Teachers’ Attitudes towards Inclusive Education at Greek Secondary Education Schools

Advocates of inclusive education believe in the right all learners to and many benefits it delivers. Teachers’ attitudes beliefs toward are instantly reflected their classroom activities practices. This research will concentrate on special general teachers Greek secondary schools. It investigate how these alter as a consequence variables such age, gender, teaching experience, training. Quantitative, main, correlational was obtained between groups using non-experimental technique. The sample taken from 307 educators, who were almost equally divided education. SACIE-R questionnaire used assess teachers’ outcomes demonstrated that impacted by kind received, well age experience. Furthermore, positive but negative sentiments concerns influenced Finally, study revealed low levels sentiments, medium concerns, high favourable