Abstract
The purpose of this study was to focus on Greek secondary education teachers’ views regarding students with intellectual disabilities, their inclusion in the formal education system and the dimensions of social and educational exclusion, which may be related to it. The survey participants were 240 secondary school teachers who answered a questionnaire, while 25 semi-structured interviews were conducted with the same group of participants. The results of the research highlight the need for the professional development of Greek secondary education teachers in matters of special education and the immediate extension and upgrading of inclusive education structures.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0097/a.php" alt="Hit counter" /></p>
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