workUrl":"https://www.academia.edu/45391729/State_of_the_Art_on_Current_Practices_in_the_Education_and_Training_of_Teachers_in_Southern_Europe_The_Case_of_Cyprus_Greece_Italy_and_Spain"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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Syriopoulou Delli</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Review of European Studies, 2010</p><p class="ds-related-work--abstract ds2-5-body-sm">This research aims to investigate the characteristics of teachers of the special education population, their training, the available training programs, the necessary qualifications the possibility of their cooperation with bodies and individuals (like school counselor) and their motivations as regards this field of employmen. The results show that: Women are the majority among young teachers having less experience in special education. On the contrary, men between 31-50 years old are comparatively more than women. The majority of teachers up to the age of 30 years old serve special schools and the majority of teachers between 31-40 years old serve integration classes. INSET colleges (Didaskalia) train the majority of teachers on special education. Special studies and sensitization motivate teachers to choose the field of special education to a high degree. Financial bonuses also play an important role in their choice. According to teachers, school units and school system in general does not correspond to a great extend with the particular needs of special education. Teachers cooperate satisfactorily to a great extent with their colleagues and with the parents of their students. The element that mainly differentiates teachers that participated in the research in relation to the total of their answers is their age.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Training and Motivations of Special Education Teachers in Greece","attachmentId":68372881,"attachmentType":"pdf","work_url":"https://www.academia.edu/50352770/Training_and_Motivations_of_Special_Education_Teachers_in_Greece","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/50352770/Training_and_Motivations_of_Special_Education_Teachers_in_Greece"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="23081037" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/23081037/Teacher_education_for_inclusion_in_Europe">Teacher education for inclusion in Europe</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="44837827" href="https://independent.academia.edu/WatkinsAmanda">Amanda Watkins</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="44897630" href="https://independent.academia.edu/DonnellyV">Verity Donnelly</a></div><p class="ds-related-work--metadata ds2-5-body-xs">PROSPECTS, 2011</p><p class="ds-related-work--abstract ds2-5-body-sm">Teacher education issues are high on the policy agenda across Europe. The United Nations Convention on the Rights of People with Disabilities is gaining momentum and providing a force for change, supported by many communications both internationally and at European level that recognize how central education is in efforts to develop a more equitable society. In moving towards a more inclusive education system, there is a need to train all teachers to meet the diverse needs of all learners in their classrooms and to work collaboratively with colleagues. Drawing on key documents, this article outlines the policy context and reviews the available evidence supporting the move towards teacher education for inclusion across Europe. It presents the work of the European Agency for Development in Special Needs Education, to highlight some of the opportunities and challenges within its member countries in addressing teacher education for inclusion.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Teacher education for inclusion in Europe","attachmentId":43582668,"attachmentType":"pdf","work_url":"https://www.academia.edu/23081037/Teacher_education_for_inclusion_in_Europe","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/23081037/Teacher_education_for_inclusion_in_Europe"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="108645890" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/108645890/Greek_Secondary_Education_Teachers_Views_on_Inclusive_Education_of_People_with_Intellectual_Disabilities">Greek Secondary Education Teachers’ Views on Inclusive Education of People with Intellectual Disabilities</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="891257" href="https://aegean.academia.edu/PanagiotisGiavrimis">Panagiotis Giavrimis</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Disability, CBR and Inclusive Development, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Purpose: This paper aimed to investigate Greek secondary education teachers' views on people with intellectual disabilities, their inclusion in the typical educational system, and the dimensions of social and educational exclusion that may be associated with it. Method: The qualitative research design involved semi-structured interviews with 18 Greek secondary school teachers. Results: It was revealed that people with intellectual disabilities face educational exclusion for two reasons. The first is because the structure of the education system itself cannot meet their increased needs, and the second is due to the fact that a percentage of secondary education teachers feel negative about their inclusion in the typical education system. Conclusion and Implications: The implemented policy for the co-education of people with intellectual disabilities in Greece is not effective due to endogenous difficulties. It is necessary to orient the educational policy towards an education for all without "filters" of social exclusions.