Abstract:

In recent years in Greece inclusion of students with disabilities in typical schools has been a priority for educational policy. In order to achieve the above goal the ministry of education designates teachers as co-teachers in order to support student with disabilities in typical classes. In the present study we examined the role of co-teachers in school inclusion of students that have been diagnosed with ASD (Autism Spectrum Disorder). For this purpose we conducted eight in depth interviews with mothers which their children had more than three years support of a co-teacher and has been diagnosed with ASD. According to parents inadequate training, the delay of the ministry to designate teachers (sometimes parents were paying their own teacher in order to help their children in typical class) and problems in the co-operation with the general teacher, were the main obstacles they were facing in their struggle to achieve an equal participation of their children in the school process. Another dimension that was emerged was also the non differentiation in teaching strategies for those students in the learning process and the lack of interest of the school personnel in general towards their children’s needs. In general parents believe that co-teaching could have a more meaningful role if educational policy could provide a better organization, training and resources to co-teachers so they can deliver their role effectively.

Keywords:

School inclusion, Autism, Spectrum Disorder, co-teachers, parents.