Greek mainstream secondary school teachers’ perceptions of inclusive education and of having pupils with complex learning disabilities in the classroom/school

Abstract

The purpose of this study was to examine Greek mainstream secondary school teachers’ perceptions of inclusive education and of having pupils with complex learning disabilities (cLD) in the classroom or school. Participants included 138 Greek mainstream secondary school teachers working in inclusive state schools in northern Greece. Findings indicated that 47.5% of the participants were against the inclusion of all pupils with special educational needs (SEN) in mainstream secondary schools. Three variables were found to be associated with teachers’ attitudes about the inclusion of pupils with cLD: age, years of teaching experience and SEN training. Overall, it is suggested that training, as well as perceived competence and sense of support, were important in influencing teachers’ attitudes about including pupils with cLD in mainstream classrooms. It is proposed that the recent implementation of inclusive education in Greece and the prevailing rudimentary conditions for its implementation might also have had an impact on teachers’ attitudes.