Eureka! Institutional Repository

This study examines the role, contribution, and importance of teachers' training in special education, in the cooperation developed both among teachers and with the Principal for the management of students with conduct disorder. The aim was to investigate, if and to what extent the presence and action of the teachers in the integration classes in formal schools, who are required to have training in special education, have the potential to become a valuable resource in the development of pedagogical practices and partnerships, that will lead to the proper management and improvement of the behavior of students with conduct disorder. The theoretical analysis of the topic is followed by the research approach through the quantitative method and correlation, using as a research tool a structured questionnaire, which was given, for the best service of the research questions, in the Secondary Education schools with integration classes of the Prefecture of Kavala. The results of the research have been particularly satisfactory and have largely verified the research hypotheses. The majority of teachers in these school units are middle-aged, with increased formal qualifications. Although they have not been taught anything related to conduct disorder during their studies, they consider, by a majority, that they have the training to manage it. They evaluate as extremely necessary the training in special education and acknowledge that the management of the disorder concerns all members of the teachers' association. They possess the right pedagogical approach and apply the appropriate pedagogical and didactic practices. They seek and pursue cooperation with colleagues and the Principal. It was found that in the schools in question prevail the culture of cooperation, joint planning, preparation for cooperation, exchange of information and knowledge, recognition of the principal as a reference person and valuable partner. In conclusion, all those elements that compose the appropriate pedagogical environment for the management of students with conduct disorder were found and are largely credited to the presence of trained teachers in the special education of the integration classes.