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 |
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| Authors: | Ioannis Agaliotis Efrosini Kalyva |
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| Institution: | a University of Macedonia, Department of Educational and Social Policy, 156, Egnatia Street, 540 06, P.O. Box 1591, Thessaloniki, Greeceb City College, Department of Psychology, Thessaloniki, Greece |
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| 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. |
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| Keywords: | SENCO Inclusive education policy Teacher education Teaching students with special needs Teachers&rsquo perceptions of SENCO&rsquo s role Inclusive school practice |
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