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Greek Secondary Education Teachers’ Views on Inclusive Education of People with Intellectual Disabilities","attachmentId":106974139,"attachmentType":"pdf","work_url":"https://www.academia.edu/108645890/Greek_Secondary_Education_Teachers_Views_on_Inclusive_Education_of_People_with_Intellectual_Disabilities","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/108645890/Greek_Secondary_Education_Teachers_Views_on_Inclusive_Education_of_People_with_Intellectual_Disabilities"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="65060786" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/65060786/Are_Greek_special_education_teachers_in_favour_of_the_inclusion_of_pupils_with_Intellectual_Disability_An_online_survey">Are Greek special education teachers in favour of the inclusion of pupils with Intellectual Disability? An online survey</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="27864844" href="https://uth.academia.edu/KostasMantzikos">Constantinos Mantzikos</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1630842" href="https://uth.academia.edu/ChristinaLappa">Christina Lappa</a></div><p class="ds-related-work--metadata ds2-5-body-xs">European Journal of Special Education Research, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Few studies have been conducted in Greece focusing on the inclusion of pupils with Intellectual Disability (ID) in general classes. The aim of this quantitative study was to explore the attitudes of Special Education Teachers (SETs or SET) towards the inclusion of pupils with ID in general classes. A structured questionnaire was sent out. It consisted of 10 demographic questions and of 6 structured closed-ended questions about the inclusion of this group of pupils in general classes, using a 5-point Likert scale. The study sample consisted of 150 SETs [129 (86%) females and 21 (14%) males]. The questionnaire data were analysed via descriptive and inferential statistics (SPSS version 21). The results of the research showed that the majority of SETs had a positive attitude towards the fact that the special and general education teacher should jointly adapt the classroom according to the needs of the pupil with ID and that inclusive education is appropriate for these pupils. The SETs had a neutral to positive attitude about whether pupils with ID should be educated in general settings with pupils without disabilities and whether they should be removed less frequently from general education settings in order to be given more help with their difficulties. Finally, there were some dependent variables that played a major role in participants' responses, such as education, work experience, work and the structure of employment. In conclusion, SETs point out that they are in favour of the inclusion of pupils with ID. Finally, the results of the study are discussed.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Are Greek special education teachers in favour of the inclusion of pupils with Intellectual Disability? An online survey","attachmentId":76811849,"attachmentType":"pdf","work_url":"https://www.academia.edu/65060786/Are_Greek_special_education_teachers_in_favour_of_the_inclusion_of_pupils_with_Intellectual_Disability_An_online_survey","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/65060786/Are_Greek_special_education_teachers_in_favour_of_the_inclusion_of_pupils_with_Intellectual_Disability_An_online_survey"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="44656547" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/44656547/PLEASE_SCROLL_DOWN_FOR_ARTICLE_International_Studies_in_Sociology_of_Education_Publication_details_including_instructions_for_authors_and_subscription_information_The_role_of_special_education_teachers_in_primary_schools_in_Greece">PLEASE SCROLL DOWN FOR ARTICLE International Studies in Sociology of Education Publication details, including instructions for authors and subscription information: The role of special education teachers in primary schools in Greece</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="99151413" href="https://uom-gr.academia.edu/EvangeliaBoutskou">Evangelia Boutskou</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Studies in Sociology of Education, 2007</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"PLEASE SCROLL DOWN FOR ARTICLE International Studies in Sociology of Education Publication details, including instructions for authors and subscription information: The role of special education teachers in primary schools in Greece","attachmentId":65128460,"attachmentType":"pdf","work_url":"https://www.academia.edu/44656547/PLEASE_SCROLL_DOWN_FOR_ARTICLE_International_Studies_in_Sociology_of_Education_Publication_details_including_instructions_for_authors_and_subscription_information_The_role_of_special_education_teachers_in_primary_schools_in_Greece","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/44656547/PLEASE_SCROLL_DOWN_FOR_ARTICLE_International_Studies_in_Sociology_of_Education_Publication_details_including_instructions_for_authors_and_subscription_information_The_role_of_special_education_teachers_in_primary_schools_in_Greece"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="4773514" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/4773514/Symeonidou_S_and_Phtiaka_H_2014_My_colleagues_wear_blinkers_If_they_were_trained_they_would_understand_better_Reflections_on_teacher_education_on_inclusion_in_Cyprus_Journal_of_Research_in_Special_Educational_Needs_14_2_110_119">Symeonidou, S., & Phtiaka, H. (2014). ‘My