A survey of Greek general and special education teachers' perceptions regarding the role of the special needs coordinator: Implications for educational policy on inclusion and teacher education

被引：16
|
作者：
Agaliotis, Ioannis [1 ]
Kalyva, Efrosini [2 ]
机构：
[1] Univ Macedonia, Dept Educ & Social Policy, Thessaloniki 54006, Greece
[2] City Coll, Dept Psychol, Thessaloniki, Greece
来源：
TEACHING AND TEACHER EDUCATION | 2011年 / 27卷 / 03期
关键词：
SENCO; Inclusive education policy; Teacher education; Teaching students with special needs; Teachers' perceptions of SENCO's role; Inclusive school practice;
D O I：
10.1016/j.tate.2010.10.008
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The present study explored the perceptions of Greek general and special primary teachers regarding the role and the professional characteristics of special needs coordinators (SENCOs). According to the responses of the 466 participants, each school should have a fulltime SENCO, who should have both teaching experience in general schools and specialization in teaching students with SEN, and also be able to deal with all types of SEN. SENCOs' responsibilities include evaluating and directly teaching students, counselling teachers and parents, contributing to in-service training of staff, and undertaking initiatives for program enrichment and knowledge dissemination. (C) 2010 Elsevier Ltd. All rights reserved.
引用
收藏
页码：543 / 551
页数：9
相关论文
共 50 条
12345