Abstract
This research aims to investigate the characteristics of teachers of the special education population, their training, the available training programs, the necessary qualifications the possibility of their cooperation with bodies and individuals (like school counselor) and their motivations as regards this field of employmen. The results show that: Women are the majority among young teachers having less experience in special education. On the contrary, men between 31-50 years old are comparatively more than women. The majority of teachers up to the age of 30 years old serve special schools and the majority of teachers between 31-40 years old serve integration classes. INSET colleges (Didaskalia) train the majority of teachers on special education. Special studies and sensitization motivate teachers to choose the field of special education to a high degree. Financial bonuses also play an important role in their choice. According to teachers, school units and school system in general does not correspond to a great extend with the particular needs of special education. Teachers cooperate satisfactorily to a great extent with their colleagues and with the parents of their students. The element that mainly differentiates teachers that participated in the research in relation to the total of their answers is their age.
Highlights
The role of special education in post modern society: Only organizations and systems which have an ability to forecast and adopt innovations with flexibility and effectiveness, are able to survive in an international environment which is driven by market forces and technological developments (Usher and Edwards 1994)
: a) students with special needs have expanded the over recent decades (Ministry of National Education and Religious Affaires 1994) b) integration programs are implemented in mainstream schools c)
Special education took its contemporary form under Laws 1143/81, 1566/85, 2817/2000 and 3699/2008 which define the necessary qualifications for teachers who serve in school units of special education and the appointment procedure, as well as their In-Service Education and Training (INSET), their briefing on issues of special education as well as working bonuses for school units of special education
Summary
The role of special education in post modern society: Only organizations and systems which have an ability to forecast and adopt innovations with flexibility and effectiveness, are able to survive in an international environment which is driven by market forces and technological developments (Usher and Edwards 1994). This results in a review of the traditional social structures and systems. Special education combines the individual programs of education and training, the use of contemporary technologies and aims to relate education to production processes and the work force. According to the Law, in the case of vacancies an individual’s sensitization to individuals with special needs could be qualification enough in order that someone be employed in special units
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