Journal article 1343 views 133 downloads
Play and inclusive education: greek teachers’ attitudes
Krystalia Felekidou,
Justine Howard 
,
Antonis Lenakakis
,
Antonis Lenakakis
European Journal of Special Education Research, Volume: 3, Issue: 3, Pages: 129 - 163
Swansea University Author:
Justine Howard
-
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DOI (Published version): 10.5281/zenodo.1243040
Abstract
Inclusive education requires the use of varied strategies and techniques to ensure equal participation of all students in the school society, and to advance their development. Due to its nature and qualities, play activates a child’s full dynamics; it forms part of flexible, child-centered and parti...
| Published in: | European Journal of Special Education Research |
|---|---|
| ISSN: | 2501 - 2428 |
| Published: |
2018
|
| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa43799 |
| first_indexed |
2018-09-12T18:59:53Z |
|---|---|
| last_indexed |
2019-06-06T20:39:42Z |
| id |
cronfa43799 |
| recordtype |
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| fullrecord |
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| spelling |
2019-06-06T16:06:23.4295252 v2 43799 2018-09-12 Play and inclusive education: greek teachers’ attitudes 109810d31df88ee251094c2f5f92a4fa 0000-0001-8310-7062 Justine Howard Justine Howard true false 2018-09-12 SOSS Inclusive education requires the use of varied strategies and techniques to ensure equal participation of all students in the school society, and to advance their development. Due to its nature and qualities, play activates a child’s full dynamics; it forms part of flexible, child-centered and participatory/experiential educational strategies for celebrating diversity in education. Given the latest research findings and the critical significance of teachers for any successful teaching program, this research aims to discuss the attitudes of Greek teachers towards inclusive education, as well as the role and the importance of play for inclusive education. Data was collected via questionnaires with both open-ended and close-ended questions that were distributed to forty-eight participants. Data analysis brought forward three dimensions to the topic in question, namely a) there are practical difficulties that teachers face in their efforts to include everyone due to curriculum inflexibility; strictly structured curricula obstruct inclusion and do not allow for a cooperative culture, b) generally speaking, the terms inclusive education and special education are used ambiguously in academia and in the literature; furthermore, not distinguishing between the social and the medical aspect of disability appears to make inclusive education more difficult, and to lead teachers to ignore their responsibilities, and c) the teachers’ approach to play is superficial Journal Article European Journal of Special Education Research 3 3 129 163 2501 - 2428 play, inclusive education, early education, teachers perspectives on play 31 5 2018 2018-05-31 10.5281/zenodo.1243040 https://oapub.org/edu/index.php/ejse/article/view/1627 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University 2019-06-06T16:06:23.4295252 2018-09-12T14:40:29.7371284 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Public Health Krystalia Felekidou 1 Justine Howard 0000-0001-8310-7062 2 Antonis Lenakakis 3 0043799-01102018103953.pdf 43799.pdf 2018-10-01T10:39:53.4530000 Output 1044784 application/pdf Version of Record true 2018-10-01T00:00:00.0000000 Creative Commons Attribution 4.0 International License (CC BY 4.0). true eng |
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Inclusive education requires the use of varied strategies and techniques to ensure equal participation of all students in the school society, and to advance their development. Due to its nature and qualities, play activates a child’s full dynamics; it forms part of flexible, child-centered and participatory/experiential educational strategies for celebrating diversity in education. Given the latest research findings and the critical significance of teachers for any successful teaching program, this research aims to discuss the attitudes of Greek teachers towards inclusive education, as well as the role and the importance of play for inclusive education. Data was collected via questionnaires with both open-ended and close-ended questions that were distributed to forty-eight participants. Data analysis brought forward three dimensions to the topic in question, namely a) there are practical difficulties that teachers face in their efforts to include everyone due to curriculum inflexibility; strictly structured curricula obstruct inclusion and do not allow for a cooperative culture, b) generally speaking, the terms inclusive education and special education are used ambiguously in academia and in the literature; furthermore, not distinguishing between the social and the medical aspect of disability appears to make inclusive education more difficult, and to lead teachers to ignore their responsibilities, and c) the teachers’ approach to play is superficial |
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2018-05-31T07:33:53Z |
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