Preschool teachers’ perceptions of inclusion and their setting’s inclusiveness in Greece

Abstract

The perceptions of inclusive education play a significant role in the successful implementation of inclusion practices. The purpose of this study was to identify and investigate preschool teachers’ perceptions of inclusive education in mainstream education in Greece, as well as the extent of their settings’ inclusiveness. Their beliefs, actions, personal and professional factors that influence these attitudes were in the center of this study. The data were collected from a sample composed of 33 preschool teachers working in mainstream preschool settings located in urban and rural areas of Greece. This investigation utilized a mixed-method approach collecting data from interviews and questionnaires. The results indicated the preschool teachers’ positive but skeptical perspective. The interviews indicated issues on the practical implementation of inclusive education, due to the lack of expertise and support and the questionnaires confirmed these findings, highlighting the tremendous effort from the teachers’ behalf to work under adverse conditions. These results pointed out a need for continuous training on special and inclusive education and for the collaboration of all structures related to education. Only so, will the positive perceptions among mainstream preschool teachers be able to reach the successful implementation of inclusion at the educational process