Analysis of teachers' beliefs and attitudes about inclusive education and the use of technology in the Greek formal education system with children with mild to moderate Intellectual Disability (ID) and Learning Disability (LD).

[ENG] DOCTORAL THESIS
Analysis o eache s' belie s and a i udes abou inclusi e educa ion
and he use o echnology in he G eek o mal educa ion sys em
wi h child en wi h mild o mode a e In ellec ual Disabili y (ID) and
Lea ning Disabili y (LD).
Au ho – au o a: συγγραφέας:
Mila hianaki Giasemi Μηλαθιανάκη Γιασεμή
Di ec o es – di ec o es:
A an zazu Lopez de la Se na
Basogain Olabe, F ancisco Ja ie
2023
(cc)2023 GIASEMI MILATHIANAKI (ccc by-nc-nd 4.0)
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 2
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 3
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Uni e sidad del País Vasco / Euskal He iko Unibe si a ea
P og ama de Doc o ado:
Uni e si y o he Basque Coun y
Euskal He iko Uni e si y
Doc o al P og am: Re hinking Globaliza ion: Challenges and
In e disciplina y Solu ions
[ENG] DOCTORAL THESIS
Analysis o eache s' belie s and a i udes abou inclusi e educa ion and he
use o echnology in he G eek o mal educa ion sys em wi h child en wi h
mild o mode a e In ellec ual Disabili y (ID) and Lea ning Disabili y (LD).
[SP] TESIS DOCTORAL
Analisis de c eencias y ac i udes del p o eso ado sob e la educación inclusi a y el
uso de la ecnología en el sis ema de educación o mal g iegos ,pa a niños y niñas
con discapacidad in elec ual (DI) le e a mode ada y discapacidad de ap endizaje
(LD)
[GR] ΔΙΔΑΚΤΟΡΙΚΗ ΔΙΑΤΡΙΒΗ
Ανάλυση των πεποιθήσεων και των στάσεων των εκπαιδευτικών για τη
συνεκπαίδευση και τη χρήση της τεχνολογίας στο ελληνικό εκπαιδευτικό
σύστημα σε παιδιά με ήπια έως μέτρια Νοητική Αναπηρία (ID) και
Μαθησιακή Δυσκολία (ΜΔ).
Au ho – au o a: συγγραφέας:
Mila hianaki Giasemi Μηλαθιανάκη Γιασεμή
Di ec o es – di ec o es:
A an zazu Lopez de la Se na
Basogain Olabe, F ancisco Ja ie
2023
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 4
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 5
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Αφιερώνω την προσπάθεια αυτή στο σύζυγο και μέντορα μου!
Σε αυτόν που με καθοδηγούσε σε κάθε μου βήμα και με στήριζε στον δύσκολο και
ανηφορικό δρόμο  το δρόμο της επιστήμης, της εργασίας, της οικογένειας και της
αγάπης!
Ένα μεγάλο ευχαριστώ στα τρία μου παιδιά, τον Κωνσταντίνο, το Γιώργο και το Μηνά.
Στα αγόρια μου που με πολλή υπομονή και μεγάλη υποστήριξη πίστεψαν στο
εγχείρημα μου αυτό….
I dedica e his e o o my husband and men o !
To he one who guided me e e y s ep o he way and suppo ed me on he ough and
uphill oad  he oad o science, wo k, amily and lo e!
Finally, a big hank o my h ee child en, Kons an inos, Gio gos and Minas. To my boys
who, wi h a lo o pa ience and g ea suppo , belie ed in his p ojec o mine...

Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 6
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 7
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Acknowledgemen
The di icul y o such an ex ensi e and demanding p ojec as his doc o al esea ch
and hesis, b ough o he su ace equi emen s, needs bu also hidden o ces ha s eeled
he will and made i s comple ion possible.
De e mina ion and deep desi e and esea ch in e es we e no always a su icien
condi ion o he comple ion o such a p ojec . Ve y o en his e o was eminiscen o
Pla o's ca e. Indeed, he cons an e o o seek he u h was he deep desi e, bu o en
disguised by he cloak o he da kness o he ca e i c ea ed con usion, ea and an
inabili y o ace he u h. Indeed, Pla onic "images" end o be con using like o he Si ens.
Pe sonal de e mina ion was s eng hened by he suppo o my ad iso s, eache s,
colleagues, iends and o cou se my own amily. My child en and my husband, my ellow
a ele no only in li e bu also in hese esea ch e o s, ga e me s eng h and ha
necessa y b ea h o igni e he i e o he ca e and make e e y hing clea e .
Coming o he end o his e o , I would like o hank all hose who suppo ed his
e o bo h mo ally and p ac ically. Ob iously, all o his would no ha e been possible
wi hou my supe iso s, P o esso Basogain Olabe, F ancisco Ja ie and P o esso
A an zazu Lopez de la Se na, o hei so impo an , disc ee and cons uc i e suppo and
guidance, in imes when he co ona i us was p obably c ea ing condi ions o aliena ion
and indi e ence despi e since e suppo .
Finally, I owe a big hank you o all he eache s who answe ed my ques ionnai e.
To all he eache s who kindly app oached his s udy o help expand ou knowledge o
hei a i udes and belie s, o answe he ques ions. Wi hou hem he p esen a ion o his
wo k would no ha e been possible.
Thank you all om he bo om o my hea
Giasemi Mila hianaki
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 8
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
The w i ing o his hesis is based on he APA no ms, p esen in he
Ame ican Psychological s yle manual Associa ion 7 h edi ion.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 9
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Index
Abb e ia ions ....................................................................................................................... 13
Lis o ables ......................................................................................................................... 14
Summa y .............................................................................................................................. 19
FIRST PART. THEORETICAL REFERENCES OF THE RESEARCH ..................... 25
CHAPTER I. In ellec ual Disabili y (ID) and Lea ning Disabili ies (LD): concep ual
app oach and his o ical o e iew ...................................................................................... 27
1. In oduc ion ............................................................................................................. 29
1.1. In ellec ual Disabili y (ID): a concep ual app oach and a his o ical o e iew. 30
1.1.1. P e alence ................................................................................................................ 37
1.1.2. Causal ac o s .......................................................................................................... 39
1.1.2.1. An igenic agen s ...................................................................................................... 40
1.1.2.2. Pe ina al ac o s ...................................................................................................... 42
1.1.2.3. Pos -na al ac o s .................................................................................................... 43
1.1.2.4. Psychosocial ac o s ................................................................................................ 43
1.1.3. Cha ac e is ics o child en wi h In ellec ual Disabili ies (ID) ............................. 45
1.1.3.1. Beha io al indings ................................................................................................. 46
1.1.3.2. Cha ac e is ics on he basis o ID he se e i y ..................................................... 50
1.2. Lea ning Disabili ies (LD): a concep ual app oach and a his o ical o e iew. 54
1.2.1. LD in ICD-10 ........................................................................................................... 59
1.2.2. LD in DSM-IV-TR (APA, 2000) ............................................................................ 60
1.2.3. LD in DSM-5 (APA, 2013) ...................................................................................... 60
1.2.4. S uden s wi h LD in G eece ................................................................................... 64
1.3. The pheno ype o a child wi h LD. The cogni i e ea u es .................................. 65
1.4. The case o Dyslexia ................................................................................................ 66
1.4.1. The pheno ype o a child wi h Dyslexia. Main challenges ................................... 70
1.4.2. Academic challenges: Decoding and eading luency .......................................... 71
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 16
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Also, he wo king ela ionship o p i a e educa ion eache s does no a ec hei
a i udes owa ds he use and u iliza ion o assis i e echnology in he eaching
o s uden s wi h in ellec ual disabili ies .......................................................... 268
Table 35. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by employmen ca ego y in P i a e Educa ion .............................................. 268
Table 36. Compa isons o eache s a i udes by Teache s Educa ion le el .......... 269
Table 37. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by Teache s Educa ion le el ........................................................................... 270
Table 38. Compa isons o eache s a i udes by special educa ion ....................... 271
Table 39. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by special educa ion ........................................................................................ 272
Table 40. Compa isons o eache s a i udes by yea s o eaching expe ience in
inclusion o child en wi h in ellec ual disabili ies .......................................... 273
Table 41. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by yea s o eaching expe ience in inclusion o child en wi h in ellec ual
disabili ies ........................................................................................................ 274
Table 42. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by yea s o eaching expe ience wi h assis i e echnology ............................. 275
Table 43. Type o assis ance echnology used o Ma hema ics ............................ 276
Table 44. Type o assis ance echnology used o O ganisa ion Memo y ............. 277
Table 45. Type o assis ance echnology used o Reading .................................... 278
Table 46. Type o assis ance echnology used o W i ing..................................... 279
Table 47. Mean, S anda d De ia ions 95% Con idence In e al o Mean, Median
and in e qua ile ange o eache s’ a i udes ................................................ 281
Table 48. Mean, S anda d De ia ions, 95% Con idence In e al o Mean, Median
and in e qua ile ange o eache s’ a i udes and belie s abou assis i e
echnology ........................................................................................................ 281
Table 49. Compa isons o eache s a i udes by gende ........................................ 282
Table 50. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by gende ......................................................................................................... 283
Table 51. Compa isons o eache s a i udes by age .............................................. 284
Table 52. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by age ............................................................................................................... 285
Table 53. Compa isons o eache s a i udes by amily condi ion......................... 286
Table 54. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by amily condi ion .......................................................................................... 287
Table 55. Compa isons o eache s a i udes by educa ion classi ica ion ............. 288
Table 56. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by educa ion classi ica ion .............................................................................. 289
Table 57. Compa isons o eache s a i udes by educa ion ca ego y .................... 290
Table 58. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by educa ion ca ego y ..................................................................................... 291
Table 59. Compa isons o eache s a i udes by employmen ca ego y in Public
Educa ion (PE) ................................................................................................ 292
Table 60. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by employmen ca ego y in Public Educa ion (PE) ....................................... 293
Table 61. Compa isons o eache s a i udes by employmen ca ego y in P i a e
Educa ion ......................................................................................................... 294

Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 17
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Table 62. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by employmen ca ego y in P i a e Educa ion .............................................. 295
Table 63. Compa isons o eache s a i udes by Teache s Educa ion le el .......... 296
Table 64. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by Teache s Educa ion le el ........................................................................... 297
Table 65. Compa isons o eache s a i udes by special educa ion ....................... 298
Table 66. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by special educa ion ........................................................................................ 299
Table 67. Compa isons o eache s a i udes by yea s o eaching expe ience in
inclusion o child en wi h in ellec ual disabili ies .......................................... 300
Table 68. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by yea s o eaching expe ience in inclusion o child en wi h in ellec ual
disabili ies ........................................................................................................ 301
Table 69. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by yea s o eaching expe ience wi h assis i e echnology ............................. 302
Table 70. Type o assis ance echnology used o Lis ening .................................. 303
Table 71. Type o assis ance echnology used o Ma hema ics ............................ 304
Table 72. Type o assis ance echnology used o O ganisa ion Memo y ............. 305
Table 73. Type o assis ance echnology used o Reading .................................... 306
A wide a ie y o suppo i e echnology is also applied o he eaching o w i ing,
wi h he main ones being p ojec o s/ able s (41%), spell checke s (33%), wo d
p ocesso s (32%), bu also a ious "s o ming" p og ams o ideas" a a a e o
15%. ................................................................................................................. 307
Table 74. Type o assis ance echnology used o W i ing..................................... 307
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 18
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 19
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Summa y
The p esen esea ch e e s o he issue o eache s' a i udes and pe cep ions
ega ding he inclusi e educa ion o child en wi h In ellec ual Disabili ies (ID) and/o
Lea ning Di icul ies (LD). In addi ion, eache s' a i udes owa ds Assis i e Technology
(AT) and opinions on whe he hese compensa o y p ac ices con ibu e e ec i ely o he
educa ional p ocess o child en wi h LD and/o ID we e in es iga ed.
In his sense, we need o cla i y some ele an issues o ou esea ch. This
emedial educa ion a ose ou o he need o se e s uden s wi h academic de ici s because
o social and economic condi ions o neu ode elopmen al cha ac e is ics o he s uden s.
The aim has always been, and especially a e he Wa nock epo (1978) and he
Salamanca Decla a ion (UNESCO, 1994), o suppo and smoo hly in eg a e s uden s
wi h academic de iciencies in disad an aged si ua ions in o school and o p o ide equal
oppo uni ies.
Then, in he con ex o a social and bio-psychological model o disabili y, away
om medical-cen ic app oaches, i is necessa y o in es iga e he a i udes o eache s
owa ds hese ac ics o inclusion and whe he hey ecognize di e si y as a a o able
elemen o socie y, elimina ing he p ocesses o exclusion ha ha e eme ged in a ious
ields (Fodelianakis, 2020a; 2020b, Mila hianaki, Fodelianakis, Lopez, de la Se na,
2020).
I is impo an o men ion ha , o G eece, compensa o y and inclusi e educa ion
has gone h ough many s ages and many laws go e n i . Since 1981 and he i s
legisla ion enac ed by he G eek go e nmen (Law 1143/1981) un il oday, many e o ms
ha e been made wi h he aim o imp o ing he educa ional condi ions o child en wi h
Special Educa ional Needs and Disabili ies (SEND). An impo an miles one in he
legisla i e amewo k was Law 4368/2016 which, essen ially adop ing o an absolu e
ex en he p o isions o he social model o disabili y, inco po a ed in a icle 82 he
p o ision o he co-educa ion o child en wi h disabili ies in he gene al school wi h he
suppo o a second eache as pa allel suppo o he child (Law 4368/2016, a icle 82).
The e o e, he esea ch we p esen alls wi hin he ield o s udy ela ed o he
a i udes, pe cep ions, and p ac ices o eache s in a school wi h educa ional accep ance
policies o s uden s wi h neu ode elopmen al diso de s o o he socio-economic
backg ound condi ions ha cons i u e elemen s o exclusion.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 20
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
O pa icula impo ance o success ul inclusion is on he one hand o unde s and
ha inclusion is a complex p ocess in he con ex o a socio-cen e ed ea men o
disabili y and on he o he hand ha i can be be e unde s ood only i he a i udes o he
en i e educa ional communi y a e pe cei ed (Ga zón e al., 2016).
The ela ionship be ween pe cep ions and a i udes and inclusion is
concep ualized as he eache 's pe sonal pe spec i e and his p edisposi ion o espond
wi h a posi i e o nega i e sign owa ds some hing/someone, in he p esen esea ch
owa ds a. in he same e o o include he s uden wi h SENDS and b. agains he use o
AT. Cogni i e de elopmen elies o a la ge ex en on eache s' pe cep ions and a i udes,
wi h pe cep ions being mo e closely ela ed o he cogni i e componen , while a i udes
a e mo e ela ed o he emo ional componen (Richa dson, 1996).
[App oach o he objec o s udy. Jus i ica ion o in es iga ion - Signi icance o he
Resea ch]
As al eady men ioned, he pu pose o his esea ch is o in es iga e he a i udes
and pe cep ions o eache s ega ding he educa ional in eg a ion o s uden s wi h ID
and/o LD, as well as he use o AT. No only child en wi h LD a e p oposed o be
included in he mains eaming school. As a ma e o ac gene al school is p oposed as
an ideal school se o ID child en (Dessemon e & Bless, 2013). The s udy o hese issues
is o majo impo ance, as hey a e ela ed o he p o ision o equal oppo uni ies o all
child en in he same educa ional con ex , ega dless o i s he e ogeneous and di e se
composi ion.
The li e a u e e iew had shown ha while he G eek minis y had adop ed
policies and legisla ion ha p o iding access o educa ion o all s uden s wi h o wi hou
SENs, a e he s ipula ion o he Law 1143/1981 and Law 2817/2000, mos child en wi h
in ellec ual disabili ies a e excluded om mains eaming lea ning communi ies, mos ly
because eache s el inapp op ia e o held ID s uden s. Meanwhile, o he Eu opean and
Ame ican coun ies o e he las 40 yea s had shown much academic and esea ch
a en ion, G eece had shown no in e es on IE o hose s uden s (Sho gen, e al., 2012).
Policies and laws o he las wen y yea s as he law 3699/2008 and mos impo an o
he issue unde examina ion he Law 4368/2016, a icle 82, changed he p ac ices and he
way ha ID child en we e augh ill hen.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 21
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Ob iously, legisla ion canno be a gua an ee o success ul inclusion, as he
de e mining ac o in his p ocess is he eache . I is indeed o majo impo ance o see
o wha ex en a iables such as gende , p e ious expe ience o in-dep h eache aining
(Mas e 's, PhD) can suppo mo e disad an aged s uden s (Fodelianakis, 2020a).
This esea ch has shown ha eache s’ belie s and a i udes play a majo ole as a
key ac o on he inclusion o s uden s wi h LD o / and ID in gene al educa ion se ings
and in he daily li es o hose s uden s (Va coe & Boyle, 2014 as ci ed in Malki, & Eina ,
2018). In ac , Va coe and Boyle (2014, as ci ed in Malki, & Eina , 2018) ha e p o en ha
he success ul implemen a ion o inclusion, accommoda ion and accep ance o child en
wi h ID and / o LD in gene al schools is mainly depended by eache s’ a i udes and
pe spec i es.
Teache s’ ole as a key ac o o he success ul inclusion o LD and/o ID child en
c ea ed he in e es o us and o his esea ch. In ac , ou pu pose and gene al objec i e
is o analyze and e lec on he pe cep ions and a i udes o eache s ega ding inclusion
i sel and ega ding he use o AT o s uden s wi h ID and/o LD. Ou esea ch, he e o e,
specializes in a s udy o he a i udes and pe cep ions o eache s in G eece h ough he
use o a quan i a i e me hodology.
[S uc u e o he hesis]
In his sec ion we in end o p esen how we s uc u ed he s udy we p esen . Fi s ,
we ind he in oduc ion, in which an app oach is made o he objec o s udy and i s
aming.
Be o e engaging in he s udy, we p esen he ques ion ha mo i a es us, we
concep ualize inclusi e educa ion and assis i e echnology, s a ing i s impo ance
owa ds child en wi h LD and/o ID.
Then, a e p esen ing a jus i ica ion o he choice o he s udy opic and he
easons ha p omp ed us o s a his s udy, we hen desc ibe he esea ch in wo main
pa s ha we will desc ibe below.
The i s pa , in which chap e s I-IV a e loca ed, cons i u es he heo e ical basis
o he esea ch. We p esen a heo e ical amewo k om he li e a u e, which allows a
be e unde s anding o he con ex we a e s udying, which is ele an o ou s udy.

Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 22
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
In he i s chap e we del e in o he concep o Lea ning Disabili y (LD) and
In ellec ual Disabili y (ID). A his o ical e iew o he way hese disabili ies we e
p esen ed in educa ion and he legal amewo k is p esen ed, while a he same ime causal
ac o s o hese disabili ies (An igenic, Pe ina al, Pos -Na al and psychosocial ac o s)
and o he beha io al cha ac e is ics a e app oached. Then, disabili ies a e app oached
om he pe spec i e o DSM-4 and DSM-5, while a he same ime he concep o
Dyslexia and Speci ic Language Impai men (SLI) (as a case o a clinical con inuum) is
con as ed.
In he second chap e , he e olu ion o special educa ion is explo ed, om i s
in ancy o he mos ecen inclusi e p ac ices. S a ing om he e e ence and analysis o
models o disabili y, we his o ically ace he app oaches o he medical model, he social
model, he in e ac i e model and he biopsychosocial model. These de elopmen s,
h ough he B i ish example and he Salamanca Decla a ion, we analyze he de elopmen s
o Special Educa ion in G eece and i s models (“mains eaming”, “inco po a ion” and
“in eg a ion”, “Inclusion - Co-educa ion”).
In he hi d chap e , he s udy o he eache 's pe cep ions and a i udes ega ding
educa ional in eg a ion is app oached, which includes an analysis o hese, i s ly, as well
as an analysis o he ac o s ha in luence he way i is o med.
In he ou h chap e an impo an aspec o his esea ch is p esen ed he
Assis i e Technology (AT) in he educa ion o child en wi h ID and/o LD in G eece is
p esen ed. In he con inua ion o he same chap e , he opinion o eache s is app oached
ega ding he use o Assis i e Technology (AT) in he educa ion o child en wi h ID
and/o LD in G eece o e ime.
The second pa o his hesis co esponds o he p esen a ion and de elopmen
o he esea ch and co e s he i h, six h and se en h chap e s.
Indeed, he i h chap e begins wi h he desc ip ion and cha ac e is ics o he
s udy, which aims o analyze he a i udes, pe cep ions o eache s ega ding he inclusion
o child en wi h LD and/o ID in he G eek educa ion sys em.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 23
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
The objec o he esea ch and i s pu pose is he main axis and is de ined in hese
pages, in addi ion, we de elop he app oach o he p oblem and he goals we wan o
achie e.
Nex , he me hodological pe spec i e o ou s udy is app oached and will guide
he pape . In his sense, we use a quan i a i e me hodology and analysis h ough a
ques ionnai e wi h snowball sampling was chosen, guided by a se ies o ques ions ha
a e clea ly asked in he speci ic pa o he wo k, while desc ibing elemen s ela ed o he
esea ch popula ion and he esea ch ool. Speci ically, he ques ionnai e was answe ed
by 751 p ima y and seconda y educa ion eache s om G eece, 27% (n.206) we e male
eache s and 73% (n.545) we e emale, while he ques ionnai es used we e "The Teache
A i udes Towa d Inclusion Scale (TATIS) )” ques ionnai e and “The Seconda y eache s'
pe cep ions o assis i e echnology use o s uden s wi h lea ning disabili ies”
(Williamson-Hen iques, 2013).
Then, he six h chap e co esponds o he s a is ical esul s o he esea ch and
he analysis o he da a, while he se en h chap e p esen s he conclusions, in an a emp
o in e p e and unde s and he ends in o de o d aw he bes conclusions ega ding he
eache s' pe cep ions o he inclusion o child en wi h In ellec ual Disabili y (ID) and
Lea ning Disabili ies (LD) as well as he use o Assis i e Technology in he G eek
educa ional sys em.
In addi ion, his chap e includes he discussion ob ained and ela es hem o he
s a ed objec i es. In ac , in his pa a i udes and pe cep ions a e compa ed wi h o he
esul s o scien i ic s udies, conclusions ha ake in o accoun he p oposed objec i es,
making connec ions be ween hem and he da a ob ained.
Also, his chap e includes some limi a ions encoun e ed in he de elopmen o
he s udy and u u e lines e e o he a i udes, pe cep ions, p ac ices o eaching s a .
Nex , i seems in e es ing o ca y ou a s udy ocusing on he compensa o y
eache , “Teache o pa allel suppo ” as i is uses o be e e ed in he G eek educa ion
sys em (“δάσκαλος παράλληλης στήριξης”), on he skills and unc ions he mus pe o m,
since he educa ional sys em uses him acco ding o i s needs, alling in o he ole o a
subs i u e eache .
Finally, we p esen he bibliog aphic and legisla i e e e ences used in his hesis
and some appendices.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 24
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
This esea ch gi es us he oppo uni y o lea n abou he ela ionship be ween
a i udes, pe cep ions abou inclusion in a unique gene al school in G eece bu why no a
a global le el. Indeed, i can help o e lec on he conce ns o eache s, o c ea e
condi ions o imp o ing hei wo k wi h he aim o achie ing a be e eaching p ac ice
bo h a he G eek and global le el since he op imal in eg a ion p ocess is cu en ly being
sough in educa ional and social le el bo h a Eu opean and global le el.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 25
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
FIRST PART. THEORETICAL
REFERENCES OF THE RESEARCH
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 32
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
eligious belie s and p ejudices o he ime. Thus, people wi h ID we e e ic ed and
o u ed and o en killed, as hey we e conside ed “demonized” (Pan eliadou, 2017).
Howe e , his accep ed pe cep ion o people wi h physical o psychological
disabili ies began o change in 1798, when Vic o A ey on disco e ed he “wild child en”
and began o o ganise he suppo o men ally and physically disabled people. Then, he
example o he F ench physician Jean I a d o educa e and socialise a wild child was
ano he exempla y model o he bene i s o a sys ema ic and in ensi e special educa ional
in e en ion in adap i e beha iou (Hewa d, 2011;Re ie & Le šosa, 2018; Mila hianaki,
2020a).
Thus, in 1848, Senguin has made a i s a emp o name ID (T en , 1994). He
desc ibed he e m as "a ailu e o he will" es ablished he i s school o men ally
disabled people in Pennsyl ania o s eng hen hei cogni i e skills. Two yea s la e , in
1850, he Uni ed S a es allowed s uden s wi h MR o a end a public school. A e he end
o he ci il wa , he ede al go e nmen ook ca e o ensu e ins i u ional unding,
educa ion, echniques, p o essional in luence, and social skills and ained special
educa o s o suppo hose child en (T en , 1994). The e o e, i is concei able ha he i s
o ganized e o s on “special educa ion” in he Uni ed S a es o Ame ica (USA) a e ela ed
o men ally disabled people. Fo his eason, o many yea s, he e was an iden i ica ion
o he e m “special educa ion” wi h MR's e minology (Hewa d, 2011).
MR’s e m o many yea s has been linked o disabili y, impai men , and de ici
and has been pe cei ed as a s able and i e e sible condi ion. Howe e , people wi h
se e e o p o ound disabili ies we e condemned and ma ginalized, as hey we e
cha ac e ized as “non-educa ed indi iduals” o hose who need ex ensi e o pe asi e
suppo (Hewa d, 2011). Thus, schools p o ided child en wi h ins i u ional ca e, while
hei aining was limi ed in lea ning basic sel -se ice skills.

Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 33
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Edga Doll, a psychologis in 1935 (T en , 1994), is bes known o his wo k on a
weigh ed scale o adap i e unc ion es ima ion a he Vineland T aining School. Mo e
speci ically, he de eloped he Vineland Social Ma u i y Scale o assess he daily li ing
skills o men ally disabled people. This a emp has a decisi e impac ha con inues o
in luence MR’s de ini ion on accessing he selec i e ac o s o ypology, o ms and g a es
based on he In elligence Scale and on he speci ic ole o adap i e beha iou (Doll, 1941,
as ci ed in Bu e ield, 1967). Thus, Doll (1941), in his pionee ing de ini ion o MR,
highligh s he lack o social inclusion and pe cep ion o hose people, which ends o be
imp o ed, bu mo e slowly due o he edi a y, gene ic, acqui ed o o he p edisposing
ac o s.
Men ally De iciency has been ypically conside ed on he basis o six essen ial
c i e ia o achie ing an adequa e de ini ion and concep : These a e 1) social
incompe ence; 2) men al subno mali y; 3) which has been de elopmen ally a es ed; 4)
which ob ains a ma u i y 5) is o cons i u ional o igin; and 6) is essen ially incu able
(Doll, 1941, p. 116). These ou c i e ia a e indispensable o he p e ailing
concep ualiza ion o MR. These social disabili ies associa ed wi h impai men in men al
abili y and o igina e du ing he de elopmen al pe iod. Indeed, social incompe ence ha
a ises om Doll’s de ini ion ended o e lec MR's de ini ions h ough he i s hal o
he 20 h cen u ies o he mos cu en .
La e , in he second hal o he 20 h cen u y, he impac o Doll’s (1941)
concep ualiza ion o MR is mo e e iden in de ini ions ha ha e been de eloped by he
Ame ican Associa ion on Men al Re a da ion (AAMR). In 1959 AAMR published i s i s
Men al Handbook, including h ee componen s as c i e ia o ha de ici . Mo e
speci ically, i has included: a) suba e age in elligence (an IQ (In elligence Quo ien )
sco e o 85 o below), b) de ici s in social compe ence and c) o igina ion du ing he
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 34
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
de elopmen al pe iod. Also, MR has been desc ibed as a de elopmen al de iciency ha
is associa ed wi h de ici s in adap i e beha iou . This de ini ion was e ised in 1961
(Hewa d, 2011). Howe e , he e was an in ense discussion on adap i e beha iou
e minology because ha de ini ion was no associa ed unc ionally wi h he diagnosis o
MR as ha de ini ion was based exclusi ely on in elligence es s.
A ew yea s la e , in 1973, AAMR made a mino e ision o he de ini ion
(Hewa d, 2011). Thus, MR s a es ha a suba e age gene ally in ellec ual unc ioning ha
is signi ican ly lowe han a e age (a leas wo s anda d de ia ions below he mean on
an in elligence es ) coexis s wi h adap i e beha iou al de ici s and mani es s du ing he
de elopmen al pe iod (IDEA, 1973, as ci ed in Hewa d (2011); Helle , e al., 1991).
Based on his new de ini ion, o an MR diagnosis, someone has o sco e a leas 70 on
an in elligence es and no 80 as i was ini ially de e mined. This change has a su icien
impac on educing he pe cen age o people cha ac e ised and iden i ied as men ally
e a ded om 16% o 2%. Se e al easons ha we e used o be aken in o accoun ill hen
o his speci ic diagnosis, such as socioeconomic and linguis ic ac o s, we e no
conside ed anymo e as a su icien ae iology. Also, ha means ha ewe child en will
need special educa ion se ices. Also, o unde s and his unc ional de ini ion o he e m
MR in a b oade con ex , i mus be bo ne in mind ha he de elopmen al pe iod o his
disabili y can be ex ended om he age o 16 o 18 yea s.
In 1992, AAMR e ised i s p e ious de ini ions and app oached MR as a
disabili y ha is no longe a pe manen o inhe en condi ion and o cou se i is no an
indi idual a ibu e. S ill, a esul o he in e ac ions be ween he pe son’s closes
an h opogenic and exogenous en i onmen o igina es be o e he age o 18 (Luckasson e
al., 1992, as ci ed in McG ew, e al., 1996). This is an in ellec ual disabili y ha is
signi ican ly below he a e age (c i e ion i), while a he same ime, i lags behind a leas
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 35
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
wo a eas o adap i e unc ion de elopmen (c i e ion ii). In pa icula , a pe son wi h MR
has signi ican de ici s in social skills, social beha iou , sel -ca e and sel - egula ion,
physical and men al heal h, and pa icipa ion in he educa ional and p o essional con ex
du ing he de elopmen pe iod (c i e ion iii). A he same ime, i is wo h highligh ing
ha a mo e lexible app oach was p oposed o diagnose people wi h MR who a e be ween
he "7" o 75 IQ" "limi (McG ew, e al, 1996; Smi h, 2002).
Bu he impo ance o MR was again e ised in 2002 by he Ame ican Socie y,
enamed Ame ican Associa ion on In ellec ual and De elopmen al Disabili ies (AAIDD),
as he disabili y o igina es du ing he de elopmen al pe iod (Hewa d, 2011). The mos
impo an change was he subs i u ion o he e m "men al e a da ion" wi h he e m
"In ellec ual Disabili y". Tha change o he e m signi ies slow e olu ion in ela ion o
Typical De elopmen Child en (TDC) while a he same ime sugges ing ha wi h
app op ia e pe sonalised suppo s hese people can enhance hei human unc ioning. In
his way, his new app oach highligh s ha "suppo s" ha e an essen ial and necessa y
ole in human unc ioning. Ac ually, i e eals ha enhancing each o hese i e
componen s (in ellec ual abili ies, adap i e beha io , pa icipa ion-in e ac ions, social
oles, heal h and con ex ) he pe son migh be included easie wi hin he con ex o
communi y, o school and cul u al en i onmen s wi h his same age pee s (Wehmeye , e .
al., 2008).
Thus, wi h he app op ia e suppo in e en ion p og ams, emphasis is placed on
hese indi iduals’ hole de elopmen h ough he ein o cemen each o hese p io i e
dimensions (Hewa d, 2011). In e ms o he need and in ensi y o suppo equi ed,
AAIDD (2002) classi ies ID in o ou le els o suppo : in e mi en , limi ed, ex ended,
and pene a ing.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 36
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
This ansi ion in e minology classi ied ha he deg ee o ID ocuses on he
in ensi ies and pa e ns o a pe son’s suppo a he han his IQ le el (She ell, e al.,
2003), as i de ines acco ding o he Ame ican Psychia ic Associa ion (2000) and he
Diagnos ic and S a is ical Manual o Men al Diso de s (DSM-IV). Speci ically, he ange
o men al disabili y anges om Mild o Educable le el o P o ound ID (see igu e 1)
Figu e 1
Mild o educable
(IQ le el o 50–55
o app oxima ely
70),
Mode a e o
ainable (IQ le el
o 35–40 o 50–
55;)
Se e e (IQ le el o
20–25 o 35–40)
and
P o ound (IQ le el
below 20 o 25)
ID Le els
No e: Image om Ame ican Psychia ic Associa ion (2000) and he Diagnos ic and S a is ical Manual o Men al
Diso de s (DSM-IV).
Those di e en app oaches a e aising new ounds o discussions on he
c edibili y and alidi y o de e mining he se e i y o a pe son wi h ID, as he DSM-IV
elies on IQ sco es. S ill, AAIDD ocuses on limi a ions and suppo s o human
unc ioning (Jacobson, Mulick, & Rojahn, 2007).
The con inuous e o o ind mo e and mo e eliable c i e ia ha a oiding he
o e - ep esen a ion o speci ic social, cul u al and linguis ic g oups and e hnici ies and
on he o he hand he in eg a ion o new p o essional ac i i ies, is a majo issue. The aim
o hose limi a ions has o be he in eg a ion and au onomy o he indi idual wi h ID and,
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 37
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
consequen ly, he impai men o s igma o hose people (Schalock, e al., 2007;
Wehmeye e al., 2008).
In 2010, AAIDD decides o adop a new de ini ion wi hou d ama ic changes. In
pa icula , i enames "men al e a da ion" o “in ellec uall disabili y” (ID) in i s a emp
o elimina e "i "di idual disabili ies" "nd p esen hem as a pa chwo k o in e ac ion
be ween he indi idual cha ac e is ics and he elemen s o he social en i onmen , whe e
he indi idual li es and de elops (Schalock, e al., 2010).
The Ame ican Psychia y Associa ion (APA, 2013) de eloped a mo e ecen ID
app oach, which uses he Diagnos ic and S a is ical Manual o Men al Diso de s (DSM-
V) and de ines ID h ough h ee essen ial diagnos ic c i e ia. In pa icula , an indi idual
should display (i) Signi ican ly below he a e age gene al cogni i e abili y (70 o below);
(ii) Adap i e beha iou al dys unc ions o disabili ies in a leas wo o he ollowing skill
a eas: sel -handling, sel -au onomous li ing, use o social esou ces, communica ion,
communica ion / in e pe sonal ela ionships, men al and physical heal h and sa e y,
academic educa ion and wo k, iii) symp oms - de ici s become appa en be o e 18 yea s.
Ne e heless, ID has mul iple causa i e backg ounds ha nega i ely impac s he
indi idual's neu ode elopmen and can be associa ed wi h mul iple cogni i e, linguis ic,
beha iou al-social and p ac ical de ici s (APA, 2013).
1.1.1.
P e alence
The di e en de ini ions o he disabili y and he numbe o esea ch s udies on
his neu ode elopmen al o e lapped diso de e eal his e o 's complexi y. Speci ic
diagnos ic c i e ia and limi a ions such as he low IQ and he adap i e beha iou a e he
mos p ominen indica o s. As a esul o his condi ion, he pa icula diso de is p esen ed
as a symp om o many di e en in luences. The p ecise p e alence o his

Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 38
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
in ellec ual disabili y is unknown (She ell e al., 2003). On he o he hand, i becomes
ques ionable i s s a is ical localisa ion and analysis. Indeed, he p opo ion o men ally
disabled indi iduals is es ima ed a 1-3%. S ill, he Hodapp and Dykens s udy (1996, as
ci ed in Kakou os & Maniadaki, 2005) poin s ou when he IQ es ing is less han o equal
o 70, hen he igu e is 2.28% and he in ellec ually e a ded popula ion wi h a mode a e,
se e e o hea y disabili y is 0, 4%.
Howe e , p e ious epidemiological s udies emphasise ha he phenomenon o
o e diagnosis is obse ed in he gene al popula ion. A he same ime he ac o o he
amewo k and he adap i e beha iou a e o e es ima ed. Thus, i is es ima ed ha only
1% o he popula ion is labeled men ally e a ded, since hey a e no conside ed in
limi a ions o he amewo k and in de ici s on beha io al unc ion.
Also, he case o child en wi h mild ID, who may, on he one hand, e en app oach
he no mal physiological limi o IQ sco es wi h imely and app op ia e suppo i e
in e en ion and, on he o he hand, hey a e no quali y o diagnosis du ing he p e-
school o adul hood phase, a e ecommended (Me ce , 1973, as ci ed in Kakou os &
Maniadaki, 2005). Thus, e en he s uc u e o he con ex in which a pe son wi h mild ID
li es, such as he u ban o u al en i onmen wi h he inc eased cogni i e and in ellec ual
demands imposed by mode n echnoc a ic ci ilisa ion, de e mines whe he o no he
iden i ica ion and i s diagnosis. In pa icula , in a semi-u ban a ea, educa ional and socio-
cul u al needs would e eal he disad an ages o a child who ha e simple basic sel -ca e
skills o p ac ices, while in a u al a ea he same pe son wi h he same IQ sco es and he
same compe encies, would no necessa ily be labeled as men ally e a ded.
A he same ime, howe e , i is wo h poin ing ou ha he c i e ia o
de e mina ion acco ding o he IQ sco es, a ec s 85 o 87% o people wi h mild ID, as a
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 39
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
esul o he edi a y and en i onmen al ac o s, while 6-10% o people wi h mild ID o a
p oblema ic biological backg ound. Fu he mo e, i is es ima ed ha 3-4% o people wi h
se e e o p o ound ID, ela ed wi h o ganic causes and occu s a a simila equency a
all social le els (Pan eliadou, 2017).
F om his pe spec i e, he incidence o ID seems o be ela ed wi h o he ac o s,
such as he gende o he socioeconomic backg ound o he amily. In pa icula , o many
yea s, he e was a belie ha boys show ele a ed a es o ID compa ed o gi ls. This
si ua ion does no appea o be con i med by speci ic epis emological s udies bu as esul
o hei beha io al a i ude. On he o he hand, o ganic causes and cases o s uc u al and
ch omosomal abno mali ies, such as he agile X, should be conside ed in boys wi h
se e e o p o ound de elopmen al delay. Howe e , he gende o emale wi h
unexplained mode a e o se e e de elopmen al delay may be associa ed wi h he
diagnosis o Re synd ome (She ell, e .al. 2003; Schalock, 2014).
Also, in he con ex o en i onmen al in luences, MacMillan, G esham, and
Sipe s ein (1993) in a su ey e ealed ha he e a e highe a es o mild ID in socio-
economically ulne able and disad an aged g oups. I is es ima ed ha i a ec s 2.5% o
ha popula ion ins ead o he uppe social s a a. Pa icula ly, hey ecognize ha he
di e en quan i a i e and quali a i e le els o social, educa ional and cul u al in luences
seem o be explained by he in a-indi idual di e ences and he cogni i e, linguis ic,
social and psycho-men al de iciencies o people wi h mild de elopmen al delay.
1.1.2.
Causal ac o s
In ecen yea s, a numbe o esea ch has highligh ed he a emp s o scien is s o
unde line he mul iple e iology o ID, in e ms o o ganic, gene ic and biological ac o s
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 40
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
and psychosocial and en i onmen al causes. In his case, hey sugges ed ha ID does no
always appea as an independen disabili y, bu i co-occu s wi h mul i ac o ial diseases
and pa hological condi ions such as senso y de ici s, o hopedic impai men , Au ism
Spec um Diso de (ASD), communica ion impai men , Down Synd ome (DS), auma ic
b ain inju y, e c (U.S. Depa men o Educa ion, 2002). Also, i o igina es a he
de elopmen pe iod (18 yea s) and i is e y di icul o iden i y, measu e hei cogni i e
le el o o cha ac e ize hem as men ally e a ded (No bu y, e al., 2013).
1.1.2.1.
An igenic agen s
A he neu obiology and gene ic le el i appea s ha eplica ion, de ec , loss –o -
unc ion mu a ion, o he appea ance/gain o an ex a ch omosome may be he main cause
o he occu ence o many di e en synd omes, such as Down Synd ome (SD) An
Angelman's synd ome (dele ion o a small egion on ch omosome 15), Tu ne 's
Synd ome, ID, e c., which a e ela ed wi h he cons uc ion o he human b ain and he
pe o mance o ce ain unc ions, such as sub le mobili y o language (Ru e , 2006, as
ci ed in Papaeliou, 2010; No bu y, e al., 2013).
Indeed, Bea , Hube and Wa en (2004) in a neu oimaging and ka yo ypic /
molecula backg ound s udy ha e highligh ed he c ucial ole o he lack o a speci ic
nucleo ide, FRMP, con ained in he agile X, as i di ec ly co ela es wi h plas ici y and
g ow h o he ce eb al co ex. In pa icula , hey ounded ou ha he neu oden ases a e
olde and imma u e and co-occu s wi h signi ican disad an ages in he a ea o
mememo y’s execu i e unc ion, bu also in he lea ning po en ial. I has also been
obse ed o be associa ed wi h hype ac i i y, lack o a en ion and isual kine ic
esponses, educed mo i a ion, anxie y and hype sensi i i y, and di icul y in con olling
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
he clamps. A he same ime, howe e , i is associa ed wi h epilep ic episodes, bu also
wi h he appea ance o Au ism ea u es.
Also, o he gene ic indings ce i ied he causal ela ionship be ween speci ic
genes and he occu ence o se ious cogni i e, neu oana omic and linguis ic disabili ies.
In ac , S a ousi (2014) poin s ou ha he mos common gene ic cause o ID a e
ch omosomal abno mali ies, as is he case wi h SD, wi h he occu ence o an addi ional
ch omosome on ch omosome 21 ( isomy 21), bu also he coexis ence o body
neu omuscula diso de s such as, b achycephaly, sho edges and small ea s.
In he same ligh , o he scien i ic p ocesses a he biochemical le el unde lying
he c ucial ole o he lack o he phenylalanine enzyme. I is essen ial o acid
me abolism, i s accumula ion in he body and he occu ence o a a e phenylke onu ia
synd ome associa ed wi h wo se e e neu ode elopmen al diso de s, ID and Au ism
(Kons an a ea, 2001). Howe e , wi h he app op ia e he apeu ic special die du ing he
ea ly yea s o he child, he disabili ies can be imp o ed (Reilly, 1987).
I is wo h emembe ing ha he p ocess o inhe i ing his disabili y, om pa en s
o o sp ings, es ima ed o 25%, when one o he wo pa en s is men ally labeled and
abou 42% when bo h o hem a e cha ac e ised, bu 13% when he men ally e a ded
child ha ing a b o he o sis e wi h ID (Pa aske opoulos, 1980; Kakou os & Maniadaki,
2005;). In pa icula , he speci ic cha ac e is ics o he mo he , such as he age, men al
heal h quali y (dep ession, schizoph enia, epilep ic seizu es) and he physical ca e (eg.
diabe es, exposu e o oxoplasmosis, adia ion o measles- mumps- ubella, misma ch in
Rhesus o pa en s, e c.), can cause se ious b ain damage and he chchild’s de elopmen al
delay (Chiu azzi & Pi ozzi, 2016). In pa icula , Ryan and Fe guson (2006) ha e poin ed
ou ha ma e nal exposu e o chemical o oxic subs ances du ing p egnancy, such as e al
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
disc imina ion, which in u n hinde s he de elopmen o phonological awa eness and he
p oduc ion o speech a he o al and w i en le el. In ac , he s uc u al abno mali ies
(o al and acial abno mali ies, hea ing loss, neu omo o de ici s, e c.) ha hese
indi iduals e y o en ace complica e phonological p ocessing and a e ela ed o hei
slow and insu icien phonological awa eness (And eou, 2014; Mila hianaki, 2020a).
In pa icula , he e a e signi ican disad an ages in coding o decoding speech ha
ela e o simpli ica ions o complexes, addi ions, dele ions o inal consonan s, omissions
o le e s o whole syllables, den al eplacemen s om he espec i e lips and so on.
Consequen ly, hei inabili y o ecognize and manipula e he phonological s uc u al
elemen s o he language, especially in anspa en spelling sys ems such as G eek, makes
i di icul o hem o come in o con ac wi h li e acy and especially wi h he spelling
abili y wi h long- e m consequences o wi hd awal om he educa ional p ocess. hei
educed sel -con idence and hei social isola ion (Ba bas, & T ypopoulou, 2018;
Mila hianaki, Fodelianakis, Lopez, 2020; P o opapas & Skaloumbakas, 2010).
A he same ime, in he ield o syn ax, child en wi h mild ID o SD use an i-
g amma ical sen ences, bu a he same ime show se e al e o s, mo phological
backg ound, inco ec use o aces, alls and numbe s, inco ec use o p oduc i e and
cli ic su ixes and use o enses. Besides, hei sen ences a e sho ( educed “A e age
Spelling Leng h”), while he connec ion o he sen ence s uc u es is based almos
exclusi ely on he use o he conjunc i e “and”. Also, a he le el o seconda y sen ence
p oduc ion, he use o in e oga i e, e e en ial and causal sen ences, o he passi e oice,
is a ely obse ed, as hei cogni i e weaknesses consis en ly c ea e inadequacies in
unde s anding and ende ing hei causal ela ionships (Chapman, 1991, as ci ed in
S a akaki & Tsaki idou, e.g.).

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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
In his ligh , p e ious s udies by Ka ims (2001) and la e by Joseph and See y
(2004) poin ed ou ha de iciencies in phonology, mo phology, spelling, syn ax, bu also
eading and comp ehension skills, could be slow down he language and cogni i e
de elopmen o he child wi h mild o mode a e ID. As he de elopmen o spelling skills
ollows he successi e s ages o a child's de elopmen (p e-communica ion, semi- ocal,
ocal, ansi ional and mo phonic spelling s ages), he basic le e o spelling de elopmen
is based on he de elopmen al cou se o he child and on he o he hand in unde s anding
he alphabe ical and phonological p inciple o he language (Mouzaki e al., 2010). Also,
he u iliza ion o he o hog aphic model o Baile (1991, as ci ed in Mouzaki e al., 2010)
could con ibu e on he one hand o he ca ego iza ion and quali a i e analysis o s uden s'
spelling choices and on he o he o he a ge ed ea men o hei own hei di icul ies.
Taking in o accoun , he e o e, he de elopmen al and lea ning cha ac e is ics o
child en wi h SEN, mul isenso y me hods, s a egies and p og ams, such as “Di ec and
Explici Teaching”, he “Mon esso i” me hod, “ lash-ca ds” (Ka ims, 2001) o special
educa ional in e en ion p og ams such as “Re ie al, Au oma ici y, Vocabula y
Elabo a ion, O hog aphy” (RAVE-O) (T a ican e, Andol i & Wol , 2017), he "Fou -
Block Mul ime hod Li e acy F amewo k", o he "Op ical Lea ning En i onmen ", o
model o Teaching Uni s - Teaching uni s (Ch is akis e al., 2013) a e sui able o hei
lea ning and eaching, as hey app oach he subjec in e disciplina y and mul i-senso y
and connec i wi h li e.
Also, in he spi i o he comp ehensi e and holis ic de elopmen o w i ing-mo o
and spelling skills in child en and adul s wi h ID and Down Synd ome, Moy e al. (2017)
s essed he need o a comp ehensi e in e en ion p og am ha aims o mee he w i ing
and w i ing disabili ies. Mo e speci ically, hey ound ha de ici s in w i ing p oduc ion
and w i ing skills made i di icul o hem o engage and engage in he educa ional
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
p ocess, esul ing in hei wi hd awal om p ojec s ha equi ed special a en ion and
coo dina ion, such as w i ing and spelling. Conclusions eached a decade ea lie by Bea
e al. (2004) ound ha in people wi h mild o mode a e ID, quali y impai men in he
execu i e unc ion is esponsible o p oblems wi h isual-mo o coo dina ion, isual-
spa ial pe cep ion, and educed abili y o concen a e and pay a en ion.
A he same ime, hey seem o show a simila weakness in he design and use o
speci ic s a egies o p oblem-sol ing. Howe e , by p o iding app op ia e and a ge ed
aining in lea ning s a egies, s uden s wi h SEN can o e come hei de ici s depending
on he ci cums ances bu no always gene alize and main ain hem in o he ac i i ies o
con ex s due o he limi ed g ow h a e in in o ma ion p ocessing. Thus, while hey o en
know wha o do, hey show a eluc ance o use speci ic a ailable lea ning s a egies,
ei he due o lack o mo i a ion o due o p e ious expe iences ha illed hem wi h s ess
and eelings o us a ion and ailu e (Ba bas, & T ypopoulou, 2018˙ Willne , Bailey,
Pa y, & Dymond, 2010).
1.1.3.2.
Cha ac e is ics on he basis o ID he se e i y
1) Mild ID - educable, déboli é:
To his ca ego y belongs he as majo i y o people wi h ID (people wi h IQ
be ween 50 - 70) whose in ellec ual age is be ween 7 - 10 yea s. In he i s yea s o hei
li es hey do no seem o lag behind he es o he TDC, as hei communica ion skills
and he sligh delay in he ield o psychomo o and language de elopmen do no lead o
ea ly diagnosis. I is app op ia e o ake in o accoun as a c i e ion o exclusion he case
o "pseudo-delay" which is usually he esul o emo ional dis u bances o lack o s imulus
(Tzou i & Siamopoulou – Ma idou, 2004).
The mos impo an cha ac e is ics o mild ID a e:
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
- i is a pe manen and i e e sible diso de and no a symp om in he con ex o
ano he diso de ,
- i is congeni al and is ei he he esul o he edi y o pa hological al e a ion o
he ce eb al co ex,
- unbalanced de elopmen o speci ic miles ones ( o example, lowe abili y o
o ien in space compa ed o his g oss mo o de elopmen ),
- o en show a delay in walking,
- in e ms o hei physical de elopmen , he e a e no de ia ions om TDC ( o
example sho s a u e o asymme ical ace),
- he appea ance o a smile in he baby plays an impo an ole in he diagnosis o
mild ID. Smiles on people in he en i onmen usually appea in he i s 2 mon hs o li e.
So i he in an is slow o smile, his may be an indica ion o In ellec ual Disabili y (Tzou i
& Siamopoulou-Ma idou, 2004)
- A de ia ion indica o o ID is he delay o he i s ee hing o he de o med
ee hing.
- Ano he di icul y is he inabili y o con ol he sphinc e s, noc u nal u ina ion,
e c. which makes social adjus men e en mo e di icul ,
- Emo ional ins abili y and ex eme and sudden emo ional changes (agg essi e
seizu es and incomp ehensible al e na ions o ange and exci emen ) a e also common.
- A he le el o language de elopmen , hey show a a he slow de elopmen ,
which is one o he main wo ying signs o pa en s.
They p esen di icul y
o pe cei e and desc ibe non-speci ic concep s, such as eedom, i ony,
o d aw logical conclusions.
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
- They will lea n he language a a sa is ac o y le el o communica ion bu in
a signi ican delay, while as adul s hey will be able o acqui e p o essional skills, bu i
is clea ha hey need help and guidance (Pa aske opoulos, 1980; Tzou i e al., 2004).
2) Mode a e ID - imbécili e o ainable:
Child en ha a e included in his ca ego y p esen an IQ be ween 35 - 49, and hei
miles ones do no exceed he miles ones o a TDC o 7 yea s, while hei social
de elopmen usually s ops nea he 15 h yea o li e.
- h ough imi a ion and p ac ice hey can lea n o be sel -su icien , pe o m a
simple manual ask and communica e unde di ec supe ision.
- show con adic o y emo ional eac ions (on he one hand hey a e obedien ,
coope a i e and on he o he hand supple, apa he ic and agg essi e,
-no se ious body o ace de o mi ies,
- almos adequa e psychomo o de elopmen and exp ession,
- in he ield o cogni i e unc ions, pe cep ion a a mode a e le el, while he
abs ac abili y is limi ed ( o ma ion o simple images) and hei a en ion is uns able,
- lea ning p ocess is slow, wi h di icul y in eading comp ehension, w i ing and
a i hme ic and hey p esen poo ocabula y and syn ax (Pa aske opoulos, 1980; Tzou i
e al., 2004).
3. Se e e ID:
Indi iduals in his ca ego y ha e an IQ be ween 20 - 34.
- om bi h o p eschool age (unde 5 yea s), hei psychomo o de elopmen is
limi ed, hei language abili y is poo as well as hei communica ions skills.
- A school age (5 - 20 yea s old), hey can acqui e compe en skills in a unc ional
educa ion p og am (hygiene),
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
- hei speech is s ill signi ican ly limi ed,
- in he case o se e e ID, he men al age does no exceed 12 yea s, ega dless o
he ch onological age (Pa aske opoulos, 1980).
4. P o ound ID:
his is he mos se e e o m o ID wi h an IQ less han 20. People in his ca ego y
a e comple ely and li e ime dependen .
- They usually p esen pe cep ual, mo o as well as social delay wi h he
como bidi y o physical diso de s,
- exp essionless and asymme ical ace, na ow o ehead, small bone lobes
- Poo con e gence o ee h, de o med ee h,
- sali a ion due o inabili y o con ol he lowe jaw
- sho s a u e bo h a bi h and in adul hood, sho and equally sized inge s
- mal o ma ions o he ex e nal geni alia, skin abno mali ies
- Clumsiness / mo emen diso de s ( ough and ine mobili y)
- incon inence due o inabili y o con ol he clamps,
- dis u bed unc ion o some senses (smell, since hey seem as i hey do no
smell),
- e y limi ed language abili y and no communica ion wi h he en i onmen ,
- c i ical abili y lags as much as memo y, a en ion and imagina ion,
- hei lea ning miles ones a e minimal and hey need a li e ime cons an
supe ision, al hough hey can achie e a minimal sel -se ice (Pa aske opoulos, 1980).

