Eureka! Institutional Repository

PURPOSE: Taking into account contemporary Greek reality, the present paper aims at recording the attitudes of kindergarden teachers towards the inclusion of children with special educational needs within their school, as well as the investigation of their professional preparedness and training for their effective implementation. As a consequence of the latter, it is examined whether the kindergarten teachers are pleased with their ability to manage various issues related to inclusion as well as the character that should have a training program for inclusion aimed at general teachers. MATERIAL: The questionnaire of Symeonidou and Phtiaka, which was adapted to the Greek educational system and kindergarten, was used to answer the above questions. The questionnaire was completed by 289 general education kindergarten teachers from all over Greece. RESULTS: The teachers are positive for inclusion of children with special educational needs in their class although they feel that they are not satisfied with the training they have received to successfully complete their teaching. Nevertheless, kindergarten teachers seem to think that they can overcome the difficulties and organize a rich learning environment for all children. According the characteristics that teachers would like to have a training program for inclusion, almost all kindergarten teachers have found it necessary to attend a training program while they chose to do it after their working hours. The most legitimate issues for the training seminar emerged were the promotion of practices and strategies for dealing with children with special educational needs and the provision of information on the education of children with behavioral problems. CONCLUSIONS: This research is a first step in identifying the need οf the educational community to be trainned and supported in order to promote initiatives that will lead to the improvement both of kindergartens’ function and educational provision.