CO-EDUCATION AND INCLUSION OF CHILDREN WITH AND WITHOUT TYPICAL DEVELOPMENT IN THE GENERAL CLASSROOM. CONTRIBUTION OF PSYCHOMOTOR RHYTHMIC AND PSYCHOEMOTIONAL EDUCATION

Panagoula Papadimitropoulou, Ilias Katsis, Harilaos Zaragas, Emmanouil Skordilis

Abstract


The inclusion of students with Autism Spectrum Disorder (ASD) in mainstream schools has been one of the central issues in the field of education in recent years. The ever-increasing diagnosis of children with autism and modern pedagogical trends that promote the universal inclusion of all students, regardless of their abilities or difficulties, make the issue particularly topical. The purpose of this study is to explore the views and experiences of primary school teachers regarding the inclusion of students with ASD, to record their perceptions of its possibilities and benefits, but also to highlight the challenges they face. The research methodology was based on a qualitative approach, using semi-structured interviews; 20 teachers participated in the research, of which 14 from the general education sector and 6 from the special education sector, in schools in the Epirus region during the period 2024-2025. The research showed that teachers have basic knowledge about ASD and, in general, demonstrate a positive attitude towards inclusive education. However, they also recognize the difficulties that arise, such as the lack of systematic training, insufficient logistical support and limited time for collaboration between general and special education teachers. Despite the challenges, all recognized the benefits of inclusive education, especially in terms of the socialization of students with autism and the development of an inclusive culture in the school environment. The study concludes that continuous professional development of teachers, strengthening collaboration with families, and institutional support of schools are required, in order to cultivate an educational framework that promotes acceptance, equality and participation of all students without discrimination.

 

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autism, inclusion, inclusive education, primary education, teacher attitudes

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References


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DOI: http://dx.doi.org/10.46827/ejse.v11i6.6359

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