Role of special/support teachers in Greek primary schools: a counterproductive effect of ‘inclusion’ practices

Abstract

Pull‐out programmes, resource, and/or support rooms and services have played a vital role in either hindering or promoting the implementation of more inclusive practices in school communities. In Greece there is a strong assumption that support rooms and part‐time withdrawal are the most effective ways of promoting the educational and social inclusion of children defined as having special needs. It is this assumption that the present analysis intends to challenge through the exploration of the way special teachers of primary education, who work in support rooms, perceive and interpret their role(s) and duties.

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