The contribution of the family context to integration of children with intellectual disability in general and inclusive education
Chapter 10 discusses the contribution of the family context to the inclusion of children with disabilities in general school. Parents of people with disabilities are the main supporters of the movement for the inclusion of their children in general education (De Boer et al., 2010) and their perceptions and expectations, as well as their active participation significantly influence the experiences of inclusion both inside and outside the school (Gallagher et al., 2000. Giaouri & Alevriadou, 2020. Davazoglou & Kokkinos, 2003. Collara & Alevriadou, 2016. Brouzos, 2002). However, research often records a dissatisfaction regarding communication and cooperation between parents and teachers (Mavropalias, Alevriadou, & Rachanioti, 2019). Hatzigiannakou and her colleagues (2008) propose the establishment of groups consisting of parents and teachers in order to inform parents about their children's difficulties, exchange information, concerns and discuss topics of common interest. In addition, the chapter documents the importance of training teachers in strategies and methods to enhance their communication and contact with parents, as well as the importance of empowering parents to understand their rights and their key role in the education of their children.
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|Bibliographic Citation:||Giaouri, S., Alevriadou, A., & Rachanioti, E. (2022). The contribution of the family context to integration of children with intellectual disability in general and inclusive education [Chapter]. In Giaouri, S., Alevriadou, A., & Rachanioti, E. 2021. Social Development of Children with Intellectual Disabilities and Down Syndrome in General and Inclusive Education [Undergraduate textbook]. Kallipos, Open Academic Editions. chapter 10. http://hdl.handle.net/11419/8043|
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Social Development of Children with Intellectual Disabilities and Down Syndrome in General and Inclusive Education
Kallipos, Open Academic Editions
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