Analysis of teachers' beliefs and attitudes about inclusive education and the use of technology in the Greek formal education system with children with mild to moderate Intellectual Disability (ID) and Learning Disability (LD).

Abstract

This research addresses the issue of teachers' attitudes and perceptions regarding the co-education of children with Intellectual Disability (ID) and/or Learning Difficulties (LD). It also explores teachers' attitudes towards Assistive Technology (AT) and their opinions on whether these compensatory practices effectively contribute to the educational process of children with LD and/or SEN.In the context of a social and biopsychological model of disability, it is necessary to investigate teachers' attitudes towards these inclusion tactics and whether they recognize diversity as a favorable element for society, eliminating exclusion processes that have emerged in various fields.Therefore, the research we present falls within the field of study for successful inclusion. On one hand, it involves understanding that inclusion is a complex process within a socio-centered approach to disability. On the other hand, it can only be better understood if the attitudes of the entire educational community are taken into account.The literature review has shown that although the Greek ministry has adopted policies and legislation to provide access to education for all students, with or without SEN, most children with intellectual disabilities have been excluded from learning communities following the enactment of Law 1143/1981 and Law 2817/2000. This exclusion is mainly due to teachers feeling inadequate in teaching students with an ID.In this research, a quantitative methodology and analysis were used, employing a questionnaire with snowball sampling. Specifically, the questionnaire was answered by 751 primary and secondary education teachers from Greece, of which 27% (n.206) were male teachers and 73% (n.545) were female. From the statistical analysis of the dimensions, it was found that teachers have positive beliefs and attitudes towards the inclusion of children with mild to moderate ID and children with learning difficulties. Additionally, there were statistically significant positive attitudes towards the use and effectiveness of assistive technology. However, no differences were found in teachers' attitudes towards the choice of assistive technology between children with ID and children with LD.Future research into teachers' beliefs about the outcomes of AT would be particularly interesting. It could explore the extent to which teachers believe that AT is truly effective in teaching children with ID or LD. Furthermore, it would be interesting to conduct a study focusing on the skills and initiatives required by teachers to expand the use of AT in public Greek schools, particularly in terms of compensatory measures.