A survey of Greek general and special education teachers' perceptions regarding the role of the special needs coordinator: Implications for educational policy on inclusion and teacher education

Ioannis Agaliotis, Efrosini Kalyva

Research output: Contribution to journalArticlepeer-review

Abstract

The present study explored the perceptions of Greek general and special primary teachers regarding the role and the professional characteristics of special needs coordinators (SENCOs). According to the responses of the 466 participants, each school should have a fulltime SENCO, who should have both teaching experience in general schools and specialization in teaching students with SEN, and also be able to deal with all types of SEN. SENCOs' responsibilities include evaluating and directly teaching students, counselling teachers and parents, contributing to in-service training of staff, and undertaking initiatives for program enrichment and knowledge dissemination.

Original languageEnglish
Pages (from-to)543-551
Number of pages9
JournalTeaching and Teacher Education
Volume27
Issue number3
DOIs
Publication statusPublished - Apr 2011

Keywords

  • Inclusive education policy
  • Inclusive school practice
  • SENCO
  • Teacher education
  • Teachers' perceptions of SENCO's role
  • Teaching students with special needs

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