colleagues wear blinkers… If they were trained, they would understand better’. Reflections on teacher education on inclusion in Cyprus. Journal of Research in Special Educational Needs, 14(2), 110-119. </a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5870112" href="https://ucy.academia.edu/SimoniSymeonidou">Simoni Symeonidou</a></div><p class="ds-related-work--abstract ds2-5-body-sm">This paper discusses fundamental theoretical issues in relation to education on inclusion. These issues inform core decisions about initial teacher education courses and in-service teacher-training programmes on inclusion. International and local discussions and research in this area formed the background for the design and implementation of a 2-year funded research project whose aim was to record teachers' knowledge, attitudes and skills in relation to inclusion before developing an in-service training programme that suited their profiles. The paper focuses on Greek-Cypriot teachers' perceptions of their initial and in-service teacher education on inclusion in Cyprus, as revealed by survey and interview findings. The findings are discussed with reference to relevant literature from Cyprus and other countries in an attempt to draw connections between teacher education, local culture and international practice. The paper concludes with a discussion of the argument that in-service training programmes on inclusion are of central importance, not only for Cyprus but also for other countries. We argue that teachers' initial education does not guarantee a shared understanding of inclusive education; therefore, in-service teacher-training programmes need to be carefully planned and delivered to all schoolteachers to address both theoretical and practical aspects of inclusive education effectively.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Symeonidou, S., \u0026 Phtiaka, H. (2014). ‘My colleagues wear blinkers… If they were trained, they would understand better’. Reflections on teacher education on inclusion in Cyprus. Journal of Research in Special Educational Needs, 14(2), 110-119. ","attachmentId":36742819,"attachmentType":"pdf","work_url":"https://www.academia.edu/4773514/Symeonidou_S_and_Phtiaka_H_2014_My_colleagues_wear_blinkers_If_they_were_trained_they_would_understand_better_Reflections_on_teacher_education_on_inclusion_in_Cyprus_Journal_of_Research_in_Special_Educational_Needs_14_2_110_119","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/4773514/Symeonidou_S_and_Phtiaka_H_2014_My_colleagues_wear_blinkers_If_they_were_trained_they_would_understand_better_Reflections_on_teacher_education_on_inclusion_in_Cyprus_Journal_of_Research_in_Special_Educational_Needs_14_2_110_119"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="113650483" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/113650483/The_competences_of_young_teachers_in_education_of_pupils_with_special_educational_needs">The competences of young teachers in education of pupils with special educational needs</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1983070" href="https://independent.academia.edu/EwaBartu%C5%9B">Ewa Bartuś</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The Education and science journal, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Introduction. The present article considers the problem of readiness of young teachers to teach children with special educational needs in countries where the introduction of inclusive education began only in the last decade. The authors describe the key concepts of the theory of formation of professional skills and competences of teachers for working in inclusive education, based on which the results of research conducted in theCzechRepublic,Poland andRussia.The aim of this article is to compare the experience of young teachers in teaching children with special educational needs in relation to their skills and competences needed to perform this task.Methodology and research methods. Questionnaires and interviews were used to collect quantitative and qualitative data, which were eventually processed using basic statistics (quantitative survey) and the open-coding method (qualitative content).Results. The results of the study indicate both strong and weak aspects of the skills of you...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The competences of young teachers in education of pupils with special educational needs","attachmentId":110555506,"attachmentType":"pdf","work_url":"https://www.academia.edu/113650483/The_competences_of_young_teachers_in_education_of_pupils_with_special_educational_needs","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/113650483/The_competences_of_young_teachers_in_education_of_pupils_with_special_educational_needs"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="112465927" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/112465927/Ana_M_VERNIA_Students_with_Special_Educational_Needs_Camouflaging_and_Teacher_Training_of_University_Teaching_Staff_">Ana M VERNIA Students with Special Educational Needs Camouflaging and Teacher Training of University Teaching Staff:</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3592934" href="https://uji.academia.edu/AnnaMVernia">Ana M. Vernia</a></div><p class="ds-related-work--metadata ds2-5-body-xs">World Academy of Science, Engineering and Technology International Journal of Educational and Pedagogical Sciences, 2023</p><p class="ds-related-work--abstract