The present research focused on investigating the attitudes of parents of children with disabilities regarding their children’s educational inclusion in general education. Also, the effect of certain demographic characteristics of the participants on their attitudes was investigated. 125 parents of children with disabilities attending primary education participated in this research, residing in Western Greece. The collection of research data was carried out using the questionnaire "Attitude Toward Inclusion/Mainstreaming Scale" (Leyser &amp; Kirk, 2004-translated by Kokaridas et al., 2008). The statistical analysis of the data was done using the statistical package SPSS, version 26.0. A statistically significant relationship emerged between the variables parents’ attitudes, gender and parents' educational level. From the results of the research, emerged that the participants showed above-average positive attitudes regarding inclusion and that the mothers of children with disabilities had more positive attitudes towards inclusion, compared to the fathers. It also emerged that participants with a higher educational level were more positive towards the inclusion of their children with disabilities. The findings of this research are expected to contribute to the effective implementation and achievement of the concept of inclusive education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0028/a.php" alt="Hit counter" /></p>

The primary research objective of this research has been to investigate the relationship between the victimization of high school students and the existence of learning difficulties and ADHD. 700 students participated (with and without ADHD) who attended Gymnasiums of Western Thessaloniki in which integration departments operated. Participants anonymously completed a questionnaire on bullying. The results we quote here refer to the second part of the questionnaire that is completed only by those students who were victimized. According to the research activity so far, it was expected and finally confirmed that the variable existence of learning difficulties / ADHD is a predictor of the participation of these students in bullying incidents and even with the role of the victim [each increase in the percentage by one point (i.e. by 1 [each increase in the percentage by one point (i.e. by 1%) of the factor of learning disabilities and of the dep with a diagnosis the average value of the variable of a person falling victim to bullying increases by 1.21 points (p&lt;0.001)].<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0597/a.php" alt="Hit counter" /></p>

The research presents the results from the completion of a questionnaire exclusively by the participants of the study who have been perpetrators of acts of bullying. The results showed that the bullies to a small extent acknowledged that they became bullies because they felt powerful, because they like to dominate/oppress others, because they wanted recognition of their authority from their classmates, because they were afraid of becoming victims and because they had had previously been victims of bullying (in all cases the average value is equal to 2.0). Also, the results showed that the most important reason that pushed the bullies to bully was some particular characteristic of the victim (Mean=3.0, SD=1.0) and to a lesser extent identity -ethnicity, race, sexual orientation- (Mean=2.0, SD=1.0, Mean=2.0, SD=1.0, Mean=2.0, SD=1.0) respectively. According to the perpetrators, they bullied more often boys (Mean=3.0, SD=2.0), and students of their school (Mean=3.0, SD=2.0). Finally, it emerged that the most frequent form of bullying was derogatory comments (Mean=3.0, SD=2.0) followed by physical violence (Mean=2.0, SD=1.0).<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0263/a.php" alt="Hit counter" /></p>

School bullying is a significant problem affecting high school students. This article provides an overview of the causes and consequences of bullying, as well as prevention and coping strategies. The literature review includes a discussion of different types of bullying (Bradshaw, Waasdorp, &amp; Johnson, 2015), individual, family, peer, and school-related factors that contribute to bullying (Espelage &amp; Swearer, 2010; Olweus, 2013), and the physical and psychological harm that results from bullying (Bradshaw et al., 2015). The article concludes with a discussion of different interventions to prevent and cope with bullying, including whole-school approaches, targeted interventions, and peer support programs (Bradshaw et al., 2015; Espelage &amp; Swearer, 2010).<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0001/a.php" alt="Hit counter" /></p>