Understanding Inclusion in Cyprus

Autor/in	Mamas, Christoforos
Titel	Understanding Inclusion in Cyprus
Quelle	In: European Journal of Special Needs Education, 28 (2013) 4, S.480-493 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2013.820461
Schlagwörter	Foreign Countries; Inclusion; Disabilities; Regular and Special Education Relationship; Mainstreaming; Elementary Schools; Social Attitudes; Educational Change; Social Bias; Semi Structured Interviews; Teacher Attitudes; Student Attitudes; Vignettes; Student Needs; Cyprus + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Handicap; Behinderung; Elementary school; Grundschule; Volksschule; Social attidude; Soziale Einstellung; Bildungsreform; Lehrerverhalten; Schülerverhalten; Zypern
Abstract	This paper provides a framework for understanding inclusion in Cyprus. The evidence base is the result of a six-month qualitative research study in five Cypriot mainstream primary schools. Despite the rhetoric in favour of inclusion, it seems that the Cypriot educational system is still highly segregating in its philosophy and does not fully support the active inclusion and participation of all children in the school life. Overall, the framework is grounded on three key themes emerging from the research: inclusion is concerned only with the education of specific groups of children; the medical model is still prevalent within inclusion discourse; and inclusion is understood as consisting of different levels. As a result, a restructuring and transformation of inclusive education are necessary so as to reduce marginalisation and exclusion of many children and in particular those who have been identified as having special educational needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10