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Appears in:
Pages: 6864-6871
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.1617

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

SCHOOL INCLUSION OF CHILDREN WITH DISABILITIES IN GREECE: VIEWS OF SUPPORT CO-TEACHERS VIA DATA MINING TECHNIQUES

M. Georgiadi1, S. Plexousakis1, E. Gkintoni1, C. Halkiopoulos2, D. Katsanta2

1University of Crete (GREECE)
2University of Patras (GREECE)
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.
@InProceedings{GEORGIADI2018SCH,
author = {Georgiadi, M. and Plexousakis, S. and Gkintoni, E. and Halkiopoulos, C. and Katsanta, D.},
title = {SCHOOL INCLUSION OF CHILDREN WITH DISABILITIES IN GREECE: VIEWS OF SUPPORT CO-TEACHERS VIA DATA MINING TECHNIQUES},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.1617},
url = {http://dx.doi.org/10.21125/inted.2018.1617},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {6864-6871}}
TY - CONF
AU - M. Georgiadi AU - S. Plexousakis AU - E. Gkintoni AU - C. Halkiopoulos AU - D. Katsanta
TI - SCHOOL INCLUSION OF CHILDREN WITH DISABILITIES IN GREECE: VIEWS OF SUPPORT CO-TEACHERS VIA DATA MINING TECHNIQUES
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.1617
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 6864
EP - 6871
ER -
M. Georgiadi, S. Plexousakis, E. Gkintoni, C. Halkiopoulos, D. Katsanta (2018) SCHOOL INCLUSION OF CHILDREN WITH DISABILITIES IN GREECE: VIEWS OF SUPPORT CO-TEACHERS VIA DATA MINING TECHNIQUES, INTED2018 Proceedings, pp. 6864-6871.
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