ds2-5-body-sm">The objective of this work is to reflect through the theoretical framework on the access to the university for the formation of a degree in a teacher of primary education. The University Access Tests in Spain evaluate a series of skills and competencies in writing, which leave aside the sample of another set of skills and tools that this type of test cannot evaluate. In the last years, a very much diversified student body has arrived in the classrooms of the universities. Nowadays, talking about special education means attending to the changes that are being experienced in this area. At present, the educational model focuses on the reinforcement by the educational institutions so that they form the students according to their personal characteristics and that it is not the students that must adapt to the system. A bibliographic review plus some years of experience in training for the future teacher allows us to make an initial assessment about the lack of rigor in the tests of access to the university. In conclusion, we can say that, although we are not a specialist in the type of Special Educational Needs that can manifest the students, therefore, we understand that teacher today needs training and support to develop their teaching with the best quality possible. These teacher and student needs also imply more institutional support.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Ana M VERNIA Students with Special Educational Needs Camouflaging and Teacher Training of University Teaching Staff:","attachmentId":109687925,"attachmentType":"pdf","work_url":"https://www.academia.edu/112465927/Ana_M_VERNIA_Students_with_Special_Educational_Needs_Camouflaging_and_Teacher_Training_of_University_Teaching_Staff_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/112465927/Ana_M_VERNIA_Students_with_Special_Educational_Needs_Camouflaging_and_Teacher_Training_of_University_Teaching_Staff_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="102051828" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/102051828/Improving_the_Training_of_Support_Teachers_in_Italy_The_Results_of_a_Research_on_Attitudes_Aimed_at_Students_with_Intellectual_Disabilities">Improving the Training of Support Teachers in Italy: The Results of a Research on Attitudes Aimed at Students with Intellectual Disabilities</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="177173128" href="https://independent.academia.edu/GaggioliC">Cristina Gaggioli</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Science Insights Education Frontiers, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">This paper aims to bring research findings on the curricular teacher’s and curricular support teacher’s attitude toward students with intellectual disabilities. The results bring to imagine possible changes in the current training system that, deepening intellectual disability in discipline and laboratory terms, not necessarily and intentionally get a suitable space to evaluate and work on initial placements. The exercise of reflective competence, necessary to feed a mature self-awareness, is also essential to withstand the possible involutions experienced in school contexts, still far from the inclusive dimension.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Improving the Training of Support Teachers in Italy: The Results of a Research on Attitudes Aimed at Students with Intellectual Disabilities","attachmentId":102420560,"attachmentType":"pdf","work_url":"https://www.academia.edu/102051828/Improving_the_Training_of_Support_Teachers_in_Italy_The_Results_of_a_Research_on_Attitudes_Aimed_at_Students_with_Intellectual_Disabilities","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/102051828/Improving_the_Training_of_Support_Teachers_in_Italy_The_Results_of_a_Research_on_Attitudes_Aimed_at_Students_with_Intellectual_Disabilities"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":65914397,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":65914397,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_65914397" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="111529620" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/111529620/Special_Education_Practice_at_Elementary_Level_in_European_Union_Countries_and_Turkey">Special Education Practice at Elementary Level in European Union Countries and Turkey</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="18958118" href="https://independent.academia.edu/NKayhan">Nilay Kayhan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Universal Journal of Educational Research, 2016</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Special Education Practice at Elementary Level in European Union Countries and Turkey","attachmentId":109042588,"attachmentType":"pdf","work_url":"https://www.academia.edu/111529620/Special_Education_Practice_at_Elementary_Level_in_European_Union_Countries_and_Turkey","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/111529620/Special_Education_Practice_at_Elementary_Level_in_European_Union_Countries_and_Turkey"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="1" data-entity-id="105879679" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/105879679/RESEARCH_SECTION_Inclusive_special_education_the_role_of_special_education_teachers_in_Finland">RESEARCH SECTION: Inclusive special education: the role of special education teachers in Finland</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="94688" href="https://hfh.academia.edu/MinnaRKT%C3%B6rm%C3%A4nen">Minna R.K. 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