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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
1.2.
Lea ning Disabili ies (LD): a concep ual app oach and a
his o ical o e iew
The issue o Lea ning Disabili ies has been he subjec o s udy and esea ch by
many expe s om di e en disciplines o he las hund ed yea s o so. O en, he a ious
de ini ions and hei con en we e con using, while he o e lap wi h o he disabili ies
o en c ea ed a pheno ype ha did no allow a clea pic u e o be c ea ed. Thus, e ms such
as “Lea ning Disabili y”, “Lea ning Di icul y” and “Lea ning Diso de ” a e used
in e changeably, u he complica ing he issues o di e en ial diagnosis. The i s e m,
“Lea ning Disabili y” is a o mal clinical diagnosis gi en by specialis s in he con ex o
di e en ial diagnosis o a ange o e y se ious symp oms and p oblems in deg ee,
equency and in ensi y. “Lea ning Diso de ” is usually e e ed o as a g oup o diso de s
wi h insu icien de elopmen o speci ic academic and language skills (such as dyslexia,
dyslexia and dysg aphia), while “Lea ning Diso de ” e e s o signi ican lea ning
p oblems ha do no cons i u e a easoned diagnosis (Tzi inikou, 2015).
Acco ding o Tzi inikou (2015) Lea ning Disabili ies a e all he di icul ies ha
a e iden i ied du ing he p ocess o lea ning and con ac wi h cogni i e objec s, while he
causes can be ei he ob ious, such as senso y p oblems, ID ( om mild o se e e), he
au ism and o he as well as unexplained causes, such as Special Lea ning Disabili ies.
Lea ning disabili ies include special lea ning di icul ies ha a e cha ac e ized by school
unde pe o mance wi h a signi ican di e en ia ion be ween men al capaci y and school
pe o mance (Tzi inikou, 2015).
Va ious de ini ions o lea ning disabili ies ha e been o mula ed om ime o
ime. The e m Lea ning Disabili ies was i s used by Samuel Ki k in 1962, bu since
hen hings ha e become e en mo e complica ed ins ead o being cla i ied. Indeed, he e
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
a e abou se en y de ini ions o dyslexia and o he LD, bu hey all come o ligh en up
and o some ex en con ibu e o he con usion. Fo example, Reid (1969) s a es ha he
e m “socio-cul u al de iciency” is no clea ly de ined by he Wo ld Fede a ion o
Neu ology in one o i s wo de ini ions o dyslexia in 1968. Simila ly, Ru e (1978)
conside s ague he o mula ion o he e ms “con en ional eaching”, “adequa e
in elligence", “socio-cul u al oppo uni y”. O he designa ions in o he de ini ions such
as O on’s “s ephosymbolia”, C i chley”s “dyssymbolia”, o Clapa edc’s “b adylexia”
may a emp o shed ligh on a eali y bu by using hese pu ely medical e ms hey shi
he p oblem wi hin he child (Reid, 1969).
In 1975 lea ning disabili ies we e included in he Legisla i e P ac ice o “The
Indi iduals wi h Disabili ies Educa ion Ac ” (IDEA) (Hewa d, 2011; Ka ale & Fo ness,
2000). Acco ding o i , a s uden wi h lea ning di icul ies does no ha e gene alized
di icul ies in all his abili ies, because hen he alls in o he ca ego y o ID. The gene al
men al unc ion is wi hin he no mal ange.
The pe iod om 1985-2000 scien is s a e accus omed o cha ac e ize i as he
“Tu bulen Pe iod” as he e was a e y la ge inc ease in s uden s diagnosed wi h Lea ning
Disabili ies in a ela i ely sho pe iod o ime. The high p e alence o Lea ning
Disabili ies diagnoses aised he issue o possible misdiagnosis, while making i clea ha
ambigui y in de ini ions needed o be elimina ed, he de ini ion o lea ning disabili ies
needed o be u he s abilized and new o e ised de ini ions we e in oduced (Hallahan
& Me ce , 2001).
As pa o his e o , in 1987 he US Na ional Join Commission on Lea ning
Disabili ies (NJCLD, 1987) came up wi h a de ini ion combining a ious de ini ions ha
is conside ed he mos comple e and widely accep ed. A e i s exp essing hei doub s
abou he exis ing de ini ions and diagnoses, he NJCLD iden i ied he main axes o he
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
di e en ial diagnos ic app oach. Acco ding he Commission, lea ning disabili ies a e a
gene al e m e e ing o a he e ogeneous g oup o diso de s, which mani es as
di icul ies in speaking, lis ening, eading, w i ing, easoning, o ma h. These a e
congeni al diso de s ha a e a ibu ed o a dys unc ion o he cen al ne ous sys em and
may mani es h oughou a pe son's li e. P oblems o sel -con ol, social pe cep ion and
in e ac ion may coexis , which in hemsel es do no cons i u e lea ning di icul ies. A
he same ime, mino i y si ua ions such as ID, senso y impai men o se e e emo ional
dis u bance some imes coexis , o ex e nal ac o s such as cul u al di e ences o
inapp op ia e educa ion. Howe e , lea ning disabili ies a e no a di ec esul o hese
si ua ions. (Po podas, 2011; Hewa d, 2011; Tzi inikou, 2015).
Th ee yea s la e he NJCLD (1990) es uc u ed he de ini ion o LD o make he
diagnosis e en clea e . This de ini ion was upda ed in 2016. I is indeed poin ed ou ha
Lea ning disabili ies is a gene al e m ha e e s o a he e ogeneous g oup
o diso de s mani es ed by signi ican di icul ies in he acquisi ion and
use o lis ening, speaking, eading, w i ing, easoning, o ma hema ical
abili ies. These diso de s a e in insic o he indi idual, p esumed o be
due o cen al ne ous sys em dys unc ion, and may occu ac oss he li e
span. P oblems in sel - egula o y beha io s, social pe cep ion, and social
in e ac ion may exis wi h lea ning disabili ies bu do no by hemsel es
cons i u e a lea ning disabili y. Al hough lea ning disabili ies may occu
concomi an ly wi h o he disabili ies ( o example, senso y impai men ,
in ellec ual disabili ies, emo ional dis u bance), o wi h ex insic
in luences (such as cul u al o linguis ic di e ences, insu icien o
inapp op ia e ins uc ion), hey a e no he esul o hose condi ions o
in luences (NJCLD, 1990, p.3; upda ed 2016).
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
The mos ecen and o ganized e o o de ine lea ning disabili ies was made as
pa o an e o o e iew he IDEA and he No Child Le Behind Ac , in o de o a emp
an ag eemen and a s ong and alid de ini ion. The Round able on Lea ning Disabili ies
was o ganized and coo dina ed by he NCLD and ook place in Washing on in Feb ua y
and June 2002 (Tzi inikou, 2015).
The Ame ican Psychia ic Associa ion (APA) in 2007 included among o he s, he
diagnosis o “Special Lea ning Disabili ies” (SLD), which a e de ined as: “a cons i uen
de iciency in school o academic skills ha does no pe mea e all a eas o lea ning bu is
mo e limi ed o a speci ic aspec , e.g., in eading o a i hme ic” (APA, 2007; VandenBos,
2007).This de ini ion does no p esen any a emp o sepa a e i om p e ious de ini ions
o dyslexia, while a he same ime i does no gi e quali a i e desc ip ions o he p oblem
ha could pe haps help mo e. On he con a y, i is a he unde s ood ha hese di icul ies
ha e a mo e limi ed scope han ha co e ed by dyslexia (VandenBos, 2007).
As a ma e o ac , his no ion is a om accep able and gi en, on he con a y i
con ibu ed e en mo e o he de elopmen o con usion be ween he e ms o “dyslexia”
and “Special Lea ning Disabili ies” accompanied by eac ions om o ganiza ions and
p o essional g oups. In ac , in 2013, APA edi ed he new DSM-V wi h a adical change
o he p e ious e ms. As a ma e o ac , in he new DSM-IV (APA, 2000) we e
men ioned he e ms i. dyslexia, ii. dyscalculia, iii. diso de o w i en exp ession, bu in
he new DSM-V (2013) we e abolished. Indeed, he In e na ional Associa ion o Dyslexia
(IDA) eac ed s ongly o he emo al om his manual o he e ms i. dyslexia,
ii. ma hema ics diso de , iii. diso de o w i en exp ession, and he diagnosis o “Special
Language Diso de ”, and o he in oduc ion o he e m “Speci ic Lea ning Diso de ”
ha eplaced hem (Fodelianakis, 2020b; APA, 2000) (See igu e 2). Indeed, while he
APA DSM-V (APA, 2013) no longe ende s hese diagnoses, hose diagnoses ha had
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
desc ibe a pa e n o di icul ies cha ac e ized by p oblems in p ocessing a i hme ic
in o ma ion, lea ning a i hme ic ope a ions and pe o ming accu a e o as calcula ions.
I he e m "nume acy" is used o iden i y a pa icula lea ning disabili y, i is equally
impo an o pinpoin any addi ional di icul ies ha ha e o do wi h ma h o e bal
easoning.
1.2.4.
S uden s wi h LD in G eece
In G eece, acco ding o law 3699/2008, s uden s wi h disabili ies and special
educa ional needs a e conside ed:
1. S uden s who o a whole o a ce ain pe iod o hei school li e expe ience
signi ican lea ning di icul ies due o senso y, men al, cogni i e, de elopmen al
p oblems, men al and neu opsychia ic diso de s which, acco ding o he in e disciplina y
assessmen , a ec he p ocess o school adap a ion and lea ning. S uden s wi h disabili ies
and special educa ional needs include hose wi h in ellec ual disabili ies, senso y isual
o hea ing impai men s (blind, isually impai ed, dea , ha d o hea ing), mobili y
disabili ies, ch onic incu able diseases, speech-language diso de s (speech-language
diso de s). , dysg aphia, dysnume acy, illi e acy, dysg aphia), a en ion de ici diso de
wi h o wi hou hype ac i i y, di use de elopmen al diso de s, men al diso de s and
mul iple disabili ies. This ca ego y does no include s uden s wi h low school
pe o mance who a e causally linked o ex e nal ac o s, such as linguis ic o cul u al
peculia i ies.
2. S uden s wi h complex cogni i e, emo ional and social di icul ies, delinquen
beha io due o abuse, pa en al neglec and abandonmen o due o domes ic iolence.

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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
3. S uden s who ha e one o mo e men al abili ies and alen s de eloped o a
deg ee ha a exceeds wha is expec ed o hei age g oup (FEK, 2008, p. 3499-3500,
a .3).
1.3.
The pheno ype o a child wi h LD. The cogni i e ea u es
Lea ning Disabili ies is an “umb ella e m” ha co e s a he e ogeneous g oup o
diso de s, mani es ed in di icul ies in acqui ing lis ening, speaking, eading, w i ing,
easoning and ma h skills, due o inhe en e iological dys unc ion and o exis h oughou
human li e (Pan eliadou & Bo sas, 2007). In ac , Lea ning Disabili ies a e a b oad e m
ha includes a numbe o de elopmen al diso de s, gene al and speci ic. The mos
common classi ica ion o special lea ning di icul ies a e: a) dyslexia, b) dysg aphia, c)
spelling di icul y, d) eading di icul y, e) dyscalculia (A i hme ic-calcula ion and
concep s). Child en wi h special lea ning disabili ies ha e di icul y wi h o al exp ession,
memo y, and he abili y o ollow ins uc ions (Oakland e al., 1990). Acco ding o Kaplan
and Sadock (1985), special lea ning disabili ies mani es as special di icul ies in eading,
w i ing, spelling and ma hema ics and hei a es ange om 15-20% o he s uden
popula ion.
Thus, i is ob ious ha child en wi h lea ning disabili ies o m an ex emely
he e ogeneous g oup, and he in e media e ca ego iza ions and o e laps some imes wi h
o he diso de s o en c ea e con usion. Thus, he de e mina ion o he di icul y, he ex en
o he lea ning di icul y equi es p o essional e alua ion h ough he obse a ion o
school lea ning and he use o pe o mance c i e ia ei he by he special eache o by he
compe en diagnos ic se ices (Agalio is, 2011). Ne e heless, he e a e some dominan
cha ac e is ics, common o se e al ca ego ies, bu which can ac i a e he specialis o he
amily in he sea ch o help. Speci ically:
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
• di icul ies in ec ui ing and p oducing o al speech,
• di icul ies in eading and w i ing,
• easoning p oblems,
• di icul ies in ma hema ical skills,
• senso y pe cep ion and p ocessing p oblems ( isual, audi o y),
• language de elopmen p oblems,
• memo y and sequence p oblems,
• a en ion and concen a ion p oblems,
• di icul y in o ien ing and spa io- empo al concep s,
• emo ional o beha io al diso de s,
• p oblems in he o ganiza ion,
• p oblems o sel - egula ion,
• me acogni i e skills p oblems,
• mo o de elopmen and gene al coo dina ion p oblems,
• di icul ies in esponding o social ci cums ances (Lagka ani, 2010; Me ania & Bakali,
2012; Tzi inikou, 2015).
1.4.
The case o Dyslexia
The mos common among special lea ning di icul ies is Dyslexia, which is an
inhe en special linguis ic di icul y conce ning language and especially w i en speech
( eading and spelling). These di icul ies exis ega dless o he indi idual's men al
abili ies, no mal senso y unc ion, good men al heal h and posi i e in e ac ion wi h he
en i onmen . Thus, he child a ibu es o eading below he expec ed le el he basis o
men al po en ial, ch onological age and gene al school pe o mance (Ma ko i is &
Tzou iadou, 1991). So he p oblem wi h decoding wo ds usually e lec s inadequa e
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
phonological p ocessing and is p obably due o a mal unc ion o he cen al ne ous
sys em. The in elligence o he child en is wi hin he no mal ange, bu he school
pe o mance is low (Po podas, 1997a; 1997b).
Thus, in o de o cla i y he diagnosis o dyslexia, i is necessa y o cla i y wha
is no dyslexia. Dyslexia, hen, is no a sign o low in elligence o laziness and is no due
o poo eyesigh , while i is associa ed wi h eading di icul ies, which a ec bo h w i ing
and spelling, and e en speech. In conclusion, dyslexia is a di icul y o a neu obiological
and neu ode elopmen al na u e, wi h an inhe i ed p edisposi ion, which a ec s he
cogni i e p ocesses o he b ain associa ed wi h he acquisi ion o eading, w i ing and
spelling skills (HAD, 2022).
Many de ini ions o dyslexia ha e been o mula ed, p o ing he complexi y o he
phenomenon. In ac , i was a ield o in ense eac ions and con lic s be ween he
In e na ional Dyslexia Socie y and he APA when i was decided in DSM-5 o abolish he
diagnoses ha e e ed di ec ly o i (Fodelianakis, 2020b; Mila hianaki e al., 2020).
The mos widely used de ini ion was gi en in 1994 a e a consensus commi ee
by he In e na ional Dyslexia Socie y (IDA) and he Na ional Cen e o Lea ning
Disabili ies (NCLD):
Dyslexia is a speci ic lea ning disabili y ha is neu ological in o igin. I is
cha ac e ized by di icul ies wi h accu a e and/o luen wo d ecogni ion
and by poo spelling and decoding abili ies. These di icul ies ypically
esul om a de ici in he phonological componen o language ha is
o en unexpec ed in ela ion o o he cogni i e abili ies and he p o ision
o e ec i e class oom ins uc ion. Seconda y consequences may include
p oblems in eading comp ehension and educed eading expe ience ha
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
can impede he g ow h o ocabula y and backg ound knowledge (Eden
& Moa s, 2002; Polych oni e al., 2006).
This de ini ion was adop ed by he Boa d o Di ec o s o IDA in No embe 12,
2002 wi h sponso ship om he NICHD and he IDA. This de ini ion is cu en ly
inco po a ed in many s a e laws.
Ano he ela i ely ecen de ini ion gi en by he B i ish Dyslexia Associa ion in
1997 poin s ou ha dyslexia is a complex neu ological condi ion wi h a cons i u i e
o igin. Symp oms a ec many a eas o lea ning and ac i i y. The neu ological app oach
o dyslexia excludes due o social ac o s, ID, speech diso de s, hea ing impai men o
bilingualism, bu ac o s ha pu child en a isk o eading di icul ies (Lyon e al., 2003)
The cha ac e is ics o dyslexic s uden s a y and a e ela ed o cogni i e unc ions,
mo i a ion, beha io , emo ions and social de elopmen . The mos common symp oms o
people wi h dyslexia e e o he coexis ence o eading and w i ing diso de s a a lowe
le el han he ac ual age, despi e he no mal men al capaci y and adequa e school
en i onmen .
To gesen and Wagne (1998) poin ou ha he mos se ious eading p oblems
conce n phonological awa eness, ha is, he awa eness o he phonological s uc u e o
wo ds and he knowledge ha language is composed o dis inc sounds and phonemes.
Phonological awa eness is he s onges p edic o o dyslexia. Also, he e a e p oblems o
decoding, luency, hy hm, spelling, ocabula y and w i en exp ession (Tzi inikou,
2015). A he same ime, he e is di icul y in lea ning le e s o he alphabe , spelling
eading wi h he inge , spelling mis akes in lea ned wo ds, while he s uden may eel
insecu e when he has o w i e some hing and a oids i .
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
In addi ion, he audi o y and isual p ocessing o language in o ma ion, language
skills and eading luency, sho - e m and long- e m wo king memo y a e a ec ed
(Pan eliadou & Bo sas, 2007).
Di icul ies also occu in he speed o isual naming, he abili y o name as isual
s imuli (Hewa d, 2011). A he same ime, hey ha e di icul y emembe ing da es, phone
numbe s, add esses, names. They use non- e bal cues, ha e di icul y memo izing ex s,
p e e ing o look a pic u e books a he han eading. They o ge hei esponsibili ies,
ind i di icul o exp ess hei ideas, do no plan hei ime p ope ly, ge us a ed and
gi e up easily.
A he same ime, hey p esen p oblems in he pe cep ion o space and a e clumsy
in hei mo emen s. Di icul ies also appea in dis inguishing shapes, cha ac e s o de ails
o objec s, which a e esponsible o mi o w i ing. One o he mos common desc ip ions
gi en o s uden s wi h dyslexia is ha o a "ca eless" s uden . Dis ac ion and
concen a ion a e common. In s udies conduc ed on dyslexic and non-dyslexic s uden s,
i appea ed ha he o me emained in he lea ning ask o abou hal a yea compa ed
o he la e (B own & Wynne, 1984).
S uden s wi h dyslexia ace signi ican p oblems in me acogni i e moni o ing o
cogni i e wo k (Bo sas & Pan eliadou, 2003). They ha e low sel -e icacy and educed
mo i a ion o ac i e lea ning. A he same ime, dyslexia is associa ed wi h beha io al
p oblems, such as agg ession, apa hy, in o e sion. They expe ience mo e nega i e and
less posi i e emo ions han hei ypical pee s. Nega i e sel -pe cep ion and low sel -
es eem wo sen hei condi ion.
The pe cen age o dyslexic child en is qui e high. Indeed, acco ding o he US
Depa men o Educa ion, mo e han 2 million child en aged 3-21 ha e lea ning
di icul ies, es ima ing ha 80% o child en wi h poo eading skills, a e likely dyslexic.

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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
In addi ion, i is epo ed ha he equency on he s uden popula ion anges om 3-15%
and is obse ed mainly in socially dep i ed g oups and in wes e n socie ies (Ma ko i is
& Tzou iadou, 1991).
1.4.1.
The pheno ype o a child wi h Dyslexia. Main challenges
P eschool age is he mos c ucial phase in a child’s language de elopmen , as his
language skills a e de eloped and h ough o al and w i en speech and “language” he can
communica e wi h his close an h opogenic and ex e nal en i onmen , which on he one
hand se s he condi ions o unde s anding he deepe meanings o wo ds and on he o he
hand con ibu es o he p oduc i e exp ession o speech (Ho , 2009). The child ies o
unde s and and e alua e he language inpu s, which is an alloy o de elopmen al and
ac ual skills ha also con ibu e o empa hy (Tomasello e al., as ci . in Papailiou, 2016).
This e o o he child expands h oughou his li e, in con as o he o he language
p ocesses (phonology, syn ax and p agma ics) ha a e usually de eloped and comple ed
by he end o school, in luenced e en by social and economic implica ions (Papailiou,
2016). The di e en expe iences explain he a ia ions o s uden s in kinde ga en in
e ms o lexical de elopmen and speech, while a he same ime highligh ing he need o
ea ly in e en ion be o e he onse o eading comp ehension p oblems in child en wi h
eading di icul ies and/o De elopmen al Dyslexia (Tzi inikou, 2015).
Reading abili y and comp ehension is a mul idimensional p ocess ha in ol es
he simul aneous ac i a ion o many di e en mechanisms o he ce eb al neu ological
sys em (Simos, Mouzaki, & Papanikolaou, 2002, op. Ci . In Mouzaki, 2008), wi h i s
main ea u e being apid and accu a e decoding o he w i en ex , bu also he
in e p e a ion, e alua ion and comp ehension o he w i en and o al speech (Aidinis,
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
2012). Fo his eason, olde heo e ical app oaches ocused mo e on decoding and
eading indi idual wo ds. Howe e , a e he eme gence o he model o simple eading
heo y (Tunme & Hoo e , 1992, as ci . in Aydin, 2012), which was based on he esul
o he ela ionship be ween o al comp ehension, wo d eading and eading
comp ehension, Schola s also ocused on explo ing o he key elemen s o eading
comp ehension, such as ocabula y, syn ax and seman ics, ie cogni i e p ocesses ha
would make hese models mo e comple e (Pe e i, 1999, as ci . in Aidin, 2012). ). In his
ligh , many schola s ha e ied o highligh an impo an link be ween he ocabula y
ac o and eading comp ehension (Mila hianaki e al., 2020a).
1.4.2.
Academic challenges: Decoding and eading luency
In eading comp ehension, he eade ies o men ally ep esen he ex he is
s udying, combining wha he knows wi h wha he au ho p esen s o him. Di icul ies in
eading decoding and eading luency con ibu e o eading comp ehension p oblems. In
addi ion, limi ed ocabula y and lack o syn ac ic knowledge esul in comp ehension
p oblems. Memo y also plays an impo an ole. Dyslexic child en usually ha e an
impeccable long- e m memo y o pe sonal expe iences, bu a poo memo y o e aining
in o ma ion and e en s hey ha e no expe ienced. In pa icula , a dyslexic child wi h
di icul ies in eading comp ehension, inds i di icul o d aw conclusions, o dis inguish
he in o ma ion o he ex in o impo an and insigni ican , inds i di icul o iden i y
he cen al idea o he ex , is unable o make assump ions and p edic ions ega ding he
con en and o ela e he new knowledge wi h he al eady exis ing one (Ma ko i is &
Tzou iadou, 1991; Pan eliadou & Bo sas, 2007; Ronald D. Da is, 1992).
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
The s uden con uses le e s, numbe s, wo ds, sequences, o e bal explana ions.
Spells phone ically and in a con adic o y way. Reads wi h limi ed comp ehension and
ge s i ed easily. In addi ion, i shows a slow hy hm and lack o exp ession when eading.
Copies and holds no es wi h di icul y. I akes a long ime o success ully ead and w i e.
(Pan eliadou, & Pa siodimou, 2007; Flo a ou, 2009). Resea ch has highligh ed he
di icul ies aced by s uden s wi h lea ning di icul ies in decoding unknown mul i-
syllable wo ds and in easy eading. P oblems wi h accu a e and easy decoding also
signi ican ly limi he eading comp ehension o s uden s wi h lea ning disabili ies
(Span idakis, 2009).
In addi ion, he s uden wi h dyslexia has di icul y in handling he alphabe ic
code, as he mainly p esen s he ollowing p oblems:
• Incomple e phonological p ocessing especially in he di icul y o handling
phonemes, such as he analysis, sub ac ion and p oduc ion o hyme. A he same ime,
i shows p oblems wi h punc ua ion, emphasis, colo ing
• le e -based decoding
• many e o s o subs i u ions, omissions, le e eplacemen s. Tha is, he child
con uses le e s ha a e isually simila (eg [a] o [o], [b] o [d] e c.), le e s ha a e
acous ically simila (eg [δ] o [ζ], [b] wi h [δ/d], [π] wi h [k]), in e s le e s o syllables,
epea s le e s (ha mony e ec )
• di icul ies in decoding wo ds wi h consonan clus e s and un amilia
polysyllabic wo ds
• limi ed isual ocabula y (au oma ic ecogni ion o equen ly used wo ds, eg
is)
• wo d subs i u ions om o he s ha may ha e no hing o do wi h ei he he
meaning o he o m o he wo d.
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In addi ion o he decoding o eading, p oblems a e also obse ed in he eading
luency / edabili y, which plays an impo an ole in he comp ehension o eading and
is he i s indica ion o he exis ence o eading di icul ies. Redabili y/ eading luency
means he abili y o ead wo ds accu a ely, exp essi ely and wi h sui able p osody.
P oblems wi h ease o eading a e as ollows:
• syllabic eading. The child is e y la e in eading, sno s, p onounces he wo ds
syllabically
• epea s pa s o he ex , eading many imes, wi hou unde s anding, while o en losing
he o de o he wo ds
1.4.3.
The ela ion o lexical awa eness, decoding p ocess and
eading comp ehension: ocabula y and comp ehension
Recen esea ch has documen ed he ela ionship be ween ocabula y knowledge
and eading abili y as one o he mos impo an a iables o p oblema ic eading
comp ehension and has di ec ly co ela ed i wi h he occu ence o eading di icul ies
and / o AD (Ebbels, 2013). In ac , Snowling e al. (2003) highligh lexical awa eness in
p eschool as a p edic o o child en's subsequen eading pe o mance, while in hei
esea ch P o opapas e al. (2007), cha ac e ize i as a key indica o . o he eading
comp ehension o he child en o he 4 h Elemen a y School. P e ious esea ch (Vellu ino
e al., 1995) has shown ha poo s uden s in 6 h g ade and 1s g ade ha e signi ican
di e ences in hei eading pe o mance compa ed o younge s uden s, as a esul o
seman ic de ici s. Me sala and Walley (1998, as ci ed in Wise e al., 2007), based on he
Lexical Res uc u ing Model, a emp ed o demons a e, con a y o popula belie , ha
unde s anding, e en o al speech, elies mo e on lexical de elopmen and less on he
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Oikonomou and Va lokos a (2011) poin ou ha “i he genes ha a ec hese diso de s
also a ec he no mal dis ibu ion hen he SLI can be conside ed as he lowe end o he
same b ain and men al p ocesses” (Oikonomou &Va lokos a, 2011:134).
SLI is p esen ed (Spanoudis e al., 2010) as a diagnos ic ca ego y o a wide ange
o language diso de s and desc ibes he signi ican ly lowe le el o he age o a child’s
language de elopmen in o al speech. SLI may no be associa ed wi h ID o o he
de elopmen al p oblems o e en dyslexia, al hough a child wi h SLI may also ha e a
eading diso de a school age. SLI is accompanied by o he non-language diso de s.
De iciencies in mo o skills, symbolic play, memo y, social skills, and e en ADHD o en
coexis . Fac ual di icul ies in a small pe cen age o child en wi h SLI can also be
associa ed wi h au ism, while in social ela ionships hey seem o unde s and he o he 's
poin o iew and do no show pa icula maladap a ion o s e eo ype, bu a cha ac e is ic
ha seems o subside g owing up, al eady om adolescence leading e en o delinquen
beha io , bu also o educed school pe o mance (Oiconomou & Va lokos a, 2011).
Filippa ou e al., (2010) app oaching he special cha ac e is ics o child en wi h
SLI e e o p oblems in phonological sho - e m memo y and execu i e unc ions, low
speed and simul aneous p ocessing o in o ma ion, di icul ies in easoning, abs ac
hinking, wo king memo y e c. Bishop (2006) a li le ea lie , had e e ed o he delayed
p oduc ion o i s wo ds, only in wo o hem, some hing ha s ems om cogni i e
ac o s and p oblems o language p ocessing. They eplace o omi phonemes, a e slow
o p onounce he sounds, canno dis inguish he minimal pai s o phonemes ha di e
only in one allophone, such as he a icula ion place (/ a / - / θα / and / pa / - / a /)
(Oiconomou & Va lokos a, 2011).
The mo phological o ganiza ion o complex language sys ems, such as G eek,
c ea es e en mo e in ense p oblems o child en wi h SEN in bo h p oduc ion and

