Τμήματα Ένταξης στη Δευτεροβάθμια Εκπαίδευση: κριτική θεώρηση των διαδικασιών και μέσων αξιολόγησης και παρέμβασης που υιοθετούνται.

Abstract

In the Greek educational system, resource rooms (hereafter RR) consist the framework in which students with special educational needs are supported in mainstream schools. However, this educational policy relates not only to quantitative data but also to qualitative ones that means, how these rooms are organized and operated. In this context, the aim of the present study was to investigate the educational practices implemented in the R.R. of the secondary schools. A hundred twenty (120) teachers are the participants of the study, and the research was based on five main areas: a) the organization and functioning of the school, b) the collaborative framework c) the procedures for identifying and identifying students with special educational needs, d) educational support; and (e) monitoring progress. The findings shown the need of developing a more functional model that will remove the barriers and difficulties of implementing educational support by increasing the quality and quantity of the learning outcomes of the students supported.