The concerns and the readiness of the teachers of the Primary Education for the co-education of the students with and without special needs

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Survey reveals teachers' concerns and readiness for inclusion, suggesting improvements in training and collaboration.

Teachers reported a high degree of effectiveness in participatory practice for including students with special needs, indicating confidence in their role.
A significant number of teachers expressed concerns regarding the knowledge and skills needed for educating pupils with special needs, highlighting potential gaps.
The study surveyed 115 practicing teachers in primary education, providing a comprehensive view of their perspectives on inclusion and training needs.
Findings suggest a need for additional training and stronger cooperation with special education staff to enhance the inclusion process.

DIMITRIOU ELENI (2025) studied this question.

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