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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
comp ehension. Indeed, he e is a p oblema ic use o he inal a icle, p onouns and
ad e bs, while he e is equen use o an i-g amma ical sen ences, wi h inco ec
depic ion o he main e ms o he sen ence (Spanoudis e al., 2010). P oblems o
co esponding ex en and in ensi y a e also encoun e ed in he use o seconda y sen ences,
especially e e en ial as well as empo al sen ences, when in oduced wi h he "a e "
(S a akaki, 2001). Simila issues a he g amma ical le el, and speci ically in complex
s uc u es, a e encoun e ed by child en wi h AD (Nikolopoulos, 2016).
Fu he mo e, di icul y in co ela ing phonemes can la e lead o eading
di icul ies and / o AD, which easonably leads o he conclusion o a clinical con inuum.
In pa icula , phonemic and phonological de ici s c ea e a pa chwo k o p oblems in
people wi h AD wi h concomi an di icul ies in he w i ing and eading p ocess, bu also
in he exp ession o wo ds (such as di icul ies in new o di icul wo ds, bu e en in
amilia -high- equency wo ds), u ning eading in o a slow and edious p ocess
(Nikolopoulos, 2016). Equally common symp om du ing he eading p ocess is he
phenomenon o subs i u ion o he wo d i sel o i s meaning, he mi o eading o g aphs,
he absence o punc ua ion ma ks, he con e sa ions-wines-al e a ions, e c.
(Nikolopoulos, 2016; S a akaki & Tsaki idou, n.d.).
The di icul ies aced by child en wi h dyslexia a he phonological le el also
complica e he p ocess o naming objec s, e ie ing in o ma ion om long- e m
memo y, as well as au oma ing his p ocess, e aining in o ma ion in he sho - e m
phonological memo y and limi ing he p ocessing capabili ies o he Employee Memo y
(Nikolopoulos, 2016).
Dyslexia is he mos common lea ning di icul y (Tzi inikou, 2015), as i s
incidence in school child en o he gene al popula ion anges be ween 5-17.5%.
Newbu y e al. (2011) e en poin ou ha hese pe cen ages a e e y high among child en
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unde lying SEN (Bishop & Snowling, 2004).
1.5.1.
Di e en ial Diagnosis
Kons an inou and Kosmidou (2011) poin ou he di icul y o a ibu ing a
ea men .
Di e en ial diagnosis is an in e disciplina y e o o access he special
diagnosed wi h SLE, eaching 4%. Con e sely, he same s udy poin s o he high
p e alence o SLE in people wi h dyslexia o up o 55%, which leads o he conclusion
o Bishop and Snowling (2004) ha his is a complex gene ic e iology unde lying bo h
de elopmen al diso de s and simply p oduce di e en pheno ypic mani es a ions o he
same cogni i e de ici . Indeed, Bishop and Snowling (2004), s udying he ela ionship
be ween SLI and dyslexia, begin by emo ing he adi ional posi ion ha ea ed hese
wo diso de s as dis inc clinical ca ego ies, poin ing ou ha hey a e now ea ed as
di e en mani es a ions o he same o e lying p oblem, which di e only in in ensi y o
le el o de elopmen . In he same s udy, an a emp is made o link he wo diso de s o
such an ex en ha hey a e p esen ed as a causal ac o o he o he o as a na u al
consequence o i . Thus, dyslexia, eading di icul ies and p oblema ic li e acy a e
p esen ed as he cause o poo language de elopmen , some hing ha bu dens he
diagnosis o speci ic diso de s in which he symp oms a e so b oad ha i could dis ac
he specialis om a co ec choice. A misdiagnosis will ine i ably lead o a delayed
in e en ion and he e o e o he consolida ion o he symp oms and hei ine ec i e
di icul ies o child en wi h as small di e ences o conclusions as possible. E en in he
cases o a clinical con inuum, ie a ange o diso de s, he con ibu ion o specialis
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scien is s is conside ed necessa y, as he eme gence o an indi idual symp oma ology
can lead o be e in e en ion and diagnosis.
Ini ially, he pedia ician should p oceed wi h exclusion c i e ia. Thus, an ENT
examina ion can e eal pa hological p oblems and he use o hea ing aids can imp o e
all he symp oms o e en he eme gence o some o al mo o p oblems can emo e he
chances o o he de elopmen al diso de s (No bu y e al., 2013).
A he second le el, he child psychia is o psychologis , using he diagnos ic
c i e ia o he Wo ld Heal h O ganiza ion o he Ame ican Psychia ic Associa ion, can
make a diagnosis ha will highligh he ype o diso de , he p ognosis and he
in e en ion (No bu y e al., 2013).
1.6.
The case o Ma hema ics Diso de
Va ious e ms a e used o s uden s’ di icul ies in ma hema ics, such as
Dyscalculia, De elopmen al Dyscalculia, Pseudodyscalculia, Lea ning Disabili ies in
Ma hema ics (MLD) and Speci ic diso de o a i hme ical skills. The DSM-V, as
men ioned ea lie , uses he e m Special Lea ning Diso de wi h De ici s in Ma hema ics.
In addi ion, i p oposes he iden i ica ion o speci ic di icul ies in Ma hema ics such as:
numbe awa eness, e ie al o a i hme ic e en s, pe o ming a i hme ic calcula ions
accu a ely and easily, abili y o ma hema ical easoning wi h p ecision and p esupposes
he explo a ion o mul iple cogni i e skills in o de o Ma hema ics (APA, 2013).
S uden s wi h MLD show low ma h abili y leading o school unde pe o mance.
They may ha e gene alized di icul ies o be a ec ed by ce ain a eas o ma hema ical
hinking. MLD o en coexis wi h o he lea ning disabili ies, such as dyslexia, dysg aphia,
and A en ion De ici Hype ac i i y Diso de (ADHD). Ne e heless, Laga ani (2010)
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
and Me ania and Bakali (2012) a gue ha MDM is he leas s udied o m o lea ning
disabili y.
I is epo ed ha abou 70% o dyslexic child en ha e di icul y wi h he language
o numbe s and he handling o geome ic shapes and symbols (Chas y, 1992). The e a e,
o cou se, di e en es ima es such as ha o Jo e (1990), acco ding o which a lowe
pe cen age (abou 60%) o child en wi h dyslexia p esen simila di icul ies.
Jo e (1981) was one o he i s o in es iga e he ela ionship be ween dyslexia
and ma hema ical di icul ies. Indeed, in he s udy, she su eyed a g oup o 51 dyslexics,
wi h a e age o highe in elligence, aged 8 o 17, and an equal numbe o hei pee s in a
nume ical es . He conclusion was ha 10% had a pa icula ly high es pe o mance, a
30% medioc e pe o mance and a 60% pa icula ly low pe o mance.
Indeed, Miles (1992) a gued ha al hough almos all dyslexic child en ha e some
kind o di icul y in ma hema ics, he e is a ema kable a ia ion in he ex en o which
hese di icul ies a e add essed. in ela ion o ma hema ics:
A) All o mos dyslexic child en ha e some ma h di icul ies, bu hey can be
o e come in one way o ano he .
B) Dyslexics may ha e p oblems wi h hei immedia e memo y when engaging in
a i hme ic. In hese cases, whe e necessa y, hey eso o compensa o y s a egies, such
as making calcula ions wi h hei inge s o keeping use ul no es.
C) Dyslexic child en ha e di icul y lea ning numbe p opaedeu ics, and by
eci ing i hey may lose he posi ion o o de o he numbe s and gene ally eel
emba assed.
D) Loss o posi ion o ow can e en occu in he addi ion o columns wi h
numbe s.
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E) Thei inhe en di icul ies in dis inguishing le - igh can a ec he accu acy o
hei calcula ions in a i hme ic ope a ions.
F) Dyslexic child en a e eally helped i he eaching o basic a i hme ic concep s
(eg addi ion, sub ac ion, e c.) is done wi h speci ic examples. O he wise, i is di icul
o hem o unde s and hei seman ic p esen a ion.
G) As soon as he ele an es imony canno be ans o med in o
In conclusion, many dyslexic child en may need mo e ime o lea n he meaning
o some basic symbols. E en i he equi ed knowledge is acqui ed, hese indi iduals
show ha hey con inue o be hesi an and possessed by an unce ain y abou whe he he
wo k hey ha e o pe o m is comple ely complex. Di icul ies associa ed wi h
main aining he co ec posi ion o o de , using ze os, and placing do s o commas in
a i hme ic ope a ions a e, acco ding o Jo e (1997), ypical examples o he ma hema ical
beha io o dyslexic child en.
The equency o his special di icul y in ma hema ics wi hou he coexis ence o
ano he special lea ning di icul y is es ima ed a 1% o school-age child en. The
diagnosis is no made be o e he end o he i s g ade and is o en delayed, especially i
he child has a high men al le el (IQ) and is unc ioning sa is ac o ily (T iga- Me ika,
2010).
1.6.1.
The pheno ype o a child wi h LD in ma hema ics/discalculia.
Main challenges
T iga-Me ika (2010) poin s ou ha ma h di icul ies occu in a a ie y o
combina ions and o ms and can a ec a child’s pe o mance in one o mo e a eas o

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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
school lea ning. Thus, in an e o o include all he ac o s - ca ego ies o special
di icul ies and p oblems o child en wi h special di icul ies in ma hema ics, he
ollowing a e sampled:
Ι) Di icul ies in pe cep ion:
a. Di icul ies in pe cei ing o m - con ex .
Child en wi h his ype o di icul y can no ocus solely on one s imulus when i
occu s be ween o he s imuli (eg a page ull o exe cises and p oblems can be e y
di icul o hese child en as hey lose he poin a which a ha momen hey
wo k, o go om exe cise o exe cise wi hou comple ing he solu ion, o use in
he p oblems and he numbe s o he numbe ing o he exe cise (Agalio is, 2000).
A simila p oblem can occu when using calcula o s ( inding a key o inaccu a e
eading o mul i-digi numbe s).
b. Di icul ies in dis inguishing pe cep ual o ms.
Some child en wi h lea ning disabili ies do no dis inguish co ec ly be ween
symbols, shapes, and gene al pe cep ual o ms h ough which quan i a i e
in o ma ion is con eyed, such as numbe s and ope a ions symbols, coins, o clock
hands. (Agalio is, 2000). As a consequence child en wi h MLD
- hey make mis akes in he esul s o ope a ions,
- hey ind i di icul o ell he ime on an analog clock, because i akes oo long
o de e mine he small and la ge indica o ,
- hey ind i di icul o handle coins
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- hey in e and mi o numbe s, e.g. ins ead o 3 hey w i e “ε” ( he G eek “e”),
ins ead o 6 hey w i e 9 o “ρ” (G eek “ ”) and ins ead o 12 hey can w i e 21
e c. (Ma kakis, 2006).
c. Di icul ies space - ime o ganiza ion.
Impo an pa ame e s o a child's ma hema ical abili y a e he o ganiza ion
o space and ime, as hey a ec skills such as pe o ming asks and sol ing
p oblems. These skills include he sequencing o ac ions in space and ime and a e
de e mined by he good o bad pe cep ion o concep s such as: up, down, le ,
igh , on , back, be o e, a e . This di icul y leads child en wi h his di icul y
o place numbe s in he w ong column, ind i di icul o unde s and he meaning
o posi ion, mo e he w ong digi o he nex column, and do no ollow he co ec
sequence o ac ions when applying he algo i hms. (T iga-Me ika, 2010;
Agalio is, 2010).
II) The weaknesses o ine mo o skills and isual-mo o coo dina ion
These ma hema ical di icul ies nega i ely a ec skills such as enume a ing,
coun ing and w i ing numbe s, symbols and e ms. The di icul ies o accu a e
enume a ion and measu emen , in u n, do no allow he child o handle angible ma e ial
p ope ly, in o de o ind co ec esul s when pe o ming ope a ions. The child knows
wha o do, bu can no ansla e i in o p ope mo o ac i i y. The exis ence o weaknesses
o ine mobili y and isual-mo o coo dina ion leads o pain ul and ime-consuming
execu ion o asks, esul ing in he bu den o memo y and elaxa ion o a en ion.
(Pan eliadou & Pa siodimou, 2007).
III) The memo y p oblems
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Memo y p oblems se e ely impede a child's abili y o mee he demands o
ma hema ics, as e aining in o ma ion in memo y is a p e equisi e o lea ning. The
ollowing cases o memo y p oblems can be dis inguished:
a. Sho - e m memo y p oblems.
Child en wi h sho - e m memo y p oblems make mis akes in he p ocess o
ope a ions, as hey can no memo ize he numbe s o he ype o ope a ion hey pe o m,
especially when he ope a ion is la ge o when di e en ypes o a i hme ic ope a ions a e
in ol ed in he same pe o mance. Cha ac e is ic is he loud men ion o numbe s and he
ype o ac . Sho - e m memo y p oblems may be di icul o child en e en in ela i ely
simple asks, such as inding a esul wi h a calcula o , as he ac ha hey can no
memo ize an en i e a i hme ic makes i necessa y o cons an ly check he accu acy and
ideli y o ac ions, which o cou se inc eases e y un ime. (Agalio is, 2000; Magne,
2003).
b. Long- e m memo y p oblems.
Long- e m memo y p oblems esul in delayed au oma ion in he use o
basic nume ical da a (eg p opaedeu ics), despi e an unde s anding o he meaning
o he ele an ope a ions. Al hough hey pe o m well in he e e yday
educa ional p ocess, hey o en ail in ecapi ula i e cou ses and examina ions o
in case hey need o use olde knowledge o compose a new one (eg use hei
sub ac ion knowledge o pe o m di isions) (Magne, 2003; Me ce & Pullen,
2005).
c. Sequence memo y p oblems.
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Many o he ma hema ical concep s and skills equi e he abili y o hold
se e al cogni i e elemen s in a pa icula o de . Examples o such skills a e
algo i hms, he p oblems o many ope a ions, elling he ime o coun ing money.
Child en wi h disabili ies in sequence memo y omi some o he necessa y s eps
o s eps in applying he concep s and skills, esul ing in hei wo k being
incomple e o incomple e. (Agalio is, 2000; Le ne , 2005).
IV) The di icul ies o conclusion
These di icul ies e e o signi ican weaknesses in he combina ion and syn hesis
o indi idual in o ma ion o d aw conclusions and cons uc new knowledge. These
weaknesses, in p ac ice, appea as:
- di icul ies in classi ica ion and in gene al in inding simila i ies and di e ences, as well
as in he dis inc ion o odd and e en numbe s.
- di icul ies in eading la ge numbe s, due o ailu e in he logical g ouping o digi s by
h ee (3), s a ing wi h he uni s.
- di icul ies in s a ing o coun om a andom numbe , in naming he numbe ha
ollows a numbe ha will be gi en o him o in coun ing in wo (2), h ee (3), e c.
- di icul ies in de ising ac ics o sol ing a p oblem (eg inding he app op ia e
ope a ion) (Ma kakis, 2006).
V) The weaknesses o ecep i e and exp essi e speech
The inabili y o accep lexical inpu s and exp essi e speech also complica e
ma hema ical exp ession (pe cep ion and exp ession) (Michelogiannis, Tzenaki, 2000).
Weaknesses o new ocabula y inpu s (eg minuend, minus, di idend, e c.) make i
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O e lap and spec um- ype synd omes make diagnosis and in e en ion di icul ,
mainly due o he di icul y o deli e ing ea ly and a ge ed diagnosis, making di e en ial
diagnosis c i ical, as delayed o unsuccess ul ea men causes low sel -es eem, low sel -
es eem, beha io and so on.
1.8.3.
En i onmen al ac o s
Mode n science highligh s he impac o he en i onmen on he occu ence o
lea ning disabili ies, as a esul mainly o social cons uc ion, due o ou own
en i onmen al weaknesses and sho comings / un imely diagnosis / lack o app op ia e
se ices. (Kalan zi-Azizi, 2003). Indeed, heo ies such as he inco ec ans e o
educa ional p og ams om ano he educa ional con ex , wi h di e en condi ions and
needs, amily equi emen s o s udy o o he amily social condi ions, such as he way
child en a e educa ed, join ac i i ies, e c. may be p edic i e i no necessa ily causal basis
(Kalan zi-Azizi, 2003; Ka koula, 201; T iga-Me ika, 2010) .O he esea ches e e o
o he pa ame e s o amily li e and de ia ions such as domes ic iolence which a ec s
no only he pe o mance bu also he gene al beha io o he child (Ka koula, 2010).
1.8.3.1.
Psychosocial ac o s
An impo an pa ame e o he LD p oblem is he en i onmen al e iology. Many
scien is s, wi hou denying he exis ence o a mild b ain dys unc ion, suppo he
impo ance o he social and economic le el and he gene al condi ions ha he child
expe iences a home, in he communi y and a school and nega i ely a ec he no mal
de elopmen o he child om social, psychological and lea ning aspec s ( auma ic
expe iences, pa en al p essu e, insu icien eaching) (Kakou os & Maniadaki, 2005;
Papailiou, 2010; 2016).

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Among o he hings, he e a e many s udies ha ha e shown ha he use o
alcohol, ciga e es o d ugs du ing p egnancy can ha e de as a ing e ec s on he unbo n
child, as hey a e mo e likely o gi e bi h o low bi h weigh babies, who end o ha e a
a ie y o p oblems. men al diso de s, hype ac i i y and speci ic physical disabili ies,
including lea ning disabili ies (Papailiou, 2010; 2016). In pa icula , d ugs such as
cocaine, e c. seems o a ec he no mal de elopmen o b ain ecep o s ha ca y
messages om ou skin, eyes and ea s and help egula e ou na u al esponse o he
en i onmen . Because child en wi h speci ic lea ning disabili ies ha e di icul y
unde s anding e bal sounds o le e s, some esea che s belie e ha lea ning disabili ies
may be associa ed wi h de ec i e ecipien s. (T iga-Me ika, 2010).
1.8.3.2.
Pe ina al ac o s
O he lea ning disabili ies o e en wo se symp oms, such as de ici s in he
psychomo o de elopmen o he in an , can esul om complica ions du ing p egnancy,
such as umbilical co d liga ion, which can wis and empo a ily in e up oxygen supply
(anoxemia), bad placen al quali y, win p egnancy, long- e m labo (o e 42 weeks)
(Chiu azzi, & Pi ozzi, 2016).
1.8.3.3.
Pos -na al ac o s
Pa icula ly sensi i e a e new b ain cells and neu al ne wo ks ha con inue o be
p oduced o a yea o mo e a e bi h (Chiu azzi, & Pi ozzi, 2016). Resea che s a e
looking o en i onmen al oxins ha can lead o lea ning disabili ies, mos likely by
dis up ing b ain de elopmen . Cadmium and lead ha e been he subjec o neu ological
s udy. A s udy in animals showed an associa ion be ween lead exposu e and hei abili y
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o lea n (Chiu azzi, & Pi ozzi, 2016; Anagnos opoulos, Sini, 2005). Lea ning p oblems
can also occu in child en wi h cance ea ed wi h chemo he apy o adia ion a an ea ly
age, especially in child en wi h b ain umo s who ha e been i adia ed (Ni sopoulos,
2003; T iga-Me ika, 2010).
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CHAPTER II: Τhe E olu ion o Special Educa ion
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His o ical o e iew o disabili y
Socie y's a i ude owa ds disabili y has luc ua ed a lo and people wi h disabili ies
a e some imes ea ed wi h di e en se e i y and signi ican beha io s. In ou epoch, a e
he con inuous e o s o na ional and in e na ional o ganiza ions and decla a ions, such
as he decla a ion o Salamanca in 1994, hey ha e con ibu ed o aising awa eness and
imp o ing belie s abou disabili y.
In he a chaic pe iod, Home desc ibes he image o he pe ec model man wi h
physical and men al um. The way in which disabili y was ea ed my hologically e lec s
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he gene al alues o he ime. A ypical case is Hephaes us who, as soon as his mo he ,
He a, ealized ha he was lame, h ew him o Moun Olympus. Disabili y was gene ally
accep ed only o he hapsodis s, as hei blindness was conside ed a di ine gi (Home ,
1978; Skandali, 1980). In gene al, howe e , disabili y in ancien G eece was conside ed
God's e enge on people because hey commi ed some kind o di ine insul .
Ιn ancien Spa a, whe e ha shness and s ic ea men a e unpa alleled, he a i udes
a e e en ha she , as he child who de ia ed om he heal hy s anda d was conside ed an
enemy o he ci y as hey did no con ibu e o i s goals bu ins ead bu dened i . I was
adi ionally said ha child en wi h disabili ies we e h own o Kaiadas in o de no o
o u e ei he hemsel es o he socie y (Ka en, 2008).
Mode n esea ch, howe e , has p o en ha his is a my h ha he Spa ans h ew hei
un imely babies he e. The i s o icial an h opological s udy on he Kaiada cli was
made in 1983. Inside, an h opologis s ac ually ound human skele ons, bu mos ly men,
e y ew women, and only one skele on belonged o a child (and o cou se no an in an ).
Indeed, he skele ons da e back o ancien Spa a, bu hey we e all 18-40 yea s old mos ly
men, while some had isible a ow ma ks on hei skulls. The my h is e u ed by he ac
ha he poe Ty aeus was blind bu e en he king o Spa a Agisilaos was lame.
An h opologis s now belie e ha in Kaidas he Spa ans used o h ow he ai o s o wa
(as hey did wi h he dead body o hei o me king Pausanias who was a ai o ), he
c iminals and hei cap i es. Howe e , i is ce ain ha in he con ex o such a model
heal hy man-soldie , disabili y could no ha e been accep able (Skandalis, 1980).
Bu he case o ancien A hens is comple ely di e en . Indeed, in A hens disabili y is
accep able and in ac he ci y p o ided a inancial aid, a kind o pension o he disabled.
The condi ion was eal disabili y and he pe son wi h a disabili y o ha e no mo e weal h.
The case o Lysias speech “On The Re usal O A Pension” o a week pe son is ypical. A

