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Play and inclusive education: greek teachers’ attitudes / Krystalia Felekidou; Justine Howard; Antonis Lenakakis

European Journal of Special Education Research, Volume: 3, Issue: 3, Pages: 129 - 163

Swansea University Author: Howard, Justine

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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...

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Published in: European Journal of Special Education Research
ISSN: 2501 - 2428
Published: 2018
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa43799
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first_indexed 2018-09-12T18:59:53Z
last_indexed 2019-06-06T20:39:42Z
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spelling 2019-06-06T16:06:23Z v2 43799 2018-09-12 Play and inclusive education: greek teachers’ attitudes Justine Howard Justine Howard true false 109810d31df88ee251094c2f5f92a4fa 4246ee36c8eb117ca23d1d9cc527aa8a VI/d6T8Hq8Ho2jHqvvBqmsjwe531u+mO/3IG3xe5jMg= 2018-09-12 HPP 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 0 5 2018 2018-05-01 10.5281/zenodo.1243040 https://oapub.org/edu/index.php/ejse/article/view/1627 College of Human and Health Sciences Public Health and Policy Studies CHHS HPP None None 2019-06-06T16:06:23Z 2018-09-12T14:40:29Z College of Human and Health Sciences Public Health and Policy Studies Krystalia Felekidou 1 Justine Howard 2 Antonis Lenakakis 3 0043799-01102018103953.pdf 43799.pdf 2018-10-01T10:39:53Z Output 1044784 application/pdf VoR true Updated Notes 01/10/2018 2018-10-01T00:00:00 Creative Commons Attribution 4.0 International License (CC BY 4.0). true eng
title Play and inclusive education: greek teachers’ attitudes
spellingShingle Play and inclusive education: greek teachers’ attitudes
Howard, Justine
title_short Play and inclusive education: greek teachers’ attitudes
title_full Play and inclusive education: greek teachers’ attitudes
title_fullStr Play and inclusive education: greek teachers’ attitudes
title_full_unstemmed Play and inclusive education: greek teachers’ attitudes
title_sort Play and inclusive education: greek teachers’ attitudes
author_id_str_mv 109810d31df88ee251094c2f5f92a4fa
author_id_fullname_str_mv 109810d31df88ee251094c2f5f92a4fa_***_Howard, Justine
author Howard, Justine
author2 Krystalia Felekidou
Justine Howard
Antonis Lenakakis
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container_title European Journal of Special Education Research
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container_start_page 129
publishDate 2018
institution Swansea University
issn 2501 - 2428
doi_str_mv 10.5281/zenodo.1243040
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url https://oapub.org/edu/index.php/ejse/article/view/1627
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description 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
published_date 2018-05-01T15:08:41Z
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