Eureka! Institutional Repository

The provision of educational facilities to students with High Functioning Autism Spectrum Disorders (HFASD) in Greece has been legally redefined since 2008, thus establishing students’ right to integration in mainstream schools. Based on this integrational regime, the current study examines the collaborational framework of teachers of Secondary mainstream education among themselves and in relation to the school’s Principal, regarding the management of these students. This research had been conducted among 15 teachers, out of which 11 were women and 4 were men, who teach in Middle School, General High School, and Vocational Senior High School in a semi-urban area in the district of Thessaloniki. The results pointed out the importance of teachers’ knowledge, experience, awareness and their objective concerning this integrational policy. The significance of organisational procedures and a broader culture of collaboration was also emphasized. Regarding the Principal’s role, what was rather highlighted was his intermediary role amongst parents, specialised scientists, advisory parties and teachers, as well as his responsibility to inform and motivate them.