ABSTRACT

Parallel support is a Greek type of special education provision aiming at providing additional support to students identified with special educational needs and/or disability in mainstream classrooms. Drawing from quantitative data for the school-year 2018–2019 this paper presents findings on certain characteristics of primary and pre-primary teachers who work in parallel support including gender, educational qualifications, teaching experience and further certifications in braille and/or sign language. In so doing, the paper analyses several shortcomings regarding the staffing of parallel support, especially in relation to teachers’ qualifications and teaching experience. Additionally, it reports data on the recruitment procedures of teachers revealing significant delays in the hiring of teachers who work in parallel support. Finally, the paper discusses how the current educational policy creates structural barriers that hinder the educational inclusion of students with special educational needs and/or disability.

摘要

平行支持是一种希腊特殊教育条款，旨在为在主流课堂中被确定为有特殊教育需求和/或残疾的学生提供额外支持。本文从 2018-2019 学年的定量数据中得出了关于同时提供支持的小学和学前教师的某些特征的调查结果，包括性别、教育资格、教学经验以及盲文和/或手语的进一步认证。在此过程中，本文分析了并行支持人员配备方面的几个缺点，特别是与教师资格和教学经验相关的缺点。此外，它还报告了有关教师招聘程序的数据，揭示了招聘并行支持教师的严重延误。最后，