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disabled pe son was accused o unjus ly aking he pension, on he one hand because he
is capable a e being seen iding ho ses and on he o he hand, he does no need i because
he is supposed o be ich. The ly icis Lysias unde ook o w i e his apologe ic speech
("On The Re usal O A Pension"), in which he accusa ions we e ejec ed, as i was
claimed ha he ho ses we e bo owed om iends and on he o he hand ha he ode
hem p ecisely because o disabili y o be mo e easily anspo ed (Lysias, 1930).
In Pla o’s "s a e" i is s a ed ha in his ideal s a e, i i was e e ounded, he disabled
had no place and should be hidden "in a sec e and secluded place" (Pla o, 1960). He also
poin s ou ha he "c azy" should be con ined o hei homes by hei ela i es.
An h opologis s belie e ha hese epo s nu u ed and magni ied he idea o killing in
ancien Spa a, some hing ha , as men ioned, is no p o en by any sou ce o by he
skele al inds in Kaiadas.
A is o le, his g ea philosophe and scien is o an iqui y and ounde o almos all
sciences, does no exp ess e y di e en iews om Pla o's eache . A is o le emphasizes
ha he posi ion o all indi iduals is in socie y and e en ad ises ci izens o beha e
p ope ly and no o walk a ound hese indi iduals. He also u ges his ellow ci izens no
o es ic someone who is bo n o becomes blind, bu o ha e me cy on him.
In his wo k “P oblems” he spoke abou he ole o he sense o hea ing in lea ning.
He himsel conside ed i he mos impo an o all he senses, as i was belie ed o be
di ec ly ela ed o he men al de elopmen o man. A e all, o him he ea is he main
ins umen o lea ning. Howe e , in ano he o his wo ks, in "On he Senses" he men ions
ha a blind pe son is luckie han a dea one, since he can communica e no mally wi h
o he s.
In he yea s o Ch is mo e impo ance is gi en o he pe son wi h a disabili y. he
gospels emphasize he alue o man and he need o one Ch is ian o help ano he . A
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 103
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
humani a ian model ha was con inued by he disciples o Ch is du ing he sp ead o
Ch is iani y, while a e he pe secu ions he chu ch unde akes he social ca e o people
wi h disabili ies (Papanis, 2007).
In Byzan ium, human weakness was aken e y se iously. Indeed, i is e y common
o e e o pa e nal ex s o he need o de elop cha i able ac ion o he a lic ed ci izens
o he eas e n empi e. Indeed, in he Ecumenical Councils o he Chu ch o he Eas e n
Empi e, a e i s di ision in o Eas e n and Wes e n, he Ecumenical Councils a e engaged
in cha i y. The Fou h Ecumenical Council in Chalcedon in 451 AD, as well as o he
ecumenical councils a e he schism o he chu ches ha we e ecognized by he Va ican,
included ules ega ding he wo k and mission o cha i y and he need o p ies s o ake
ca e o o cha i y.
A he same ime, educa ion as i is known had g ea impo ance h oughou he
empi e, wi h he eaching o G eek, Ch is ian e hics, his o y, ma hema ics bu also in
highe schools in mos ci ies (mainly Law, Philosophy and Medicine). Indeed, bo h he
educa ional and cul u al wo k o Byzan ium and he o ganized social p o ec ion o people
in di icul y a e o g ea impo ance (Os ogo sky, 1963). This policy is undoub edly a
esul o he Ch is ian eligion ha has now p e ailed bu also he in luence o he
humani a ian ideas o classical an iqui y.
Du ing he Middle Ages, in Wes e n Eu ope e y li le e o was made o alle ia e
he weake classes. Some people ecei ed ca e as pa o a cha i able ac i i y, while
o he s, mainly he men ally ill, we e o u ed and o en killed. The minimal ac ions o
he a lic ed we e unde aken he e as well by he chu ch, wi h he sp ead o almsgi ing
and he de elopmen o ins i u ional wel a e.
In mode n imes a se ious e o was made in he ea ly 19 h cen u y by Jean Ma c
Gaspa d I a d who deal wi h dea ness. He wo ked o he Royal Ins i u e o he Dea .
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Howe e , I a d associa ed his name wi h he “wild boy”, who he ied o educa e bu he
himsel , disappoin ed, ga e up a e i e yea s (Zoniou-Side i, 1998).
In 1980 he Wo ld Heal h O ganiza ion (WHO) in he In e na ional Classi ica ion o
Impai men s, Disabili ies, and Handicaps used he e ms "impai men " as a de ec ,
"disabili y" as disabili y o be e disabili y and "handicap" as a disad an age o inabili y
o ake ini ia i e and ac ion (WHO, 1980). This dema ca ion, e y close o he medical
model o disabili y, p esen ed disabili y as a disease, highligh ing speci ic disabili y
pheno ypes as a esul o speci ic e iology-pa hology (WHO, 1980). Among o he hings,
i is poin ed ou ha he disease is a se ious obs acle o social unc ions, which leads o
he ac i a ion o a medical-cen e ed na u e o ea men (WHO, 1980).
Twen y yea s la e , he WHO, a e ecei ing c i icism o he abo e classi ica ion
manual, p esen ed he "In e na ional Classi ica ion o Func ioning, Disabili y and
Heal h", which included a new pa ame e , ha o " unc ionali y" (WHO, 2001). Wi h his
classi ica ion he WHO p esen s he de ici in wo pa s and wi h wo subca ego ies. and
in ac bo h can ha e bo h posi i e and nega i e dimensions.
Pa 1 Func ionali y and disabili y
(a) Body unc ions and s uc u es
(b) Ac i i ies and Pa icipa ion
Pa 2 Speci ic ac o s
(c) En i onmen al ac o s
(d) Pe sonal ac o s.
Finally, he ex en o magni ude o he indi idual's unc ionali y esul ing om his
disabili y o he deg ee o which an en i onmen al ac o is a acili a ing o ba ie ac o
o he indi idual is de ined nume ically (WHO, 2001).
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
2. Models o disabili y
The way in which disabili y is ea ed is adi ionally co ela ed on he one hand
wi h he di e en pe spec i es o indi iduals o o ganiza ions who make he diagnosis
and on he o he hand wi h he co esponding de ini ions based on di e en socio-poli ical
condi ions (Fodelianakis, 2020a; 2020b). Thus, di e en de ini ions emphasize di e en
aspec s o disabili y and in e p e he impac o disabili y on he indi idual and socie y in
di e en ways.
These di e en models o disabili y na u ally a ec he way people wi h
disabili ies a e ea ed in hei educa ion and social in e ac ions. The main models ha
a emp o in e p e disabili y a e di ided in o wo b oad ca ego ies: he medical o
indi idual model and he social model, while he esul o he c i ique o he social model
has been he in e ac i e model. Kou an os (2015) emphasizes ha he medical model
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
"Biopsychosocial", which indica es he heo e ical basis on which i is based. Indeed, i
cons uc ed an explana o y model o he disease in he con ex o he combina ion o he
medical, psychological, and social ields (Cigoli & Ma io i, 2002; Engel, 1977). He
belie ed ha he hi he o es ablished biomedical model ha ocused on he disease could
no unde s and (and he e o e could no explain) all he impo an aspec s o he li e o
people wi h disabili ies, as he de ini ion o he disease only in e ms o biomedical
pa ame e s issues (see igu e 3).
Figu e 2
Medical
Indi idual
model
Bio- Social
psychosocial model
model
The o e lap o disabili y models. No e: igu e done based on he p e ious in o ma ion.
Engel (1977) poin ed ou ha he biochemical de ec alone is no enough o explain
he disabili y and include all i s dimensions. As a ma e o ac , he conside ed
biochemical de ec as only one o he pa ame e s, he in e ac ion o which could cause a
diso de o a comple e disabili y, dimensions ha he conside ed a cause o subjec i e
a iabili y o he disease. In addi ion, wi h he medical model, he pa ien was no gi en
he oppo uni y o adequa ely espond and es i y abou his condi ion. By insis ing only
on echnical labo a o y and weigh ed s udies, he pa ien was p e en ed om p esen ing
and educing his p oblems no only o he medical de ici bu also o psychological, social
and cul u al pa ame e s.

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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
To suppo his posi ion, Engel also e e ed o issues o o e - ep esen a ion o
people wi h disabili ies, such as hose exposed o he inconsis ency be ween hei cul u e
o o igin and a new social sys em, i.e. a new way o li e in which hey ound hemsel es
li ing in new di e en social condi ions (Cassel, 1964 as ci ed in Engel, 1977). This,
acco ding o Engel, p o ed he impo ance o he pa ame e s ha un il now we e no aken
in o accoun , namely he psychological and social condi ions.
Engels' speci ic holis ic model o app oaching disabili y (1977), he
"Biopsychosocial", akes in o accoun he h ee undamen al ac o s ha in luence heal h
and pa ien condi ions. The "bio" ac o means biology and e lec s he physical,
biochemical and gene ic ac o s and leads o use ul diagnos ic and in e en ional p ac ice
o medical con en (B own & Kasse , 2005; Kaplan & Coogan, 2006). The e m "psychic"
is used in ela ion o psychological ac o s capable o in luencing he cou se o he disease
and he pa ien 's expe ience o he disease. I is he e o e necessa y o ake in o accoun
as de e minan s o heal h- ela ed beha io , cogni i e elemen s (belie s, expec a ions,
mo i a ions, alues), pe sonali y ai s (emo ional s a es), beha io al pa e ns (ac ions and
ela ed habi s o main ain and imp o e heal h) (B own e al., 2005). Indeed, i has been
shown ha he pa ien who is unable o accep his s a e o heal h o en epo s highe
le els o pain han hose who do no show psychological eac ions o nega i e a i udes.
Finally, he e m "Social" e e s o he way in e ac ions o he physical and psychological
s a e o he indi idual wi h he gene al social condi ions in which he is in eg a ed and
li es. I essen ially p esen s he con ic ion o he possibili y o in luence ha he social
con ex can play in he indi idual's heal h condi ions, as well as o suppo him (B own e
al., 2005) (see igu e 4).
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Figu e 4
No e: Concep ual C osswalk In he Field o Disabili y, (Fougey ollas e al., 1999) Re ie ed in May 2023, om
h ps://www.sjd .se/a icles/10.16993/sjd .62/
2.4.
Lea ning heo ies o child en wi h ID
Rega ding he gene al de elopmen al cou se o a TDC, he e a e wo basic
schools. On he one hand he child himsel and on he o he he en i onmen in which he
li es. These wo app oaches place he esponsibili y o de elopmen on ei he he child
himsel and his cha ac e is ics o he en i onmen (Hodapp, 2005). The i s , he classical
iew, ecognizes in he child and his cha ac e is ics he cen al ole o de elopmen , while
p esen ing he en i onmen as he passi e ecipien o he ac ions o he child who is he
ac i e ac o . On he o he hand, en i onmen al de elopmen heo ies ecognize a mo e
ac i e ole in he en i onmen since he child and he wo ld a ound him a e in e connec ed
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 115
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
(Hodapp, 2005). Finally, in o de o be e unde s and he de elopmen o he child, all
pa s o he en i onmen ha in e ac wi h he child, such as pa en s, eache s, pee s, e c.)
mus be s udied.
As o he mo e speci ic cogni i e cha ac e is ics o he child, he ou basic s ages
o his de elopmen acco ding o Piage should be aken in o accoun :
i. Senso imo o ( om bi h o 18–24 mon hs old): simple senso y-mo o
unc ions such as sucking, he child does no use symbols, g adual de elopmen o he
concep o ime and space,
ii. P eope a ional (2 o 7 yea s old): acqui es symbolic hinking, inne
monologue, imi a ion, and symbolic play, g adual e olu ion o speech and ocabula y,
inds i di icul o make classi ica ions, concen a es on he pa and no on he whole,
mo es om he pa ial o he gene al and has di icul y in con e sely, he egocen ic
cha ac e is cha ac e ized by mo e monologue han con e sa ion (egocen ic speech
be o e social speech), has logical hinking bu no speci ic o abs ac abili y,
iii. Conc e e ope a ional (7 o 11 yea s old): pe o ms e e sibili y p ocesses and
eaches a logical conclusion, his communica ion e ms change as he is less egocen ic
(social speech),
i . Fo mal ope a ional (12-15 yea s old - Adolescence o adul hood): abili y o
hink abs ac ly, easoning abili y, assump ions, conclusions, c i ical mood (Che y, 2018)
Inhelde (1968) s a es ha he de elopmen o a child wi h ID ollows a slowe
a e o conques o he abo e miles ones pe s age. Child en wi h se e e ID usually emain
in he i s s age (i. Senso imo o s age), child en wi h mode a e ID a ely conque he
miles ones beyond he second s age (ii. P eope a ional s age), while child en wi h mild
ID usually each he hi d s age (iii. Conc e e ope a ional), ie hey a e unable o conque
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 116
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
he ou h s age o men al de elopmen (i . o o mal ope a ional) (Agheana & Folos ina,
2015; Inhelde , 1968).
Τhe eache , he e o e, mus ake in o accoun he special ci cums ances and
abili ies o he child, aking in o accoun he p e ious s ages. Awa eness o hese s ages
o men al de elopmen and he special condi ions o he s uden , will allow he eache o
modi y his eaching based on he speci ic social condi ions.
The educa ion o child en wi h ID mus be based on he speci ic needs o each
s uden . The ou anking g oups o child en wi h ID (ligh , mild, se e e, p o ound ID)
can achie e speci ic educa ional miles ones. Child en wi h mild ID can ollow he
elemen a y school cu iculum qui e sa is ac o ily and hey can achie e social and
p o essional in eg a ion so ha hey can suppo hei amily (Tsina elis, 2013). Child en
wi h mode a e ID can mas e basic p inciples o an academic p og am ( eading, w i ing,
simple ma h ope a ions) and unc ional p og am (sel -ca e skills and simple p o essional
skills) (Tsina elis, 2013). Finally, child en wi h se e e o p o ound ID can achie e li le
o no social adjus men o a supe ised social whole (Tsina elis, 2013).
2.5.
The His o ical E olu ion o Special Educa ion (SE)
“(...) pedagogy is no oday's science; i has a pas , i has a his o y, and ou
discussion would be incomple e, i (...) i said no hing abou he his o y o
educa ion and pedagogy…(De Dominicis, 1913, p.5) ”.
“The his o y o pedagogy hus ea ed is a ield o c i icism, a ue
labo a o y o medi a ing and e- ying i s ideas. The pedagogis is enabled by his
his o y o easily dis inguish u hs and e o s; o easily dis inguish wha is
pe manen in he educa ional o de and wha is e anescen (...). Fo mas e s and
eache s, his s o y is almos he guide o ull awa eness o hei p o ession. He
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
will also say ha on his gene al his o ical cul u e o pedagogy, he special
his o ies o pedagogy i sel and pedagogical monog aphs ind a new ield and a
new di ec ion” (De Dominicis, 1913: p13).
The i s s eps in he issues o gene al pedagogy in mode n imes we e aken by Jean-
Jacques Rousseau (1712-1778), who e e ed o he physical and "au obiog aphical"
educa ion ha espec s he hy hms o he child's psychophysical de elopmen and
c i icized he adi ional educa ion (Rous, 1955).
Sho ly a e wa ds, Johann Hein ich Pes alozzi (1746-1817) deal wi h he educa ion
o he poo es social classes and aimed a he in eg al o ma ion o each one. Only an
educa ion ha simul aneously in ol es "mind, hea and hand" me ging wi h conc e e and
speci ic li e expe iences, would allow e e y man o de elop and exe cise lo e and ai h,
hough and senses (Pes alozzi, 1928, p.7).
Among he a he s o Special Pedagogy, we can include he i s medical educa o s,
such as J.M.G I a d, Séguin, Ma ia Mon esso i, Vic o F ankl, De La Ga ande ie, Dec oly,
Clapa ede. Speci ically, hanks o he F ench physician and educa o I a d (1775-1838),
special educa ion inds i s bes exp ession.
The i s a emp s o o mal special educa ion a e mainly aimed a child en wi h
senso y disabili ies. The pionee ing aining o he dea in I aly by Abbo Tommaso
Sil es i is well known. Sil es i, a e a isi o he Pa is School o he Dea , which had
been ounded as ea ly as 1770 by Cha les-Michel de l'Epée, also ounded a special school
in Rome in 1784, whe e he dea we e augh a con en ional sign language sys em.
Sil es i augh wo di e en languages, sign language and lip- eading.
The use o sign language in I aly was s ongly con es ed when in 1880 he
ep esen a i es o he In e na ional Cong ess o he "Imp o emen o he Dea and

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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Dumb" in Milan, o ed agains sign language and highligh ed o al language as an
excellen choice wi h he slogan " he ges u e kills he wo d ". Sign language will con inue
o exis as a means o communica ion in dea communi ies, bu i will s ill ake some ime
o i o e u n o educa ion.
A he beginning o he 19 h cen u y, in 1818 he i s school o blind pe son was
ounded in Naples, I aly, in he Hospice o Sain s Giuseppe and Lucia, while in 1838
ano he one was ounded in Padua, in 1840 in Milan and ano he school o he blind
pe son in Rome in 1868.
All hese schools o blind people in Eu ope, ini ially ollowed he me hod o he
F ench Valen in Haüy (1745-1822) by c ea ing embossed le e s in a hin coppe ame,
while a li le la e , in 1829, he B aille w i ing sys em wi h 6 do s was adop ed, he
combina ion which allowed bo h eading and w i ing on he pa o he blind (Weygand,
2009).
A he same ime in F ance, a he "Ins i u e o he Dea ", Gaspa d I a d associa ed
his name wi h special educa ion (Tei e, Chien, Munhoz & Ba bosa, 2008), while he case
o Vic o o A ey on and I a d's ine ec i e e o o educa e him, emained in his o y as
a s a ion in special pedagogy. I a d me an abandoned child who li ed in a o es in
Ay e on, in he sou h o F ance, wi h no con ac wi h cul u e. I a d, a e 5 yea s o
in ensi e aining o he young child, us a edly abandoned he e o as he miles ones
achie ed we e o li le impo ance (Winze , 1993).
As in G eece, so in Spain bu also in o he Eu opean coun ies, special educa ion is
gene alized when gene al educa ion becomes legally compulso y o all child en du ing
he 19 h cen u y and a he i s qua e o he 20 h cen u y (see igu e 5).
Figu e 5
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 119
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Coun y
Yea o compulso y p ima y
educa ion in oduc ion
Pe cen age o p ima y
school s uden s 1870 г., %
P ussia
1763
67
Denma k
1814
58
G eece
1834
20
Spain
1838
42
Sweden
1842
71
Po ugal
1844
13
No way
1848
61
Swi ze land
1874
74
I aly
1877
29
G ea B i ain
1880
49
F ance
1882
75
I eland
1892
38
Ne he lands
1900
59
Luxembou g
1912
–
Belgium
1914
62
USA
–
72
Yea o in oduc ion o he compulso y p ima y educa ion and he pe cen age o child en a schools
No e: Re ie ed in May 2023, om G inin, Ilyin, He mann & Ko o aye , 2016, p.66, Re ie ed in May 2023, om
h ps://phila chi e.o g/a chi e/GRIGAG-2
As a ma e o ac in UK i was i s in oduced in 1880 and ully e ised wi h he
Educa ion Ac , also known as Fishe Ac , in I aly i was in oduced in 1877 and i was
ully e ised in 1904 wi h he law 407, in Spain in 1838 and in 1857 wi h he Moyano
Law ( eo ganized and e o med in 1970), in 1834 in G eece and eo ganized in 1926 ecc)
(G inin e al., 2016; Soysal & S ang, 1989; W igh , 2012). O cou se, he e a e some
ea lie and some la e examples, such as he P ussian example whe ein 1763 F ede ick
he G ea imposed he compulso y educa ion o such as he Luxembu g (in 1912) and he
Belgium case in 1914 (G inin e al., 2016; Soysal & S ang, 1989; W igh , 2012) (see
igu e 5).
In he la e 19 h and ea ly 20 h cen u ies, pedagogy u ned i s a en ion o I aly and το
he g ea I alian educa o and doc o , Ma ia Mon esso i. In 1896, Mon esso i, sho ly a e
g adua ing and ha ing al eady comple ed an in e nship a he psychia ic clinic o “San a
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Ma ia della Pie à”, came in o con ac wi h he inhumane li ing condi ions o child en wi h
psychia ic p oblems hospi alized in San a Ma ia della Pie à . She hen s udied in Pa is
nex o Bou ne ille, which an he Bicê e insane asylum, and b ough he in o con ac
wi h he wo k o I a d and his s uden , Séguin, he c ea o o "scien i ic pedagogy".
Mon esso i’s Pa is expe ience de e mined he choices.
“So, i happened and I became in e es ed in idio s, I me he special
me hod o educa ion o hese unhappy child en ha was de ised by
Seguin and in gene al o pene a e he idea ha was hen c ea ed e en
among p ac i ione s o he e ec i eness o pedagogical ea men s o
a ious diseases. o ms such as dea ness, oolishness” (Mon esso i,
1948).
Thus, Mon esso i was ans o med om a doc o in o a pedagogue by
ounding a medical-psycho-pedagogical ins i u ion in Rome whe e o 2 yea s she
s udied and consolida ed new me hods o app oaching he educa ion o child en.
In he middle o he las cen u y a new scien i ic iew o special educa ion
came o he su ace which highligh ed he p ocesses o social in e ace as a majo
ac o o lea ning (Bocci, 2011; Meie s, 2007). Thus, all e o s om 1960 onwa ds,
on he one hand, a emp ed o mo e away om he medical-indi idual model and,
on he o he , wi hin he amewo k o he now social model, u n o he so-called
“Big Idea” o he B i ish disabili y mo emen . Indeed, he B i ish disabili y
mo emen , like he US disabili y mo emen , has demanded ha he condi ions o
"independen li ing" be es ablished (Ge ben & Dejong, 1979).
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2.6.
Towa ds he Founda ion o Special Educa ion. The models
o special educa ion (Mains eaming, In eg a ion,
inclusion): concep ual and his o ical app oach
F om he his o ical backg ound on he disabili y, i is now ob ious ha special
educa ion is composed o a se ies o many di e en ac o s ela ed o he pe cep ions o
socie y, he e olu ion o models o disabili y ( he g adual ansi ion om he medical o
he social and om he e o he biopsychosocial model), he social mo emen s and he
gene al socio-cul u al condi ions o each e a. These changes in he con ex o special
educa ion ha e led o co esponding changes in he le el o legisla ion.
Indeed, ini ially he models o disabili y had a ca aly ic e ec and some imes
ca as ophic one on he educa ion o people wi h disabili ies and in ac i was he only
pa ame e ha was aken in o accoun . The medical model, o example, did mo e ha m
han good o he li ing condi ions o people wi h disabili ies, as i os e ed he idea o he
necessa y dis inc ion be ween TDCs and child en wi h disabili ies. Thus, in his con ex ,
special schools we e es ablished o disabled s uden s wi h special educa ion s a and
di e en cu icula. Special Educa ion was adop ed as a sepa a e b anch o educa ion, hus
c ea ing a la ge gap and laying he ounda ions o a u he ma ginaliza ion in social
li e.
The social model highligh ed he weakness and deep acis na u e o he p e ious
model, shi ing he bu den om he indi idual o socie y. I was essen ially he basis o
he new pe cep ion o he necessi y o inclusion. Then, he in e ac i e and
biopsychosocial models aise he need o an educa ion and a mo e gene al social a i ude
ha would ake in o accoun all socio-poli ical condi ions, such as he en i onmen -space,
he child i sel , he needs which a ise in each pe iod, age and s a e o li e.
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
adjus men di icul ies due o physical, men al, psychological, emo ional and social
peculia i ies (L.2817 / 2000, p.1). These indi iduals include hose who:
- “They ha e men al disabili y o imma u i y.
- Ha e pa icula ly se e e ision (blind, dumb) o hea ing p oblems (dea ,
hea ing impai ed).
- Ha e se ious neu ological o o hopedic de ec s o heal h p oblems.
- They ha e speech and language p oblems.
- They ha e special lea ning di icul ies, such as dyslexia, nume acy, illi e acy.
- They ha e complex cogni i e, emo ional and social di icul ies and hose
ha e au ism and o he de elopmen al diso de s. "
- People wi h special educa ional needs also include in an s, child en and
adolescen s who do no belong o one o he p e ious cases bu need a special educa ional
app oach and ca e o a ce ain pe iod o o he en i e pe iod o hei school li e” (N.
2817/2000, pp. 1-2).
Wi h his law
1. less emphasis is placed on he e iology o disabili y
2. he p inciple o in eg a ion o s uden s wi h SENDs is p omo ed, while he special
school unde akes he educa ion o child en wi h e y se e e disabili ies
3. indi idualized p og ams a e c ea ed o each child wi h special needs
4. he ope a ion o an in e disciplina y diagnosis and suppo eam is es ablished
unde he name "Cen e o Diagnosis, E alua ion and Suppo " (ΚΔΑΥ),

