Early Intervention of Kindergarten Children at Risk for Developmental Disabilities: A Greek Paradigm

Abstract

Internationally most of the children at risk for developmental disabilities (intellectual disabilities, learning disabilities and language impairments) are detected within preschool settings. In Greece there are no early intervention services mandated nationwide. In practice, not detailed guidance and support is given to preschool teachers regarding the assessment and intervention of children at risk. This study provides research evidence from the implementation of an early intervention program in inclusive kindergartens, which is part of the practical training of students from the Faculty of

Greek adaptation of the teachers’ Attitudes Towards Teaching All Students (ATTAS-mm) scale

“…More specifically, the first category includes questionnaires that aim to assess teachers’ perceptions toward the inclusive education of children with Special Educational Needs or/and Disability (SEND). For instance, in their study, Tzouriadou and Barbas (2001) examined preschool teachers’ perceptions on issues concerning integration, disability, early intervention, and education. The sample was composed of 1009 educators from Greece and Cyprus, and the tool used for data collection was a questionnaire.…”