Teachers' Perceptions of Greek Special Education Policies and Practices

Miller, Kevin; Morfidi, Eleni; Soulis, Spyros

doi:10.9782/2159-4341-16.1.53

Cited by 4 publications

(5 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The increase in diagnoses of autism spectrum disorder has resulted in the creation of a special needs category -Greek education laws 1566 (1985) and 2817 (2000). In 2008, a new education law (3699) specified that children with autism spectrum disorder were to be placed in line with their cognitive and language abilities and social skills (Makrygianni & Reed, 2010;Miller et al, 2013;Syriopoulou-Deli, 2010). No comprehensive official statistics on the exact number of Greek people with ASD exist (Centre for Education Research, 2009).…”

Section: Introductionmentioning

confidence: 99%

The Social Stigma and the Challenges of Raising a Child with Autism Spectrum Disorders (ASD) in Greece

Veroni

2019

EIRJ

View full text Add to dashboard Cite

This paper describes the social stigma and the challenges some Greek parents of children with autism spectrum disorders (ASD) faced in Athens, Greece. The sample consisted of seventy-four parents of children with ASD and a mixed methods approach was used; (seventy - four parents completed a semi - structured questionnaire and twenty had semi-structured interviews). The quantitative and qualitative findings show these parents and families of ASD children experienced stigma in various ways which played a major role in making their lives difficult. This study offers a lens through which to view attitudes towards disability, stigmatisation, especially when resources are scarce. It was conducted in Greece during the period of austerity, affecting the delivery of education within social – cultural restraints. So studies at a different time or in another place could produce other findings.

show abstract

Section: Introductionmentioning

confidence: 99%

The Social Stigma and the Challenges of Raising a Child with Autism Spectrum Disorders (ASD) in Greece

Veroni

2019

EIRJ

View full text Add to dashboard Cite

show abstract

“…Parents' need for financial support has also been reported in a number of other studies (i.e. Makrygianni and Reed, 2010;Miller et al, 2013;Syriopoulou -Deli et al, 2012).…”

Section: Discussionmentioning

confidence: 83%

Video-Conference Interviews: Ethical and Methodological Concerns in the Context of Health Research

Brown¹

2018

View full text Add to dashboard Cite

“…For example, in the Greek education system that we examine herein, together with the remedial education policy that is the focus of the current work the ministry implements a policy to make the school society more open and receptive to other cultures and backgrounds [16,17], a policy to welcome children of immigrants [18], a policy to support children with special physical and developmental needs [19], a policy to reduce school drop out rates for the Roma population [20][21][22], a policy to promote STEAM [23][24][25], a policy to promote the development of soft skills [26,27] and many more.…”

Section: Black Box Evaluation Of An Education Policymentioning

confidence: 99%

An Assessment of the Effectiveness of the Remedial Teaching Education Policy

et al. 2023

View full text Add to dashboard Cite

The remedial teaching policy is a flagship education policy of the Greek Ministry of Education that aims to create a school of equal opportunities by providing additional support to students from disadvantaged social backgrounds. In this work we utilised a data set provided by the Ministry of Education, followed a black box approach and built on previous results in order to achieve the first ever evaluation, based on data, of the remedial teaching policy. Our findings indicate that remedial teaching is very effective in supporting very weak students, helping 70% of them achieve better academic performance and one out of three of them to sustain this enhanced academic performance in the future, long after they have stopped receiving remedial teaching. On the other hand, and contrary to what is widely believed, our results show that remedial teaching has the opposite impact to what it was designed for, as it is primarily the privileged students that receive the benefits. Consequently, in the way it is currently implemented, remedial teaching widens the gap between privileged and disadvantaged students rather than reduces it. The implications of the work are wide and far reaching, including the establishment of the need to revisit the way remedial teaching is implemented, the highlighting of the value in the data gathered by the Ministry of Education and the proof that individual educational policies can be objectively assessed despite being part of a complex system in which multiple education policies are implemented concurrently.

show abstract

Teachers' Perceptions of Greek Special Education Policies and Practices

Cited by 4 publications

References 21 publications

The Social Stigma and the Challenges of Raising a Child with Autism Spectrum Disorders (ASD) in Greece

The Social Stigma and the Challenges of Raising a Child with Autism Spectrum Disorders (ASD) in Greece

Video-Conference Interviews: Ethical and Methodological Concerns in the Context of Health Research

An Assessment of the Effectiveness of the Remedial Teaching Education Policy

Contact Info

Product

Resources

About