Advocates of inclusive education believe in the right of all learners to education and the many benefits it delivers. Teachers’ attitudes and beliefs toward inclusive education are instantly reflected in their classroom activities and practices. This research will concentrate on special and general education teachers in Greek secondary schools. It will investigate their attitudes toward inclusive education and how these attitudes alter as a consequence of variables such as age, gender, teaching experience, and inclusive education training. Quantitative, main, and correlational research was obtained between groups using a non-experimental technique. The sample was taken from 307 educators, who were almost equally divided between general and special education. The SACIE-R questionnaire was used to assess teachers’ attitudes toward inclusive education. The outcomes of the research demonstrated that attitudes toward inclusive education were impacted by the kind of special education received, as well as age and general education teaching experience. Furthermore, positive attitudes were impacted by gender, but negative sentiments and concerns were influenced by general education and special education teaching experience. Finally, the study revealed low levels of negative sentiments, medium levels of concerns, and high levels of favourable attitudes toward inclusive education.

With schools closed around the world during the pandemic, the use of technology and distance education has solved the problems and dysfunctions that have arisen. Students, their families, and school personnel have all been affected by the numerous challenges and barriers that have arisen because of distance education. This chapter seeks to evaluate school-family collaboration throughout the pandemic period. The study focuses on families with children who have special educational needs and disabilities (SEND) and their experiences with inclusive education. While the COVID-19 pandemic was underway, parents of children with SEND faced a variety of challenges, including a lack of resources, financial difficulties, communication difficulties, and a lack of attention from teachers. Parents believe that economic, social, and language limitations impede the effectiveness of online inclusion, whereas their digital abilities enable them to aid their children on both technical and psychological levels in overcoming distant learning difficulties.

Collaboration between teachers and parents of children with and without disabilities is one of the key essential elements to ensure effective inclusive education. The purpose of this literature review paper is to examine international empirical studies published in peer-reviewed journals and Greek dissertations from 2015-2020. It focuses on collaboration practices between in-service educators and parents in the context of inclusive education in primary and secondary schools. Particularly, the article pinpoints the way teachers and parents collaborate, the factors that enhance successful collaboration, and finally the obstacles that hinder effective cooperation. The analyses showed various levels of parental involvement depending on the type of school studied. More specifically, in exemplary schools, teachers and parents seem to build effective collaborative relationships as they apply holistic collaborative and communicative practices. In the other schools studied, communication is usually limited to mandatory meetings, the main subject of which is the behavior of students. Moreover, the review illustrates a variety of barriers that hinder teacher-parent partnerships with the predominant obstacle being lack of time. Subsequently, it highlights the need for specific factors that strengthen successful collaboration between parents and teachers. Finally, this review indicates the need for additional research to explore specific strategies that educators and families could promote to achieve effective collaboration.

Extreme situations such as the COVID-19 pandemic have revealed important characteristics that can be used to improve inclusion in both face-to-face and distance modalities, such as strengthening connections between those involved and establishing activities in which technologies can be used to support inclusion effectively. This chapter aims to demonstrate that having a computer, tablet, or smartphone during a pandemic is not sufficient to ensure learning. To illustrate this point, several national online resources are inaccessible to students with disabilities, preventing them from participating in e-inclusion. Furthermore, because of a lack of collaboration and communication between classroom and special education teachers during COVID-19, teachers were unable to plan meaningful learning activities for their students. To achieve effective electronic inclusion, activities must be organized in such a way that they meet the needs of students with special needs, and modern, asynchronous tools must be available to assist in this process.

Teachers’ self-efficacy is important as it affects their views on their ability to teach. In special education, self-efficacy is particularly critical because it helps teachers understand and assist students with special educational needs (SEND). The main objective of the current study was to examine special and general education teachers’ self-efficacy for inclusive practices at Greek secondary education schools and how teachers’ age, gender, teaching experience, and training affect their self-efficacy for inclusive practices. The current research is primary, quantitative, correlational, between and within groups, and has a non-experimental design. A sample was conducted by 265 general and special education teachers. The Teacher Efficacy for Inclusive Practices (TEIP) scale was used to measure teachers’ perceived self-efficacy to implement inclusive classroom practices. Results indicated that teachers of special education presented higher efficacy in using inclusive instructions, collaborating, and dealing with disruptive behaviors. The training was considered a significant factor that affected attitudes of self-efficacy towards inclusive practices. Demographic characteristics, such as age and gender, do not seem to be significant factors in the formation of self-efficacy towards inclusive practices, while the effect of teaching experience in special education was statistically significant on all components of the self-efficacy scale.