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#$ocedia - Social and &eha'io$al Sciences 84 ( 2013 ) 1237 * 1241 1877-0428 +

2013 ,he tho$s. #lished lse'ie$ td. pen access nde$ &--6

license. Selection and pee$-$e'ie nde$ $esponsiilit of #$of. 6$. sein

nol " 6$. ;

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implies not onl the inteA$ation of child$en ith disailities in mainst$eam schools t

also the c$$icla ad>stment in o$de$ to satisf the needs of e'e$ child no matte$

the le'el of his pscholoAical de'elopment phsical de'elopment social

acecti'e of e'e$ pe$son child oth and adlt shall e

ale to enefit f$om edcational oppo$tnities desiAned to meet thei$ asic lea$ninA

needs S 1990 p. 3). ,his p$inciple as also de'eloped in othe$s

edcational polic docments sch as: ,he Salamanca statement and M$ameo$<

fo$ action on special needs edcation @esoltion of the oncil and the ;iniste$s fo$ 

dcation meetinA ithin the oncil of 31 ;a 1990 conce$ninA inteA$ation of

child$en and onA people ith disailities into o$dina$ sstems of edcation

@epo$t f ,he Ko$ld Smmit Mo$ Social 6e'elopment (openhaAa 1995). t the

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eAinninA of e'e$ inclsi'e a it is necessa$ to hiAhliAht to main aspects: the

pa$ticipation at the edcational p$ocess of e'e$ child and the c$$iclm ad>stment

in o$de$ to accomplish the needs and demands of all child$en. ,he$efo$e &ooth said:

in the clt$es and c$$icla of mainst$eam schools and dec$easinA eBclsiona$

p$ess$es. ,he latte$ p$ocess $eHi$es that schools alte$ thei$ ethos and p$actices to

ens$e that all child$en a$e inclded as a $iAht. 2005 p. 14). Gn a $esea$ch of ente$

and Ka$d it is nde$lined that in spite of the fact that teache$s aA$ee ith the

p$inciples of inclsi'e edcation hen the a$e as

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$anAed f$om 20 to 59 ea$s (mean = 42.79 S6 = 8.71). ;ost of nian cate$ina

;a$ia / #$ocedia - Social and &eha'io$al Sciences 84 ( 2013 ) 1237 * 1241 1239

them ha'e A$adated medim le'el edcational stdies (hiAh-school ith

pedaAoAical p$ofile n = 123) t the$e a$e also pa$ticipants ith maste$ deA$ee (n =

14). ,he nme$ of ea$s in the o$< field 'a$ied f$om 2 to 40 ea$s (mean = 23.!!

S6 = 9.09).

3.2. ;ethods and inst$ments

G sed a self-administ$ated Hestionnai$e hich contained 7 items fo$ pe$sonal data

and 4 cateAo$ies of items $eAa$dinA ection implementation and e'alation of edcational

acti'ities). ,his Hestionnai$e as administ$ated to all the pa$ticipants. G also sed

se'e$al focs A$ops in o$de$ to identif the main difficlties in implementinA

inclsi'e edcation and possile soltions fo$ p$e'entinA them. t these meetinAs

pa$ticipated a nme$ of 40 s>ects selected $andoml f$om the lot of 200. ,he

themes app$oached in these focs A$ops e$e: the main difficlties that a$e

enconte$ed in the p$ocess of implementation of inclsi'e p$actice p$inciples

soltions in o$de$ to o'e$come these ostacles and the $esponsiilit fo$ action in this

domain. ,he focs A$op as $epeated fi'e times in o$de$ to otain t$e info$mation

aot the inclsi'e p$actice at diffe$ent le'els of inst$ction.

4. @eslts

,his std $e'ealed the fact that the$e is a ma>o$ confsion eteen inclsi'e

edcation and inteA$ated edcation. ,eache$s often elie'e that inclsi'e edcation

is the same thinA ith inteA$ated edcation so the ma>o$ eneficia$ies of this tpe of

edcation a$e child$en ith special edcational needs. ne of the Hestionnai$e

items as defininA some concepts hich a$e $elated ith inteA$ated edcation o$

ith inclsi'e edcation sch as: special edcational needs inteA$ated edcation

inclsi'e edcation disailit handicap mainst$eam school special edcation and

pe$sonalised inte$'ention plan. ,he analse of the anse$s $e'ealed the fact that a$e

man teache$s ho don t

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inclsi'e edcation (2!3N - co$$ect anse$s) disailit (!7!N - co$$ect anse$s)

handicap (973N - co$$ect anse$s) mainst$eam school(923N - co$$ect anse$s)

special edcation (5!2N - co$$ect anse$s) and pe$sonalised inte$'ention plan

(434N - co$$ect anse$s). Gn spite of thei$ anse$s the teache$s thin< that the

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continos t$aininA of teache$s in o$de$ to

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$elationship ith the local commnit especiall ith othe$ teache$s in o$de$ to sha$e

eBpe$iences to de'elop ne st$ateAies fo$ inclsi'e acti'ities and ild an inclsi'e

societ hich can p$o'ide social inclsi'e acti'ities fo$ all his meme$s. ,his is a

conclsion also p$esented ;alinen Sa'olainen and O in one $esea$ch made in

2011 on teache$s - an inte$estinA findinA is also that the most c$itical conce$n is

neithe$ the pedaAoAical app$oaches no$ the ailit to manaAe stdent eha'io$ t

$athe$ a sense of efficac in collao$atinA ith othe$ teache$s p$ofessionals and

pa$ents ;alinen Sa'olainen and O 2012 p. 531). nian cate$ina ;a$ia /

#$ocedia - Social and &eha'io$al Sciences 84 ( 2013 ) 1237 * 1241 1241 !.

onclsions ,his $esea$ch $e'ealed the necessit of a ette$ nde$standinA and

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teache$s ho o$< ith child$en ith 'isal impai$ment in local mainst$eam schools.

Gnte$national Lo$nal of dcational 6e'elopment 31 478-488 ;alinen .#.

Sa'olainen . O L. (2012). &ei>inA in se$'ice teache$s -efficac and attitdes

toa$ds inlsi'e edcation. ,eachinA and ,eache$ dcation 28 52!-534 (1990).

Ko$ld 6ecla$ation on dcation fo$ ll and M$ameo$< fo$ ction to ;eet &asic

ea$ninA eeds Ko$ld onfe$ence on dcation fo$ ll 5-9 ;a$ch 1990 Lomtien

,ailanda plished S e o$< (2003). 'e$cominA Bclsion

th$oAh Gnclsi'e pp$oaches n dcation. #a$is: S