Attitudes of Greek parents of typically developing kindergarten children towards inclusive education

Parents’ Involve and psycho-educational Development of Learners with Special Educational Needs (SENs): An Empirical Review

“…013. A similar findings were established by Tafa and Manolitsis (2003) where mothers who had maximum education displayed more constructive behaviour to inclusion of learners with SENs than to mothers with a minimum level of education. Nonetheless, Kalyva et al (2007) documented that their level of education does not influence the attitude of parents of learners with SENs.…”

The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion

“…the special teacher's) responsibility whether in schools with additional learning support bases (integration units) or without. Interestingly, the recent inclusive developments appear to have been embraced by the general public and the parents of typically developing children in particular (Kalyva et al, in press;Tafa & Manolitsis, 2003).…”

The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education

“…In many countries, this resulted in changing education policies and in making regular education the standard provision for all students, including those with special educational needs. One of the core ideas behind these changes is that both children with and without disabilities experience social benefits in regular schools (Flem and Keller 2000), like acceptance of children with disabilities in society (Tafa and Manolitsis 2003) and friendships (Scheepstra et al 1999). Although more acceptance and friendships for students with disabilities in regular schools are a widely supported aim, implementing inclusion in daily practice is challenging (Ferguson 2008;Vislie 2003).…”