Abstract:

The aim of the present study was to investigate the major barriers that support-teachers face, when they work with children with disabilities in typical schools. For this purpose semi structured interviews were conducted from 112 support teachers from Athens and Crete.

Then the collected data of support teachers were selected for analysis, with relevant transformations in order to have a suitable form for the implementation of the respective machine learning algorithms included in the software package R. Furthermore, the parameters of the corresponding set of algorithms were determined depending on the case of application to produce inference rules.

In conclusion, according to their responses, the results obtained by weighting and criteria basis, among others they feel very disappointed from their role at school regarding that they seem to be apart from the school culture. Also they mentioned lack of basic studies, lack of experience, negative attitudes of peers and school personnel, difficulties in communication with parents and the student itself, were mentioned as the most important barriers they were facing in their attempt to achieve a successful inclusion for the student with disability.

Implications of intervention in the whole school unit seem to be crucial in combination with training and funding for the effective implementation of the program.

Keywords:

Children with Disabilities, Support-Teachers, Data Mining.