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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
5. he c ea ion o new special ies o special educa ion s a is ins i u ed (music
he apis s, physio he apis s, sign language in e p e e s, mobili y aine s o he
blind),
6. he use o mul imedia, g oup hea ing aid sys ems, B aille machines, sign language
dic iona ies, e c. is en isaged,
7. emphasis is placed on esea ch ega ding he issues o special educa ion and on
he aining o Special Educa ion eache s wi h he es ablishmen o a Special
Educa ion depa men a he Pedagogical Ins i u e.
Despi e he posi i e elemen s o his law, he way in which he p omo ion o
school in eg a ion is p esen ed and he philosophy ha go e ns i s p o isions, does no
lea e much oom o subs an ial imp o emen s in special educa ion and aining as his
law does no acili a e he modi ica ion o he cu iculum. depending on he abili ies and
needs o he s uden s, hus c ea ing an impo an obs acle o he e ec i e in eg a ion o
child en wi h disabili ies (Zoniou-Side is, 2004; L. 2817/2000).
I is also p o ided o he co-educa ion o child en wi h SENDs wi h pa allel
suppo om a special educa o , while o cases o s uden s wi h mobili y di icul ies o
inabili y o sel -ca e, suppo s a is p o ided.
The new law includes o he i s ime s uden s wi h special abili ies and alen s
and p o iding means o hei educa ional suppo , while a he same ime i includes
s uden s wi h emo ional and cogni i e diso de s o who show delinquen beha io due o
hei special close social o amily en i onmen . Finally, A icle 2 s a es ha all child en
wi h in ellec ual disabili ies, whe he p ac icable o non-disc imina o y, ha e he igh o
equal oppo uni ies.
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
A ew yea s la e , he law 3699/2008 (FEK, 2008) unde lines he need o
inclusion o disabled pupils in o egula en i onmen s wi h o wi hou suppo .
Addi ionally, ha legisla ion es ablished ha he educa ion o he s uden s wi h se e e o
less se e e disabili ies is compulso y. I hose s uden s ha e se e e di icul ies, hey
would se e unde special schools by p o iding hei lea ning, cogni i e, emo ional,
and social p ocess and de elopmen (Eu opean Agency o Special Needs and Inclusi e
Educa ion, 2018).
A e ou yea s, in May 2012 he G eek Commi ee a i m and adop all pe inen
Uni ed Na ions di ec i es. Those policies include he Uni ed Na ions Con en ion on he
Righ s o Pe sons wi h Disabili ies (UNCRPD) and p o ided he y o p og essing and
empowe ing he pa icipa ion o hose disabled s uden s in gene al schools. Fu he mo e,
a mo e ecen law in 2016 (4368/21.02.2016 (a icle 82) p o ides he IE and he need o
close co-ope a ion be ween gene al and special schools. All child en wi h o wi hou
disabili ies should be educa ed in a gene al class by well educa ed inclusi e and gene al
class eache s (Eu opean Agency o Special Needs and Inclusi e Educa ion 2018).
Indeed, he G eek legisla ion se s ou ha s uden s wi h disabili ies a e educa ed in a
egula class oom
suppo by he class eache , o wi h indi idualised pa allel
suppo co-educa ion, p o ided by a special educa ion eache .
Mo eo e , s uden s can be se ed by an inclusion eache who
may suppo one o mo e pupils in he class in co-ope a ion wi h
he class eache o in an inclusi e class (Law 4368/2016, a icle
82).
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Tha adop ion embodies he social model o he disabili y and he unde s anding
o disabili y as a human igh ha gi es equal educa ion o all child en acco ding o
hei needs. The eache s a e commi ed o adap ing hei eaching me hods o sui he
child’s indi idual needs and di e en speeds o lea ning. The child en wi h disabili ies
can pa icipa e equally o all ac i i ies and ha con ibu es o hei ull de elopmen o
hei sel -wo h, human po en ial and sense o digni y. A he same ime, he child en
which ha e no ob ious disabili ies can bene i om he lea ning o ce ain subjec s,
ha eache s ha e acqui ed o hei disabled lea ne s. Indeed, inclusi e schools aid o
p o ide assis ance, espec and unde s anding be ween he disabled and non-disabled
lea ne s and o e come he s igma o disabili y. Bu , in some coun ies such as G eece
IE also means skills, a i udes and expec a ions o eache s and pa en s need o be changed
in p omo ing he holis ic de elopmen o all hei child en. I esul s as a dynamic
ela ionship be ween a eache and a lea ne , be ween lea ne s wi h one ano he and
be ween schools and amilies (Re ie & Le šosa, 2018).
2.8.
The Models o Special Educa ion: An App oach o he
Te ms and Concep ual Con lic
In ecen yea s, as p e iously analyzed, especially a e he Salamanca Decla a ion,
he belie in he necessa y educa ional coexis ence and co-educa ion o child en wi h and
wi hou educa ional needs has p e ailed. This end, which is now widesp ead in bo h he
Uni ed S a es and Eu ope, began wi h a se ies o legisla ions, such as U.S. Law 94-142 /
1975 and he Wa nock Commission epo (Needs, 1978) and i s Educa ion Ac . 1983 in
he UK and he decision o he Council o Minis e s o Educa ion o he Membe S a es
o Eu ope (4-6-1984) on school in eg a ion. All hese e o s we e gene alized and
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
consolida ed a e he decla a ions o Jomi iens and Salamanca (T ilianos, 1992; Unesco,
1994).
Indeed, A icle 3 o he Uni ed Na ions Decla a ion on Educa ion o All a he
Jom ien Wo ld Summi in Thailand in 1990 emphasized he impo ance o equal access
o educa ion o all pe sons wi h disabili ies (Unesco, 1990), while he 1994 Salamanca
Decla a ion on he P inciples, Policies and P ac ices o Special Educa ion b ings o he
o e he e m "inclusion" o all child en in a school and espec o all child en wi hou
disc imina ion (UNESCO, 1994).
These new educa ional ends b ing o he su ace he need o a gene al change in
socie y and cul u al and poli ical a i udes and belie s. The implemen a ion o a mo e
sociocen ic model, a om he medical model, equi es a mo e ac i e pa icipa ion o
socie y and he simul aneous emo al o ou da ed pe cep ions o ea and momen um
abou disabili y. O majo impo ance is he adap a ion o he cu iculum and he eache
o he abili ies o s uden s in o de o encou age pa icipa ion and in ol emen in
educa ional ac i i ies. Thus, he "school o all" o Salamanca is conside ed app op ia e
o be ans o med in o a "socie y o all".
In he global scien i ic communi y, he e is a ple ho a o de ini ions and app oaches
o educa ion models ha ha e ine i ably led o con usion as hey a e cha ac e is ically
ende ed om one model o ano he o e en wo se by iden i ying concep s ha should be
dis inc . The main con usion conce ns he concep s o “in eg a ion” and “inclusion”.
O he scien is s s ill conside “in eg a ion” as a p e equisi e o in eg a ion.
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
2.8.1. The e m “mains eaming”, “inco po a ion” and
“in eg a ion”
The e ms “mains eaming”, “inco po a ion” and “in eg a ion” in he G eek eali y
a e o en used in e changeably, as i hey we e exac ly he same.
“In eg a ion” became widely used in he 1950s and 1960s and demons a ed he
“colloca ion” o he SENDs s uden s in he gene al school class oom among o he s, bu
allowed hem o e ain hei pe sonal cha ac e is ics (Soulis, 2002; Zoniou– Side is,
1998), ha was a mo e o less ac i e pa icipa ion among he classma es o o mal
de elopmen .
In he ypical “mains eaming” p ocess he main di e ence would be ha he
educa ional sys em ied mo e o less o lead non TDC o he ull assimila ion, ha is o
“heal he disabili y” and make hem in eg a e wi h mo e o mal beha io s (Soulis, 2002).
Thus, in a “less es ic i e en i onmen ” and o cou se by a oiding he p ac ice o
ins i u ionaliza ion, child en wi h SENDs ound an educa i e en i onmen bu o cou se
wi hou being gi en he oppo uni y o de elop ini ia i es and main ain hei iden i y in
he con ex o hei di e si y (IDEA, 2004).
The Wa nock’s Repo (1978) in UK was he basis o he ansi ion om he p e ious
a emp o “in eg a ion”-“mains eaming” in o an educa ion wi h a mo e sociological
cha ac e ha ul ima ely aimed a smoo h social in eg a ion (Zoniou-Side i, 1998). UK
and he Repo o he Wa nock Commi ee g adually b ough special educa ion om
isola ion, ins i u ionaliza ion and disc imina ion o he cu en age o equal ea men ,
espec and inclusi e educa ion (Ainscow, 2000).
Recen de elopmen s, aking in o accoun he educa ional app oaches o bo h he
B i ish example and he de elopmen s o he Salamanca Con e ence (UNESCO, 1994),

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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
p omo e he p inciples o inclusi e educa ion, equal lea ning oppo uni ies and
pa icipa ion o all s uden s, including hose wi h disabili ies (Boo h & Ainscow, 2011
as ci ed in No wich, 2019; UNESCO, 2007). In his con ex , he educa ion sys ems o
many coun ies design and de elop educa ional policies, p ac ices and en i onmen s
accessible o all s uden s using he p inciples o Uni e sal Design o Lea ning (UDL)
and he di e si ied eaching ha enable all s uden s. , wi h o wi hou SENDs, use
pe sonal skills and abili ies o acqui e knowledge (Boo h & Ainscow, 2011 as ci ed in
No wich, 2019; Tomlinson, 2001).
2.8.2. Inclusion – Co-educa ion
As men ioned ea lie , he wo ds “in eg a ion” and “inco po a ion” – “mains eam”, in
mode n G eek a e conside ed almos iden ical. Howe e , he e m “inclusion” o co-
educa ion is he las ha appea ed and now domina es bo h in heo e ical and p ac ical
basis. As a ma e o ac , i comple ely eplaced he p e ious e ms ha c ea ed so much
con usion in he G eek li e a u e. “Inclusion” can be desc ibed as “educa ion ha includes
e e yone, ha akes in o accoun he needs and di e si y o all”. The e m could he e o e
be abb e ia ed as “inclusi e educa ion” o as “educa ion o non-exclusion” (Zoniou-
Side is, 2010).
Inclusi e educa ion highligh s he social model o disabili y and he humani a ian
belie s ha emana e om human expe ience om an iqui y o he p esen day. This
disabili y app oach p omo es he human igh s, equali y, social jus ice and pa icipa ion
o all in educa ional p ac ice wi hou exclusion o pe cep ions, disabili ies, ace, language
o socioeconomic s a us (Ainscow e al., 2004; Oli e & Ba nes, 1998 in Mi le , 2002).
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Co-educa ion pe cei es disabili y as an oppo uni y o lea ning and no as a p oblem o
be sol ed, ea ed and no malized (A ms ong, 2004; A ms ong & Ba on, 1999).
Educa ional inclusion is no a model o educa ion o s uden s only wi h SENDs and
o cou se is no a eac ion o he so-called medical-cen e ed model o disabili y, al hough
i is ce ainly a esponse o he c i icism and a p oposal o in e nalize he p inciples o
social and biopsychosocial model o disabili y. The aim is o ebuild he gene al school,
so ha i is possible o mee he needs o a depa men wi h a he e ogeneous s uden
popula ion, so ha e e yone has a sha e in he equal educa ional p ocess and o cou se
no s uden is expelled om school due o his di e si y (Zoniou-Side is & Vlachou , 2006).
In addi ion, educa ion policy, and he e o e in eg a ion o inclusion p ocesses, a e
subjec o he socio-poli ical condi ions o which hey apply. Thus, he condi ions mo e
o less o en p o ide he condi ions o he implemen a ion o hese educa ional policies
despi e he good mood o he s a es. Indeed, he in e na ionally ag eed accep ance o
in eg a ion policy as exempli ied by B i ain and he Salamanca Con e ence could no in
any case ind e ile g ound and applica ion because o hese condi ions bu also social
pe cep ions o disabili y, school ailu e and success. (Ba on, 2003; Zoniou-Side is, 2004
a, b, c). As a ma e o ac , since he Salamanca Wo ld Cong ess on Special Educa ion
in 1994, he concep o inclusi e educa ion has begun o guide he educa ion policies o
many coun ies (Pe e s, 2004; Ainscow, 2005), emphasizing he need o comba all o ms
o disc imina ion and gua an ee o all s uden s he igh o educa ion:
“The undamen al p inciple o he inclusi e school is ha all child en
should lea n oge he , whe e e possible, ega dless o any di icul ies o
di e ences hey may ha e. Inclusi e schools mus ecognize and espond
o he di e se needs o hei s uden s, accommoda ing bo h di e en s yles
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
and a es o lea ning and ensu ing quali y educa ion o all h ough
app op ia e cu icula, o ganiza ional a angemen s, eaching s a egies,
esou ce use and pa ne ships wi h hei communi ies. The e should be a
con inuum o suppo and se ices o ma ch he con inuum o special needs
encoun e ed in e e y school” (UNESCO, 1994).
A key poin o inclusi e educa ion is he emo al o ba ie s ha hinde he
lea ning and pa icipa ion o all s uden s in school li e ha aims a he o e all
de elopmen o he indi idual and he s eng hening o indi idual po en ial
(Fodelianakis, 2022). In his sense, he comp ehensi e educa ional app oach is
o ien ed owa ds a bio-psycho-social and educa ional model ha is oo ed in he
pe cep ions p oposed by he In e na ional Classi ica ion o Func ioning, Disabili y
and Heal h (WHO, 2001; 2007).
In G eece, he e m “inclusion”-“Co-educa ion” appea s o he i s ime in law
3699/08, as a pa allel suppo -co-educa ion. Indeed, his law poin s ou ha child en wi h
SENDs a e included in
“a gene al school class oom, wi h pa allel suppo -co-educa ion,
by Special Educa o s, when his is equi ed by he ype and deg ee o
special educa ional needs. Pa allel suppo is p o ided o s uden s who
can wi h app op ia e indi idual suppo a end he class oom
cu iculum, o s uden s wi h mo e se ious educa ional needs when he e
is no o he EAE amewo k (special school, in eg a ion depa men ) in
hei a ea o when pa allel suppo becomes necessa y - based on he
opinion o KEDDY, (Cen e s o Di e en ial Diagnosis, Diagnosis and
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Suppo o Special Educa ional Needs / ΚΕ.Δ.Δ.Υ) - due o hei special
educa ional needs”. (Go e nmen Gaze e 199: FEK, 2008).
2.9.
Inclusion o child en wi h Special Educa ional Needs
(mainly ID and LD)
The las wo decades he philosophies and policies ega ding he educa ion o
child en wi h SEN ha e made a g ea p ocess in he ield o in eg a ion and inclusion.
The concep o “inclusion” includes educa ional and social policy ini ia i es
(Symeonidou, 2015). The Jom ien and Salamanca's con e ences highligh he need ei he
o p o ide educa ion o all child en in a gene al school and educa ion o s uden s wi h
in ellec ual disabili ies acco ding o hei achie ing g ade-le el s anda ds o o educe all
ypes o exclusion and disc imina ion (Vaz e . al., 2015). I is no ewo hing, ha hose
g ade-le el s anda ds o child en wi h ID di e om hei achie ing g ade-le el
s anda ds because o he disc epancy be ween he ch onological age o in ellec ual
disabled child en and hei men al age. Wi hin his pe spec i e, he specialis s ocus on
he educa ional needs o hose ma ginalized g oups and use al e na e and mul isenso y
me hods acco ding o he al e na e achie emen s anda ds o hose s uden s (Ba b a, &
Joyline, 2014; Miles, & Singal, 2010).
As a esul , he implemen a ion o Inclusi e Educa ion (IE) o child en wi h ID
in gene al schools has been a goal in many coun ies. Inclusion p o ides equal access o
all child en on academic, social, psychological and physical en i onmen s, i espec i e
o he se e i y o he ype o he disabili y o he pupils. In G eece, he educa ional legacy
and policy has p omo e he IE o child en wi h ID in gene al educa ional se ings, bu he
p og ess in p ac ice can only be desc ibed as slow (G ammenos, 2013; Tsian is e al.,
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3.1.
Teache s’ a i udes in Inclusi e Educa ion: De ini ion o he
e m
Acco ding o psychology and he social neu oscience he a i udes a e belie s,
emo ions and beha io al endencies which help o e alua e a o ably o un a o ably
signi ican people, a i ude objec s, issues o e en s (Izuma, 2017).A i udes may e e o
an indi idual o a g oup o people, be posi i e o nega i e and de e mine wha people will
hea , hink, see and do. Addi ionaly, a i udes may include cogni i e, beha io al and
a ec i e (emo ional) componen s, which o en a ec he social beha io al o he people's
es ima ions (Swa e al., 2002).Those in luences p esen ha he delibe a e hough s
owa d he a i ude objec could esul om a conscious e alua ion o all in o ma ion and
he consequences o ce ain o possible beha io al ac so judgmen s.
Mo e speci ically, he cogni i e componen e e s o he indi idual’s pe spec i es,
a i udes o knowledge o he a i ude objec , he a ec i e componen e e s o emo ions
and eelings owa d he a i ude objec and he beha io al componen e e s o endencies,
which make someone o ac owa d he a i ude objec . Those a ec s can esul om
expe ience, om an imp omp u o delibe a e p ocess o an au oma ic ou ine ac i a ion
o p oduc . The associa ion be ween a i udes and beha io s a e assumed as a c ucial and
essen ial ole owa d he inclusion o s uden s wi h SEN (De Boe e al., 2011). Indeed,
in o de o p o ide inclusi e educa ion and posi i e eache s a i udes’ owa d s uden s
wi h SEN, eache s ha e o ensu e hei eaching ou comes o hei posi i e beha io by
ocusing no only o hei knowledge and skills (compe ence), adequa e aining, suppo
ne wo ks, bu also o explici and implici a i udes and inhibi ions.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 146
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
3.2.
Teache s’ pe spec i es and a i udes owa d Inclusi e Educa ion
(IE). The a iables ha coun …
3.2.1.
Explici a i udes
Va ious s udies ha e e ealed ha eache s’ pe cep ions and a i udes can a ec he
success ul implemen a ion owa d he IE o child en wi h SEN and In ellec ual
Disabili ies in gene al class ooms and ha hei belie s a e a signi ican ba ie owa d
hei IE in gene al se ings (Vaz e .al. 2015). Ve y o en hese a i udes and belie s a e
co ela ed wi h high o low academic achie emen no only o he ypically-de eloping
s uden s bu also o he SENDS' supils (Scanlon e al., 2020).
Fodelianakis A. (2022) aking in o accoun he opinions o 1070 eache s on he
inclusion o s uden s wi h high unc ioning au ism (HFA), highligh s he ac ha eache s
a e mode a ely a o able and ha hey show high alue on he e icacy o his p ocess.
He unde lines he pe cep ion ha he e is a g ea change o he model o disabili y, passing
om he adi ional medical model o a social and biopsychological one (Fodelianakis,
2022).
Mo e speci ically, a su ey o A amides and No wich (2002) has e ealed ha
he eache s’ a i udes and belie s owa d he inclusion o s uden s wi h disabili ies a e
e y impo an o he success o IE. I is ac , ha as he eache s ha e he main and he
c ucial esponsibili y o he success ul implemen a ion o inclusi e p ac ices, hei
cha ac e is ics a e an indica o , a p e equisi e o a ac o , which enhances, p omo es and
gua an ees he success o hose inclusi e ac s. In con as , hei nega i e a i udes and
beha io s could limi he e ec i eness o he inclusi e p ac ices.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 147
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Indeed, p o essional a i udes in luenced by many ac o s such as hei gende ,
age and educa ional expe ience, hei expe ience o con ac wi h people wi h disabili ies,
hei p epa a ion and hei educa ion, as well as hei belie s (A issa e al., 2003;
A amidis, & Kaly a, 2007).I is no wo hing, ha a p e ious esea ch by Pan eliadou
and Lamp opoulou (1997) on 377 egula and special educa ion eache s in G eece has
e ealed ha he majo i y o he eache el nega i ely owa d inclusion. Also, i has
showed ha younge ainee eache s ha e mo e posi i e a i udes owa d inclusion han
olde ones. Mo eo e , he esul s poin ed ou ha he special educa ion eache s ocus
only on social cons uc i e pe spec i e on IE, which ans o m human di e ences in o
disabili ies and demand o o e come hei di e ences.
Addi ionally, he su ey o A amidis and No wich (2002) e ealed ha despi e
he posi i e a i udes o eache s, he idea o he o al inclusion o he SEN lea ne s’ was
e used. Al hough, he ambiguous a i udes owa ds he gene al philosophy o o al
inclusi e educa ion, a mo e ecen s udy o De Boe e al., (2011) e ealed ha almos
all egula p ima y school eache s p esen a con using pic u e as hey el nega i ely o
neu al owa d ha p ac ice.
Howe e , wi h he concomi an ha inclusion could help all s uden s, he esul s
o he cu en s udy in USA show ha he e we e di e ences in iews and in a i udes o
IE be ween he Eu opean, such as G eece and he USA coun ies. Indeed, a e he Public
Law 94-142 (Kendall, 1978) in USA, which equi ed IE o All Handicapped Child en,
he majo i y o he eache s show posi i e and a ou able a i udes o IE. Those posi i e
iews ela ed wi h he widely p ac ice o he eache s on IE and he oppo uni ies ha hey
had o ha .
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 148
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Fu he su eys, in mo e ecen s udies in Aus alia and in USA show ha he
in luence o he age o he gende did no seem o be always an a ec i e ac o owa d
educa o s’ inclusi e a i ude, bu hose pe spec i es de ini ely in luenced by he lack o
adequa e physical, human o en i onmen suppo se ices o he limi ed aining skills
o eache s’ in IE p og ammes (Dudley-Ma ling, & Bu ns, 2014 az, e . al., 2015).
Acco ding o ha pe spec i e, ano he su ey by Zoniou‐Side i and Vlachou
(2006) in 641 egula educa ion eache s in G eece ound ou ha e en almos all eache s
(93.4%) eel posi i e owa d inclusion and e en all disabled s uden s (75.7%) could be
educa ed in a egula school class oom, he G eek educa ional sys em made he eache s
eel ha hey ha e no hing much o o e o s uden s wi h disabili ies and ha i would be
be e i hose disabled s uden s we e educa ed in a special school. Those ba ie s o
seg ega ion in G eece in ega d o eache s’ belie s depends on he lack o knowledge
(62.1%), on he lack o in as uc u e (56.3%) and on he lack o educa ional oppo uni ies
o he co-exis ence o disabled and non-disabled s uden s (52.5%).
Addi ionaly, he ac o o he simplici y, he se e i y o he ype o he disabili y,
seems o in luence eache s’ a i udes (De Boe e al., 2011; Τa a, & Manoli sis, 2003).
Those limi a ions con i m he s udy o San oli e al., (2008) who ound ou ha he
majo i y o he eache s in e iewed o be mo e suppo i e o including he s uden s wi h
senso y o physical impai men in gene al class oom han on s uden s wi h in ellec ual
and/o beha iou al disabili ies. In con as o he explici nega i e eache s’ a i udes
owa d pupils wi h ID o lea ning di icul ies, ano he su ey by Has ings and Oak o d
(2003) b ough he mo e nega i e eache s’ a i udes o ligh owa d s uden s wi h
beha io al o emo ional p oblems han on pupils wi h ID.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 149
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Besides he ype o he disabili y, mul iple eache a iables such as eache s'
expe ience seems o a ec hei inclusi e a i udes owa d lea ne s wi h SEN. In
ag eemen , a esea ch by A amidis and Kaly a (2007) on 155 gene al G eek p ima y
eache s' 'e ealed ha he eache s who had li le o mo e expe ience on eaching s uden s
wi h SEN we e posi i e abou he inclusion, bu he success o inclusion depends on he
di icul y o he di e en ypes o disabili ies. The analysis also poin ed ou he
impo ance o adminis a i e suppo ing and long- e m aining on posi i e eache s
a i udes owa d inclusion. O he esea che s such as An oniou e al., (2009) in 158 special
educa ion eache s in u banised egions o G eece also no ed ha he eache s' should be
adequa ely p epa ed when wo king wi h s uden s wi h special needs in he ield o he
cu iculum, he di e en ia ed ins uc ion, he eaching me hods and he class oom
se ings. In addi ion, uni e si y pos g adua e p og ams o SEN eache s should be
ee alua ed and be mo e e ec i e o e eache s’ aining and p epa a ion. Thus, aining
o eache s ha e a c ucial ole in add essing a i udes and in p omo ing lea ne s wi h SEN
in inclusi e se ings.
Mo eo e , i should be no ed ha hose neu al, nega i e o posi i e a i udes could
be associa ed wi h posi i e o nega i e mo i a ions and ac s owa d hose s uden s.
A amidis and No wich (2002) poin ed ou ha he IE could be seen as a social no m and
hus he in luence o he social desi abili y is mo e isible on he explici eache s’
a i udes owa d IE o child en wi h SEN han on hei ac ual pe cep ions and belie s
(Lüke, & G osche, 2018).
Beside he p e ious a iables and he ype o he disabili y, i should be add essed
ha he inclusion o s uden s wi h ID in mains eam school is de ini ely a mo e complex
issue, which ela ed o he combined e ec s o he eaching me hods, he s a egies and

Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 150
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
he unique lea ning and de elopmen needs o each disabled s uden (McDonnell, 1998).
Ainscow (2002) es ablished ha he need o he indi idualised ins uc ional and eaching
me hods made he educa o s eel uncom o able and unable o accommoda e di e se
adequa e eaching p ac ices o all s uden s. Also, he s uden s wi h ID a e iewed as an
ex a ba ie , which equi e ο adap indi idualised ins uc ions and me hods on a ge ed
skills and ou ines wi hin he on-going ac i i ies o he o dina y classes. The eache s eel
s essed and insecu e as hey ha e o ecommend ce ain s a egies o p ac ices ha
p o ide educa ionally, physically and socially pa icipa ion in all ac i i ies wi hin he
disabled and nondisabled classma es. Fu he mo e, hose s a egies mus be e ec i e and
maximised he ex en o in e ac ion be ween he s uden s wi h o wi hou disabili ies.
Hence, he eache s ha e o en nega i e iews owa d IE as hey a e unsuppo ed
(Ainscow, 2002 Ryndak e al., 2000). Addi ionaly, he poo wo king condi ions, he la ge
numbe s o classes and he enume a ion inc eased he eache s' esis ance agains he IE
o s uden s wi h ID.
Also, he lack o encou agemen and he indi idual de ici is o he disabled
child en ela ed o he weakness o hei inclusion in o o dina y schools (Vlachou 1997,
as ci ed in Ca ing on, 1999). Vlachou (1997, as ci ed in Ca ing on, 1999) in a p e ious
esea ch add essed ha he child en wi h ID' could no cope' 'n he mains eam
educa ional sys em and ha belie s bo h o egula and specialis eache s in luenced by
hose ba ie s and challenges. In spi e o hose limi a ions, all eache s who ha e
posi i ely emo ions abou inclusion, belie ed ha inclusion o lea ne s wi h ID could
ha e majo bene i s o hei social educa ion.
Un o una ely, in he las decade he concep o IE and suppo o s uden s wi h
ID in o dina y class ooms has no been ho oughly examined. The majo i y o he eache s
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 151
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
belie e ha mos ly all child en wi h ID can bene i socially and educa ionally om IE,
bu he p e- e ed limi a ions such as he scan y knowledge o he eache s in luence hei
sel -e icacy on implemen a ion o IE(Ba b a & Joyline, 2014). The lack o supe ision,
o expe ise, o policy di ec ions and he una ailable and inadequa e esou ces, acili ies
and diagnos ic and pe sonnel p ocedu es, make eache s less willing o modi y hei
eaching p ac ices acco ding o he indi idualised suppo s needs o he child en wi h ID.
Mo eo e , a mo e ecen s udy by Malki and Eina (2018) on 40 inclusi e
educa ion eache s ha examined hei a i udes owa d he inclusion o pupils wi h
in ellec ual disabili ies in elemen a y schools in Is ael showed ha he ampli ica ion o
he eache s aining, he guidance and he en ichmen could help and enhance he
inclusion o ID lea ne s in mains eaming se ings. Fu he mo e, hey ound ou ha he
success ul implemen a ion o ID child en in gene al schools depended also on he
dedica ion and mo i a ion o hose eache s and ha pe spec i e could jus i y he
con adic ion be ween hei a i udes and hei ac ual p ac ice.In he ield o in-se ice
aining he go e nmen s should ha e mo e su icien , adequa e and compe en IE policy.
The commi ees should o ganise aining semina s, p og amms o wo kshops o egula
and special educa o s ha would p omo e hei belie s and pe spec i es owa d IE. Wi h
he app op ia e knowledge he eache s will eel mo e compe en and ha would help
hem o adap mo e posi i e a i udes owa d IE.
Finally, he esul s o he s udies show ha li e a u e e iew has a ious s udies
on he pe spec i es o eache s in IE o SENS child en, bu he e a e a ew s udies on he
pe cep ions o eache s in IE o lea ne s wi h ID.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 152
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
3.2.2.
Implici a i udes
Acco ding o Gaw onski and Bodenhausen (2014) implici a i ude e e s on how
he eache s and pa en s ac o he a i ude objec . The au oma ic mo i a ion o ac ion
owa d he a i ude objec is a ec ed by a a ie y o condi ions and p esen s how
in o ma ion is deli e ed, decoded and p ocessed. Addi ionally, implici p ocesses a e
ela i ely unconscious and uncon olled e alua ions and beha io al ac ions. Thus, hese
p ocesses could s eng hen, in oduce o p ese e he nega i e assessmen o a cons uc
such as IE o mo e speci ically o a g oup o people such as pupils wi h SEN. I is ac ,
ha acco ding o eache s pe cep ions and belie s owa d IE, a ew s udies ha e examined
how hose in luences and endencies a ec he inclusion o s uden s wi h speci ic
disabili ies such as ID o lea ning di icul ies. I is ac , ha adi ionally he gene al and
special educa ion eache s’ ha e held gene ally mo e posi i e implici a i udes owa d
he inclusion o ypically-de eloping child en han on SEN's pupils (Bu le & She lin,
2001; Kelly & Ba nes-Holmes, 2013; Vaughn e al., 2011). Indeed, a ecen Eu opean
s udy by Lüke and G osche (2018) e ealed ha despi e he neu al o posi i e eache s’
a i udes owa d he inclusion o all s uden s, he pe spec i es and he belie s’ owa d he
inclusion o s uden s wi h SEN a e s ill highly nega i e. Addi ionally, a mo e ecen
esea ch by Scanlon, McEn egga and Ba nes-Holmes (2020) con i med hose p e ious
esul s. Mo e speci ically, hey ound ou ha almos all P ima y and Pos -P ima y
eache s (80%) we e posi i e owa d he gene al aspec o inclusion, bu when hey we e
asked abou he inclusion o child en wi h Emo ional and Beha io al Disabili ies a
pe cen age o 60% eac ed nega i ely, a pe cen age o 35% esponded neu al and only
5% o he sample was posi i e. Ne e heless, i is no e wo hing ha he e a e almos no
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 153
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
a all su eys abou he a i udes o eache s’ owa d he inclusi e educa ion o lea ne s
wi h ID o lea ning di icul ies.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 256
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
In he esul s o he ollowing able (See able 23), he di e en ia ion o Teache
A i udes and Belie s abou Assis i e Technology (TAB) can be obse ed, in e ms o
gende (p<0.05). Female eache s ha e a s a is ically signi ican ly mo e posi i e a i ude
compa ed o male eache s. On he con a y, he opinions o eache s ega ding he use o
assis i e echnology (UAT) and ega ding he suppo and obs acles o he use o assis i e
echnology (SAB), he e is no s a is ically signi ican di e ence in e ms o gende
(p>0.05).
Table 23. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by gende
N
Mean (SD)
95% CI o Mean
Median
[Q1 - Q3]
p
UAT (ID)
0,343
Male
206
2,82 (0,72)
(2,7 - 2,9)
3 [2,4 - 3,2]
Female
545
2,88 (0,7)
(2,8 - 2,9)
3 [2,6 - 3,4]
TAB (ID)
Male
206
3,25 (0,52)
(3,2 - 3,3)
3,3 [3 - 3,7]
0,003
Female
545
3,37 (0,49)
(3,3 - 3,4)
3,4 [3 - 3,7]
SAB (ID)
0,095
Male
206
3,37 (0,51)
(3,3 - 3,4)
3,3 [3 - 4]
Female
545
3,43 (0,53)
(3,4 - 3,5)
3,3 [3 - 4]

Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 257
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Obse ing he ollowing esul s showing he e ec o age, i is ound ha he e is
a s a is ically signi ican di e ence in he belie s and a i udes o eache s owa ds
inclusion as a whole which is mainly due o he di e en pe cep ions in he P o essional
Roles, Func ions, he ela ionship and he possible Collabo a ion dimension (p< 0.05) (see
Table 24). In pa icula , eache s unde he age o 30, ace wi h mo e op imism, hei
p o essional ole and hei ela ionships owa ds inclusion. The emaining wo
dimensions (P.ol and B.EI) a e no a ec ed by he age o eache s (p> 0.05) (see Table
24).
Table 24. Compa isons o eache s a i udes by age
Ν
Mean (SD)
95% CI o
Mean
Median
[Q1 - Q3]
p
TATIS (ID)
0,031
< 30
154
72,77 (11,35)
(70,97 - 74,58)
74 [64,8 - 80,3]
30 - 50
439
70,27 (13)
(69,05 - 71,49)
71 [60 - 80]
> 50
158
69,13 (13,64)
(66,98 - 71,27)
70 [60 - 77,8]
P.oI (ID)
0,319
< 30
154
28,21 (6,57)
(27,17 - 29,26)
28 [24 - 33]
30 - 50
439
27,3 (7,13)
(26,63 - 27,97)
27 [22 - 32]
> 50
158
26,96 (7,15)
(25,84 - 28,09)
27 [22,8 - 32]
B.EI (ID)
0,175
< 30
154
12,97 (4,52)
(12,25 - 13,69)
13 [9 - 17]
30 - 50
439
13,86 (5,17)
(13,38 - 14,35)
14 [10 - 18]
> 50
158
13,92 (5,31)
(13,08 - 14,75)
14 [10 - 18]
PRFC (ID)
0,001
< 30
154
25,53 (3,41)
(24,98 - 26,07)
27 [24 - 28]
30 - 50
439
24,84 (3,72)
(24,49 - 25,19)
26 [23 - 28]
> 50
158
24,08 (4,05)
(23,45 - 24,72)
25 [22 - 28]
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 258
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Age, acco ding o he esul s below, does no a ec he a i udes and pe cep ions
o eache s ega ding he u iliza ion and use o assis i e echnology o s uden s wi h
in ellec ual disabili ies (see Table 25).
Table 25. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by age
Ν
Mean (SD)
95% CI o
Mean
Median
[Q1 - Q3]
p
UAT_(ID)
0,340
< 30
154
2,95 (0,65)
(2,85 - 3,05)
3 [2,6 - 3,4]
30 - 50
439
2,83 (0,71)
(2,77 - 2,9)
3 [2,4 - 3,4]
> 50
158
2,84 (0,73)
(2,73 - 2,96)
2,9 [2,4 - 3,4]
TAB_(ID)
0,116
< 30
154
3,4 (0,43)
(3,34 - 3,47)
3,4 [3 - 3,7]
30 - 50
439
3,33 (0,51)
(3,28 - 3,38)
3,4 [3 - 3,7]
> 50
158
3,28 (0,52)
(3,19 - 3,36)
3,3 [3 - 3,7]
SAB (ID)
0,365
< 30
154
3,36 (0,54)
(3,27 - 3,44)
3,3 [3 - 4]
30 - 50
439
3,42 (0,53)
(3,37 - 3,47)
3,3 [3 - 4]
> 50
158
3,45 (0,49)
(3,37 - 3,53)
3,7 [3 - 4]
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 259
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
S udying he e ec s o eache s' amily s a us, we ind ha hey do no a ec
belie s and a i udes owa ds inclusion, as well as a i udes abou he u iliza ion and use
o assis i e echnology (p>0.05) (See ables 26; 27).
Table 26. Compa isons o eache s a i udes by amily condi ion
TATIS (ID) 0,884
Unma ied 192 71,02 (11,3) (69,41 - 72,63) 72 [62,3 - 78]
Ma ied &
Cohabi a ion 508 70,4 (13,21) (69,25 - 71,56) 71 [61 - 80]
Di o ced e c 51 70,16 (14,87) (65,97 - 74,34) 68 [58 - 82]
P.oI (ID) 0,663
Unma ied 192 27,21 (6,37) (26,31 - 28,12) 27 [23 - 32]
Ma ied &
Cohabi a ion 508 27,5 (7,2) (26,87 - 28,12) 28 [23 - 33]
Di o ced e c 51 27,37 (7,69) (25,21 - 29,54) 26 [21 - 31]
B.EI (ID) 0,627
Unma ied 192 13,29 (4,49) (12,65 - 13,93) 13 [10 - 17]
Ma ied &
Cohabi a ion 508 13,83 (5,19) (13,38 - 14,28) 14 [10 - 17]
Di o ced e c 51 13,78 (6,12) (12,06 - 15,5) 14 [8 - 19]
PRFC (ID) 0,198
Unma ied 192 25,1 (3,68) (24,58 - 25,62) 27 [23 - 28]
Ma ied &
Cohabi a ion 508 24,74 (3,81) (24,41 - 25,07) 26 [23 - 28]
Di o ced e c 51 24,57 (3,48) (23,59 - 25,55) 25 [23 - 28]
Ν
Mean (SD)
95% CI o
Mean
Median
[Q1 - Q3]
p
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 260
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Table 27. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
Ma ied &
by amily condi ion
Ν
Mean (SD)
95% CI o
Mean
Median
[Q1 - Q3]
p
AT (ID)
0,586
Unma ied
192
2,91 (0,67)
(2,82 - 3,01)
3 [2,6 - 3,4]
Ma ied &
Cohabi a ion
508
2,84 (0,72)
(2,78 - 2,91)
3 [2,4 - 3,4]
Di o ced e c
51
2,83 (0,69)
(2,64 - 3,03)
2,8 [2,4 - 3,2]
TAB (ID)
0,304
Unma ied
192
3,39 (0,47)
(3,32 - 3,45)
3,4 [3 - 3,7]
Ma ied &
Cohabi a ion
508
3,31 (0,51)
(3,27 - 3,36)
3,3 [3 - 3,7]
Di o ced e c
51
3,34 (0,54)
(3,19 - 3,49)
3,3 [3 - 3,9]
SAB (ID)
0,885
Unma ied
192
3,38 (0,58)
(3,3 - 3,46)
3,3 [3 - 4]
Cohabi a ion
508
3,42 (0,51)
(3,38 - 3,47)
3,3 [3 - 4]
Di o ced e c
51
3,44 (0,47)
(3,31 - 3,57)
3,3 [3 - 4]
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 261
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
The a i udes and belie s o eache s di e acco ding o he le el o educa ion as
p ima y school eache s gi e highe sco es in all dimensions o he TATIS ques ionnai e
(p<0.05). (see Table 28).
Table 28. Compa isons o eache s a i udes by educa ion classi ica ion
Median
N
Mean (SD)
95% CI o Mean
[Q1 - Q3]
p
TATIS (ID)
P ima y Educa ion
382
72,73 (12,45)
(71,5 - 74)
74 [63 - 82]
0,000
Seconda y Educa ion
369
68,29 (12,91)
(67 - 69,6)
68 [59 - 77]
P.ol (ID)
0,002
P ima y Educa ion
382
28,19 (6,85)
(27,5 - 28,9)
28 [23,8 - 33]
Seconda y Educa ion
369
26,62 (7,12)
(25,9 - 27,3)
26 [22 - 32]
B.EI (ID)
P ima y Educa ion
382
12,88 (4,9)
(12,4 - 13,4)
12,5 [9 - 16]
0,000
Seconda y Educa ion
369
14,53 (5,14)
(14 - 15,1)
15 [11 - 18]
PRFC (ID)
P ima y Educa ion
382
25,42 (3,24)
(25,1 - 25,7)
27 [24 - 28]
0,000
Seconda y Educa ion
369
24,2 (4,14)
(23,8 - 24,6)
25 [22 - 28]

Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 262
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
On he con a y, he le el o educa ion does no a ec he a i udes o eache s
owa ds he use o assis i e echnology o eaching s uden s wi h in ellec ual disabili ies
(See able 29).
Table 29. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by educa ion classi ica ion
N
Mean (SD)
95% CI o Mean
Median
[Q1 - Q3]
p
UAT (ID)
0,554
P ima y Educa ion
382
2,88 (0,69)
(2,8 - 2,9)
3 [2,6 - 3,4]
Seconda y Educa ion
369
2,84 (0,72)
(2,8 - 2,9)
3 [2,4 - 3,4]
TAB (ID)
0,411
P ima y Educa ion
382
3,36 (0,46)
(3,3 - 3,4)
3,3 [3 - 3,7]
Seconda y Educa ion
369
3,31 (0,54)
(3,3 - 3,4)
3,4 [3 - 3,7]
SAB (ID)
P ima y Educa ion
382
3,39 (0,53)
(3,3 - 3,4)
3,3 [3 - 4]
0,183
Seconda y Educa ion
369
3,44 (0,53)
(3,4 - 3,5)
3,7 [3 - 4]
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 263
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Rega ding he ca ego iza ion o eache s who each in public o p i a e schools
and hose who each p i a e lessons, i can be seen om he esul s below ha he e is no
s a is ically signi ican di e ence in hei belie s and a i udes owa ds he inclusion o
s uden s wi h in ellec ual disabili ies (See able 30).
Table 30. Compa isons o eache s a i udes by educa ion ca ego y
Ν
Mean (SD)
95% CI o
Mean
Median
[Q1 - Q3]
p
TATIS (ID)
0,148
Public School
590
70,47 (12,76)
(69,44 - 71,51)
72 [61 - 80]
P i a e School
55
73,55 (13,15)
(69,99 - 77,1)
75 [63 - 85]
P i a e Tu o ing
106
69,39 (13,13)
(66,86 - 71,92)
69 [60 - 78,3]
P.oI (ID)
0,404
Public School
590
27,41 (6,9)
(26,86 - 27,97)
27 [23 - 32]
P i a e School
55
28,55 (6,97)
(26,66 - 30,43)
29 [23 - 33]
P i a e Tu o ing
106
26,84 (7,7)
(25,36 - 28,32)
27 [21 - 32]
B.EI (ID)
0,186
Public School
590
13,78 (5,13)
(13,37 - 14,19)
14 [10 - 17]
P i a e School
55
12,45 (4,9)
(11,13 - 13,78)
12 [9 - 16]
P i a e Tu o ing
106
13,84 (4,89)
(12,9 - 14,78)
15 [10 - 17]
PRFC (ID)
0,082
Public School
590
24,84 (3,68)
(24,54 - 25,14)
26 [23 - 28]
P i a e School
55
25,45 (3,82)
(24,42 - 26,49)
28 [24 - 28]
P i a e Tu o ing
106
24,39 (4,09)
(23,6 - 25,18)
26 [22 - 28]
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 264
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Bu in e ms o hei a i udes owa ds he use o assis i e echnology, i can be
seen in he esul s below ha hose who deli e p i a e lessons ha e a mo e posi i e
a i ude han hose who wo k in public o p i a e schools (See able 31).
Table 31. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by educa ion ca ego y
Ν
Mean (SD)
95% CI o
Mean
Median
[Q1 - Q3]
p
AT (ID)
0,001
Public School
590
2,82 (0,72)
(2,76 - 2,87)
2,8 [2,4 - 3,4]
P i a e School
55
2,85 (0,74)
(2,65 - 3,06)
3 [2,4 - 3,4]
P i a e Tu o ing
106
3,11 (0,55)
(3 - 3,21)
3 [2,8 - 3,6]
TAB (ID)
0,012
Public School
590
3,31 (0,5)
(3,27 - 3,35)
3,3 [3 - 3,7]
P i a e School
55
3,32 (0,48)
(3,19 - 3,44)
3,3 [3 - 3,7]
P i a e Tu o ing
106
3,47 (0,48)
(3,37 - 3,56)
3,6 [3 - 3,9]
SAB (ID)
0,494
Public School
590
3,42 (0,52)
(3,37 - 3,46)
3,3 [3 - 4]
P i a e School
55
3,33 (0,58)
(3,18 - 3,49)
3,3 [3 - 4]
P i a e Tu o ing
106
3,44 (0,55)
(3,34 - 3,55)
3,7 [3 - 4]
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 265
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Teache s who wo k in public educa ion as subs i u es, acco ding o he esul s
below, ha e a mo e posi i e a i ude owa ds inclusion, as well as he use o assis i e
echnology (See ables 32; 33).
Table 32. Compa isons o eache s a i udes by employmen ca ego y in Public
Educa ion (PE)
TATIS (ID) 0,008
PE Pe manen 325 69,2 (12,87) (67,8 - 70,6) 70 [61 - 77]
PE Al e na e- 260 72,17 (12,54) (70,63 - 73,7) 73 [63 - 81,8]
Ν
Mean (SD)
95% CI o
Mean
Median
[Q1 - Q3]
p
subs i u e
PE Hou ly wage
5
65,2 (6,65)
(56,95 - 73,46)
69 [58 - 70,5]
P.oI (ID)
0,090
PE Pe manen
325
26,83 (6,86)
(26,08 - 27,58)
27 [22,5 - 32]
PE Al e na e-
subs i u e
260
28,11 (6,9)
(27,26 - 28,95)
28 [24 - 33]
PE Hou ly wage
5
29,4 (7,83)
(19,68 - 39,12)
30 [22,5 - 36]
B.EI (ID)
0,168
PE Pe manen
325
13,98 (5,16)
(13,41 - 14,54)
14 [10 - 17]
PE Al e na e-
subs i u e
260
13,47 (5,08)
(12,85 - 14,09)
13 [9 - 17]
PE Hou ly wage
5
17,2 (4,66)
(11,42 - 22,98)
15 [13,5 - 22]
PRFC (ID)
0,000
PE Pe manen
325
24,35 (3,79)
(23,93 - 24,76)
25 [22 - 28]
PE Al e na e-
subs i u e
260
25,53 (3,41)
(25,11 - 25,94)
27 [24 - 28]
PE Hou ly wage
5
21 (4)
(16,03 - 25,97)
20 [18 - 24,5]
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 272
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
They also ha e a mo e posi i e a i ude owa ds he use and u iliza ion o assis i e
echnology. Bu ega ding he Suppo and ba ie s o Assis i e Technology dimension,
no s a is ically signi ican di e ence is obse ed (p>0.05) (See able 39).
Table 39. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by special educa ion
N
Mean (SD)
95% CI o Mean
Median
[Q1 - Q3]
p
UAT (ID)
0,000
No
195
2,66 (0,81)
(2,5 - 2,8)
2,8 [2,2 - 3,2]
Yes
556
2,93 (0,65)
(2,9 - 3)
3 [2,6 - 3,4]
TAB (ID)
0,000
No
195
3,22 (0,51)
(3,2 - 3,3)
3,1 [3 - 3,7]
Yes
556
3,37 (0,49)
(3,3 - 3,4)
3,4 [3 - 3,7]
SAB (ID)
0,522
No
195
3,39 (0,56)
(3,3 - 3,5)
3,3 [3 - 4]
Yes
556
3,42 (0,52)
(3,4 - 3,5)
3,3 [3 - 4]

Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 273
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Rega ding he eache s' expe ience in eaching child en wi h mild o mode a e ID,
we obse e in he esul s below ha eache s wi h expe ience om 1 o 5 yea s ha e a
mo e posi i e a i ude han he es , bu his di e ence is no s a is ically signi ican (p<
0.05) (See able 40).
Table 40. Compa isons o eache s a i udes by yea s o eaching expe ience in
inclusion o child en wi h in ellec ual disabili ies
Mean (SD)
95% CI o
Mean
Median
[Q1 - Q3]
p
TATIS (ID)
0,064
None
225 69,8 (13,21)
(68,06 - 71,53)
71 [60 - 78]
1 o 5
355 71,7 (12,41)
(70,4 - 72,99)
73 [62 - 81]
>5
171 69,14 (13,19)
(67,15 - 71,13)
70 [61 - 77]
P.ol (ID)
0,263
None
225 27,26 (7,3)
(26,3 - 28,22)
27 [22 - 32]
1 o 5
355 27,79 (6,83)
(27,08 - 28,5)
28 [23 - 33]
>5
171 26,84 (7,05)
(25,78 - 27,91)
27 [22 - 32]
B.EI (ID)
0,076
None
225 14,00 (4,72)
(13,38 - 14,62)
14 [11 - 17]
1 o 5
355 13,28 (5,19)
(12,74 - 13,82)
13 [9 - 17]
>5
171 14,14 (5,28)
(13,34 - 14,94)
14 [10 - 18]
PRFC
0,095
None
225 24,53 (4,18)
(23,98 - 25,08)
26 [23 - 28]
1 o 5
355 25,19 (3,31)
(24,84 - 25,53)
26 [23 - 28]
>5
171 24,44 (3,99)
(23,84 - 25,04)
25 [22 - 28]
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 274
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Also, no s a is ically signi ican di e ences a e obse ed in he use and u iliza ion
o assis i e echnology (See able 41).
Table 41. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by yea s o eaching expe ience in inclusion o child en wi h in ellec ual disabili ies
Mean (SD)
95% CI o
Mean
Median
[Q1 - Q3]
p
UAT (ID)
None
225
2,87 (0,7)
(2,77 - 2,96)
3 [2,4 - 3,4]
0,860
1 o 5
355
2,88 (0,67)
(2,81 - 2,95)
3 [2,6 - 3,4]
>5
171
2,82 (0,77)
(2,7 - 2,93)
3 [2,4 - 3,4]
TAB (ID)
0,112
None
225
3,32 (0,51)
(3,26 - 3,39)
3,4 [3 - 3,7]
1 o 5
355
3,38 (0,47)
(3,33 - 3,43)
3,4 [3 - 3,7]
>5
171
3,26 (0,54)
(3,18 - 3,34)
3,3 [3 - 3,7]
SAB
0,845
None
225
3,40 (0,53)
(3,33 - 3,47)
3,3 [3 - 4]
1 o 5
355
3,42 (0,53)
(3,37 - 3,48)
3,3 [3 - 4]
>5
171
3,42 (0,51)
(3,34 - 3,49)
3,3 [3 - 4]
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 275
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Howe e , in es iga ing in pa icula he e ec o he expe ience hey ha e in he
use o assis i e echnology, we no ice in he esul s o he able below ha eache s who
ha e expe ience in he use o assis i e echnology, ha e a mo e posi i e a i ude bo h in
he choice o means and in he u iliza ion o suppo means (See able 42).
Table 42. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by yea s o eaching expe ience wi h assis i e echnology
Mean (SD)
95% CI o
Mean
Median
[Q1 - Q3]
p
UAT (ID)
<0,001
None
352
2,68 (0,76)
(2,6 - 2,76)
2,8 [2,2 - 3,2]
1 o 5
249
3,04 (0,6)
(2,97 - 3,12)
3 [2,6 - 3,4]
>5
150
2,99 (0,62)
(2,89 - 3,09)
3 [2,6 - 3,4]
TAB (ID)
<0,001
None
352
3,26 (0,51)
(3,21 - 3,32)
3,3 [3 - 3,7]
1 o 5
249
3,43 (0,46)
(3,38 - 3,49)
3,6 [3,1 - 3,9]
>5
150
3,34 (0,51)
(3,26 - 3,42)
3,3 [3 - 3,7]
SAB
0,153
None
352
3,45 (0,5)
(3,39 - 3,5)
3,3 [3 - 4]
1 o 5
249
3,42 (0,52)
(3,35 - 3,48)
3,3 [3 - 4]
>5
150
3,33 (0,57)
(3,24 - 3,42)
3,3 [3 - 4]
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 276
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Rega ding he ype o assis i e echnology, we no ice in he nex able ha 65% o he
eache s s a ed ha hey ha e used some de ice o each ma hema ics o s uden s wi h
in ellec ual disabili ies. The mos common answe a a a e o 33% is P ojec o /Table ,
while he use o he On-sc een (compu e -based) calcula o and he Con en ional
calcula o a e also equen wi h a es o 18% and 16% espec i ely. In smalle
pe cen ages, hey ha e used Talking calcula o (10%) G aph pape (9%), So wa e wi h
empla e o ma h compu a ion (7%), and Calcula ion cha (4%) (See able 43).
Table 43. Type o assis ance echnology used o Ma hema ics
Ma hema ics_ID
No hing om all e e ed
260
█████ 35%
P ojec o /Table
247
████ 33%
On-sc een (compu e -based) calcula o
133
██ 18%
Con en ional calcula o
123
██ 16%
Talking calcula o
75
⬛
10%
G aph pape
71
⬛
9%
So wa e wi h empla e o ma h
compu a ion 56
█ 7%
Calcula ion cha 32 4%
Ν %
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 277
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Fo O ganiza ion Memo y, 68% o eache s s a ed ha hey used assis i e
echnology wi h he majo i y o 34% s a ing he able / P ojec o . The use o calenda
p og ams, index ca ds, colo -coded olde s o index ca ds, ape eco de , and ma king
wi h ma ke s o apes is also common a 24% o 12%. 10% o eache s ha e used "G aphic
O ganize Wo kshee s" o o ganize he memo y o s uden s wi h in ellec ual disabili ies.
O he o ms o assis i e echnology used by 6% o eache s a e pe sonal da a managemen
so wa e and pe sonal da a manage s (s andalone). 5% o he eache s used a ee- o m
da abase, 4% used idea o ganizing so wa e (Child's Ambi ion / Inspi a ion) and inally
2% used an elec onic o ganize (Palm pilo ) (See able 44).
Table 44. Type o assis ance echnology used o O ganisa ion Memo y
O ganisa ion_Memo y_ID
P ojec o / able
257
█████ 34%
No hing om all e e ed
242
████ 32%
Calenda p og ams
178
███ 24%
Index ca ds
126
██ 17%
Colo -coded olde s o index abs
117
██ 16%
ape eco de
104
██ 14%
Highligh he ex wi h ma ke s o apes
88
⬛
12%
G aphic O ganize Wo kshee s
75
⬛
10%
Pe sonal da a managemen so wa e
42
6%
Pe sonal da a con olle s (independen )
42
6%
F ee o m da abase
39
5%
Idea O ganize So wa e (Kidspi a ion/ Inspi a ion)
31
4%
Elec onic O ganize (Palm Pilo )
16
2%
%
Ν

Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 278
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Almos 50% o eache s used a p ojec o / able as a suppo i e echnology o
eading. Also 1/3 used eco ded books / CDs. They also applied Changes in backg ound
colo a a a e o 30%, bu also la ge p in ma e ial o elec onic books (Nook, iPad, Daisy
Reade , Kindle, e c.) a a a e o 27% and 26% espec i ely (See able 45).
Table 45. Type o assis ance echnology used o Reading
Reading_ID
P ojec o / able
360
███████ 48%
P e eco ded books / CD
256
█████ 34%
Changes in backg ound colo
223
████ 30%
La ge p in ma e ial
206
████ 27%
Elec onic books (Nook, iPad, Daisy Reade , Kindle,
e c.)
198
███ 26%
Sc een magni ica ion so wa e
168
███ 22%
Changes in spacing o wo ds
158
███ 21%
No hing om all e e ed
141
██ 19%
Sc een eade s- (This p og am scans he ex and
con e s he w i en ex in o spoken language ia
60
⬛
8%
speech syn hesis)
Reading Pen
48
6%
Ν %
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 279
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
O he o ms o suppo i e echnology o eading ha we e applied by eache s o
s uden s wi h in ellec ual disabili ies we e sc een magni ica ion so wa e (22%), changes
in spacing o wo ds (21%) Sc een eade s- (This p og am scans he ex and con e s he
w i en ex in o spoken language ia speech syn hesis) (8%) and Reading Pen (6%).
Finally, 141 eache s om ou esea ch sample did no use any o m o assis i e
echnology o eading (See able 46).
As in he p e ious eaching uni s, one o he mos common means o assis i e
echnology used o each w i ing o s uden s wi h in ellec ual disabili ies was a
p ojec o / able a a a e o 38%.
Table 46. Type o assis ance echnology used o W i ing
W i ing_ID
P ojec o / able
286
█████ 38%
Spell checke
215
████ 29%
Τίποτα από τα παραπάνω/άλλο
209
████ 28%
Wo d p ocesso
197
███ 26%
Ou lining/“b ains o ming” p og ams
115
██ 15%
Pencil g ip
97
⬛
13%
Adap e pape (bold line, aised line, di e en pape )
79
⬛
11%
Tape eco de o no e aking
77
⬛
10%
Sc een eading p og ams
47
6%
Elec onic spell checke wi h audi o y ou pu
44
6%
Voice ecogni ion so wa e
41
5%
Wo d p edic ion p og ams
37
5%
Al e na i e keyboa d
36
5%
P oo eading p og ams
24
3%
Elec onic spell checke wi hou audi o y ou pu
21
3%
Slan boa d
14
2%
Keygua d
13
2%
O he impo an means o echnological suppo o he eaching o w i ing used
by he eache s we e he spelling checke a a a e o 28%, he wo d p ocesso (26%).
Also some 'b ains o ming' p og ams we e used by 15% o eache s, pencil g ip applied
%
Ν
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 280
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
by 13% o eache s, while adap e pape (bold line, aised line, di e en pape ) and audio
eco ding o no e aking by 11% and 10% o eache s espec i ely (See able 46).
Sc een eade s, elec onic spell checke wi h audio ou pu , oice ecogni ion
so wa e, wo d p edic ion p og ams, and al e na i e keyboa ds a e also used o w i ing
ins uc ion a 6% o 5% a es. Finally, p og am speci ica ions, elec onic spelling check
wi hou audio ou pu , boa d and keygua d a e used by he eache s in e y small
pe cen ages om 3% o 2%.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 281
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
6.9.
Quan i a i e Dimensions Analysis o Lea ning Disabili ies
Along wi h he in es iga ion o eache s' belie s and a i udes owa ds he
inclusion o child en wi h in ellec ual disabili ies, hei belie s and a i udes owa ds he
inclusion o child en wi h lea ning disabili ies we e also in es iga ed. Obse ing he
esul s o he ollowing able, i is ound ha eache s ha e posi i e a i udes owa ds he
inclusion o child en wi h lea ning di icul ies (See able 47).
Table 47. Mean, S anda d De ia ions 95% Con idence In e al o Mean, Median
and in e qua ile ange o eache s’ a i udes
Mean (SD)
95% CI o Mean
Median [Q1 - Q3]
TATIS (LD)
73,19 (13,54)
(72,22 - 74,16)
74 [64 - 83]
P.ol (LD)
28,64 (7,33)
(28,11 - 29,16)
29 [24 - 34]
BEI (LD)
12,26 (5,45)
(11,87 - 12,65)
12 [8 - 16]
PRFC (LD)
24,82 (3,76)
(24,55 - 25,09)
26 [23 - 28]
F om he esul s o he able 48 o he AT, i is ound ha in all dimensions he
mean alues, he 95% C.I. o mean as well as he Median alues a e abo e 2 and as a
consequence eache s' opinions and a i udes abou he use o assis i e echnology in
eaching child en wi h LD a e posi i e (see able 48).
Obse ing in de ail he a e age alues in he indi idual dimensions o he
ques ionnai e, in he UAT i em i is p esen ed he lowes sco e compa ed o he es o he
dimensions. This is simila o wha i was p esen ed in ega d o he ID. So, his sugges s
ha al hough eache s' a i udes and belie s a e posi i e owa ds he UAT i is no widely
implemen ed and a he same ime no suppo ed enough as acco ding o he mean alues
in he 3 d dimension (SAB), he e a e se e al limi a ions and ba ie s (see able 48).
Table 48. Mean, S anda d De ia ions, 95% Con idence In e al o Mean, Median
and in e qua ile ange o eache s’ a i udes and belie s abou assis i e echnology
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 288
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
The le el o educa ion augh by he eache s, P ima y and Seconda y Educa ion,
is a ac o ha a ec s he a iabili y o hei a i udes and belie s owa ds he inclusion o
child en wi h lea ning disabili ies (p<0.05). P ima y school eache s ha e a s a is ically
signi ican ly mo e posi i e a i ude owa ds seconda y school eache s (See able 55).
Table 55. Compa isons o eache s a i udes by educa ion classi ica ion
N Mean (SD) 95% CI o Mean Median [Q1 - Q3] p
TATIS (LD)
0,000
P ima y Educa ion
382
75,96 (12,68)
(74,7 - 77,2)
77 [68 - 86]
Seconda y Educa ion
369
70,33 (13,82)
(68,9 - 71,7)
71 [60,5 - 80]
P.ol (LD)
0,000
P ima y Educa ion
382
29,65 (7,02)
(28,9 - 30,4)
30 [25 - 35]
Seconda y Educa ion
369
27,59 (7,51)
(26,8 - 28,4)
28 [23 - 33]
B.EI (LD)
P ima y Educa ion
382
11,1 (5,04)
(10,6 - 11,6)
10 [7 - 14]
0,000
Seconda y Educa ion
369
13,47 (5,61)
(12,9 - 14)
13 [9 - 18]
PRFC (LD)
0,000
P ima y Educa ion
382
25,42 (3,24)
(25,1 - 25,7)
27 [24 - 28]
Seconda y Educa ion
369
24,2 (4,14)
(23,8 - 24,6)
25 [22 - 28]

Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 289
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
On he con a y, eache s' a i udes ega ding he use and u iliza ion o
echnologies o suppo hei educa ional wo k o child en wi h lea ning disabili ies do
no di e by he g ade hey each (p>0.05) (See able 56).
Table 56. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by educa ion classi ica ion
N
Mean (SD)
95% CI o
Mean
Median [Q1 - Q3]
p
UAT (LD)
0,534
P ima y Educa ion
382
2,88 (0,69)
(2,8 - 2,9)
3 [2,6 - 3,4]
Seconda y Educa ion
369
2,84 (0,73)
(2,8 - 2,9)
3 [2,4 - 3,4]
TAB (LD)
0,466
P ima y Educa ion
382
3,38 (0,47)
(3,3 - 3,4)
3,4 [3 - 3,7]
Seconda y Educa ion
369
3,33 (0,55)
(3,3 - 3,4)
3,4 [3 - 3,9]
SAB (LD)
0,183
P ima y Educa ion
382
3,39 (0,53)
(3,3 - 3,4)
3,3 [3 - 4]
Seconda y Educa ion
369
3,44 (0,53)
(3,4 - 3,5)
3,7 [3 - 4]
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 290
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Ano he ac o in es iga ed ega ding he in luence o eache s' belie s and
a i udes owa ds he inclusion o child en wi h lea ning disabili ies was he ca ego y o
school hey each. As can be seen om he esul s below, p i a e educa ion eache s ha e
a s a is ically signi ican ly mo e posi i e a i ude owa ds he es in he Belie s abou he
E ec i e In eg a ion (B.EI) dimension (See able 57).
Table 57. Compa isons o eache s a i udes by educa ion ca ego y
N
Mean (SD)
95% CI o
Mean
Median [Q1 - Q3]
p
TATIS (LD)
0,052
Public School
590
72,84 (13,41)
(71,76 - 73,93)
73 [64 - 83]
P i a e School
55
77,64 (12,55)
(74,24 - 81,03)
78 [67 - 89]
P i a e Tu o ing
106
72,85 (14,43)
(70,07 - 75,63)
75 [62,8 - 85]
P.oI (LD)
0,056
Public School
590
28,37 (7,23)
(27,79 - 28,96)
28 [23 - 34]
P i a e School
55
30,64 (6,92)
(28,76 - 32,51)
32 [26 - 35]
P i a e Tu o ing
106
29,07 (7,98)
(27,53 - 30,6)
30 [24,8 - 35]
B.EI (LD)
0,031
Public School
590
12,37 (5,46)
(11,93 - 12,81)
12 [8 - 16]
P i a e School
55
10,45 (4,79)
(9,16 - 11,75)
10 [7 - 13]
P i a e Tu o ing
106
12,6 (5,6)
(11,53 - 13,68)
12 [8 - 17]
PRFC (LD)
0,082
Public School
590
24,84 (3,68)
(24,54 - 25,14)
26 [23 - 28]
P i a e School
55
25,45 (3,82)
(24,42 - 26,49)
28 [24 - 28]
P i a e Tu o ing
106
24,39 (4,09)
(23,6 - 25,18)
26 [22 - 28]
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 291
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
S a is ically signi ican di e ences a e also obse ed in he a i udes owa ds
assis i e echnology (See able 58).
Table 58. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by educa ion ca ego y
N
Mean (SD)
95% CI o
Mean
Median [Q1 - Q3]
p
AT (LD)
0,001
Public School
590
2,81 (0,72)
(2,76 - 2,87)
3 [2,4 - 3,4]
P i a e School
55
2,87 (0,74)
(2,67 - 3,06)
3 [2,8 - 3,6]
P i a e Tu o ing
106
3,11 (0,55)
(3 - 3,21)
3,4 [3 - 3,7]
TAB (LD)
0,019
Public School
590
3,33 (0,51)
(3,29 - 3,38)
3,4 [3 - 3,7]
P i a e School
55
3,37 (0,47)
(3,24 - 3,5)
3,3 [3 - 3,7]
P i a e Tu o ing
106
3,47 (0,5)
(3,38 - 3,57)
3,6 [3,1 - 3,9]
SAB (LD)
0,494
Public School
590
3,42 (0,52)
(3,37 - 3,46)
3,3 [3 - 4]
P i a e School
55
3,33 (0,58)
(3,18 - 3,49)
3,3 [3 - 4]
P i a e Tu o ing
106
3,44 (0,55)
(3,34 - 3,55)
3,7 [3 - 4]
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 292
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Teache s who deli e p i a e lessons ha e mo e posi i e a i udes owa ds
assis i e echnology o child en wi h lea ning disabili ies.
Then, om he esul s o he able below, i can be seen ha he wo king
ela ionship o public educa ion eache s a ec s hei opinions ega ding he inclusion o
child en wi h lea ning di icul ies. Teache s who wo k as subs i u es ha e mo e posi i e
a i udes han eache s who wo k as pe manen o hou ly wo ke s in public educa ion (See
able 59).
Table 59. Compa isons o eache s a i udes by employmen ca ego y in Public
Educa ion (PE)
N
Mean (SD)
95% CI o
Mean
Median [Q1 - Q3]
p
TATIS (LD)
0,000
PE: Pe manen
325
71,03 (13,5)
(69,56 - 72,51)
72 [62 - 81]
PE: Al e na e-
subs i u e
PE: Hou ly
260
5
75,24 (13,02)
65,4 (7,67)
(73,65 - 76,83)
(55,88 - 74,92)
76 [67 - 85]
63 [59 - 73]
wage
P.oI (LD)
0,005
PE: Pe manen
325
27,51 (7,15)
(26,73 - 28,29)
27 [23 - 32]
PE: Al e na e-
subs i u e
PE: Hou ly
260
5
29,45 (7,22)
28,6 (5,77)
(28,56 - 30,33)
(21,43 - 35,77)
30 [24 - 35]
28 [24 - 33,5]
wage
B.EI (LD)
0,011
PE: Pe manen
325
12,82 (5,52)
(12,22 - 13,43)
12 [8 - 17]
PE: Al e na e-
subs i u e
PE: Hou ly
260
5
11,73 (5,34)
16,2 (3,77)
(11,08 - 12,38)
(11,52 - 20,88)
11 [8 - 15]
16 [13 - 19,5]
wage
PRFC (LD)
0,000
PE: Pe manen
325
24,35 (3,79)
(23,93 - 24,76)
25 [22 - 28]
PE: Al e na e-
subs i u e
Public
260
5
25,53 (3,41)
21 (4)
(25,11 - 25,94)
(16,03 - 25,97)
27 [24 - 28]
20 [18 - 24,5]
educa ion:
Hou ly wage
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 293
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
S a is ically signi ican di e ences a e also obse ed in he a i udes o public
educa ion eache s ega ding he use and u iliza ion o assis i e echnology. Teache s who
wo k as subs i u es ha e a mo e posi i e a i ude han pe manen and hou ly eache s (See
able 60).
Table 60. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by employmen ca ego y in Public Educa ion (PE)
N
Mean (SD)
95% CI o
Mean
Median [Q1 - Q3]
p
AT (LD)
0,138
PE: Pe manen
325
2,76 (0,74)
(2,68 - 2,85)
3 [2,6 - 3,4]
PE: Al e na e-
subs i u e
PE: Hou ly
260
5
2,87 (0,69)
3,08 (0,41)
(2,79 - 2,96)
(2,57 - 3,6)
3 [2,8 - 3,4]
3,3 [3 - 3,7]
wage
TAB (LD)
0,002
PE: Pe manen
325
3,28 (0,51)
(3,22 - 3,33)
3,3 [3 - 3,7]
PE: Al e na e-
subs i u e
PE: Hou ly
260
5
3,41 (0,51)
3,17 (0,16)
(3,35 - 3,47)
(2,98 - 3,37)
3,4 [3 - 3,9]
3,3 [3 - 3,3]
wage
SAB (LD)
0,451
PE: Pe manen
325
3,4 (0,51)
(3,34 - 3,46)
3,3 [3 - 4]
PE: Al e na e-
subs i u e
PE: Hou ly
260
5
3,44 (0,53)
3,33 (0,41)
(3,37 - 3,5)
(2,83 - 3,84)
3,3 [3 - 4]
3,3 [3 - 3,7]
wage

Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 294
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
The esul s o he able below show some di e ences in he belie s and a i udes
o eache s wo king in p i a e educa ion, bu hese a e no s a is ically signi ican (See
able 61).
Table 61. Compa isons o eache s a i udes by employmen ca ego y in P i a e
Educa ion
N
Mean (SD)
95% CI o
Mean
Median [Q1 - Q3]
p
TATIS (LD)
0,494
Sel -employed
(p i a e lessons)
Pe manen in
63
38
73,84 (14,85)
77,16 (12,86)
(70,1 - 77,58)
(72,93 - 81,39)
76 [64 - 85]
76,5 [66,3 - 89,3]
p i a e u o ing -
p i a e school
Hou ly wage in
60
73,47 (13,68)
(69,93 - 77)
75,5 [63 - 85,8]
p i a e u o ing -
p i a e school
P.oI (LD)
0,277
Sel -employed
(p i a e lessons)
Pe manen in
63
38
30,14 (7,91)
30,68 (7,16)
(28,15 - 32,13)
(28,33 - 33,04)
31 [25 - 36]
32 [25,8 - 35,5]
p i a e u o ing -
p i a e school
Hou ly wage in
60
28,35 (7,64)
(26,38 - 30,32)
29,5 [24 - 34]
p i a e u o ing -
p i a e school
B.EI (LD)
0,215
Sel -employed
(p i a e lessons)
Pe manen in
63
38
12,35 (5,59)
10,58 (5,14)
(10,94 - 13,76)
(8,89 - 12,27)
12 [8 - 15]
10 [6 - 14]
p i a e u o ing -
p i a e school
Hou ly wage in
60
12,18 (5,36)
(10,8 - 13,57)
12 [7,3 - 17]
p i a e u o ing -
p i a e school
PRFC (LD)
0,166
Sel -employed
(p i a e lessons)
Pe manen in
63
38
24,05 (4,36)
25,05 (4,11)
(22,95 - 25,15)
(23,7 - 26,4)
25 [23 - 28]
28 [22 - 28]
p i a e u o ing -
p i a e school
Hou ly wage in
60
25,3 (3,51)
(24,39 - 26,21)
27 [23,3 - 28]
p i a e u o ing -
p i a e school
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 295
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Also, he eache s' a i udes ega ding he use and u iliza ion o assis i e
echnology in he eaching o s uden s wi h lea ning di icul ies do no di e s a is ically
signi ican ly. Bo h sel -employed, pe manen and hou ly eache s ha e simila posi ions
and a i udes owa ds assis i e echnology (See able 62).
Table 62. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by employmen ca ego y in P i a e Educa ion
N
Mean (SD)
95% CI o
Mean
Median [Q1 - Q3]
p
AT (LD)
0,173
Sel -employed
(p i a e lessons)
Pe manen in
63
38
3,07 (0,55)
2,79 (0,81)
(2,93 - 3,2)
(2,53 - 3,06)
3 [2,2 - 3,5]
3,1 [2,8 - 3,6]
p i a e u o ing -
p i a e school
Hou ly wage in
60
3,12 (0,55)
(2,98 - 3,27)
3,6 [3,1 - 3,9]
p i a e u o ing -
p i a e school
TAB (LD)
0,242
Sel -employed
(p i a e lessons)
Pe manen in
63
38
3,5 (0,44)
3,33 (0,49)
(3,39 - 3,61)
(3,17 - 3,49)
3,6 [3,1 - 3,9]
3,3 [3 - 3,7]
p i a e u o ing -
p i a e school
Hou ly wage in
60
3,44 (0,54)
(3,3 - 3,58)
3,6 [3 - 3,9]
p i a e u o ing -
p i a e school
SAB (LD)
0,409
Sel -employed
(p i a e lessons)
Pe manen in
63
38
3,39 (0,59)
3,3 (0,62)
(3,24 - 3,53)
(3,09 - 3,5)
3,3 [3 - 4]
3,3 [3 - 4]
p i a e u o ing -
p i a e school
Hou ly wage in
60
3,49 (0,48)
(3,36 - 3,61)
3,7 [3 - 4]
p i a e u o ing -
p i a e school
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 296
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
The le el o educa ion is a ac o ha di e en ia es eache s' a i udes and belie s
owa ds he inclusion o child en wi h lea ning disabili ies. Holde s o a mas e 's deg ee
ha e a clea ly mo e posi i e a i ude han he es o he eache s, o e all as well as in all
he indi idual dimensions o he ques ionnai e (See able 63).
Table 63. Compa isons o eache s a i udes by Teache s Educa ion le el
N
Mean (SD)
95% CI o
Mean
Median [Q1 - Q3]
p
TATIS (LD)
0,000
Uni e si y
Deg ee
Mas e
259
461
70,25 (13,9)
74,87 (12,99)
(68,55 - 71,95)
(73,68 - 76,06)
70 [61 - 80]
76 [67 - 84,5]
Doc o a e
31
72,9 (14,71)
(67,51 - 78,3)
70 [59 - 89]
P.oI (LD)
0,000
Uni e si y
Deg ee
Mas e
259
461
27,2 (7,44)
29,41 (7,17)
(26,29 - 28,11)
(28,75 - 30,06)
27 [23 - 32]
30 [25 - 35]
Doc o a e
31
29,19 (7,25)
(26,53 - 31,85)
30 [22 - 36]
B.EI (LD)
0,000
Uni e si y
Deg ee
Mas e
259
461
13,24 (5,42)
11,67 (5,34)
(12,58 - 13,9)
(11,19 - 12,16)
13 [9 - 17]
10 [8 - 15]
Doc o a e
31
12,87 (6,23)
(10,59 - 15,16)
15 [7 - 19]
PRFC (LD)
0,010
Uni e si y
Deg ee
Mas e
259
461
24,29 (3,95)
25,13 (3,58)
(23,81 - 24,77)
(24,81 - 25,46)
25 [22 - 28]
26 [24 - 28]
Doc o a e
31
24,58 (4,29)
(23,01 - 26,15)
25 [22 - 28]
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 297
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Also, pos g adua e deg ee holde s ha e a mo e posi i e a i ude owa ds he use o
assis i e echnology compa ed o he es o he eache s, meanwhile hey don’ seem
posi i e in using i (UAT) and hey don’ ha e posi i e owa ds he suppo o he
obs acles o he use o AT (SAB) (See able 64).
Table 64. Compa isons o eache s’ a i udes and belie s abou assis i e echnology
by Teache s Educa ion le el
N
Mean (SD)
95% CI o
Mean
Median [Q1 - Q3]
p
UAT (LD)
0,486
Uni e si y
Deg ee
Mas e
259
461
2,83 (0,72)
2,88 (0,7)
(2,74 - 2,92)
(2,81 - 2,94)
3 [2,6 - 3,4]
3 [2,4 - 3,2]
Doc o a e
31
2,85 (0,71)
(2,59 - 3,11)
3,3 [3 - 3,7]
TAB (LD)
0,010
Uni e si y
Deg ee
Mas e
259
461
3,30 (0,49)
3,39 (0,51)
(3,24 - 3,36)
(3,34 - 3,44)
3,3 [3 - 3,7]
3,4 [3 - 3,9]
Doc o a e
31
3,36 (0,66)
(3,12 - 3,6)
3,7 [2,9 - 3,9]
SAB (LD)
0,335
Uni e si y
Deg ee
Mas e
259
461
3,39 (0,51)
3,43 (0,51)
(3,33 - 3,45)
(3,38 - 3,47)
3,3 [3 - 4]
3,3 [3 - 4]
Doc o a e
31
3,4 (0,81)
(3,1 - 3,69)
4 [3 - 4]
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 304
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Fo eaching ma hema ics o child en wi h lea ning di icul ies, 33% o he
eache s who pa icipa ed in ou esea ch s a ed ha hey use a P ojec o /Table , 23% use
a Con en ional calcula o , while 17% use an On-sc een (compu e -based) calcula o .
Smalle pe cen ages (5% o 9%) o eache s also use Talking calcula o , G aph pape ,
So wa e wi h empla e o ma h compu a ion and Calcula ion cha (See able 71).
Table 71. Type o assis ance echnology used o Ma hema ics
Ma hema ics_LD
No hing om all e e ed/o he
256
█████ 34%
P ojec o /Table
246
████ 33%
Con en ional calcula o
172
███ 23%
On-sc een (compu e -based) calcula o
124
██ 17%
Talking calcula o
69
⬛
9%
G aph pape
67
⬛
9%
So wa e wi h empla e o ma h
compu a ion 56
⬛
7%
Calcula ion cha 35 5%
Ν %

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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Fo memo y o ganiza ion in child en wi h lea ning disabili ies, he majo i y o
eache s, 38%, s a ed ha hey use a p ojec o o able . 25% use calenda p og ams, 20%
use index ca ds, and 17% use colo -coded olde s o index ca ds. O he assis i e
echnology ools used by 14% o eache s a e ex ma king wi h ma ke s o apes and he
ape eco de by 13% o eache s. Less han 10% also apply g aphic o ganize wo kshee s
(9%), pe sonal da a manage s (s andalone) (7%), pe sonal da a o ganize so wa e (6%),
idea o ganize so wa e (childhood ambi ion / inspi a ion) (5%) , ee- o m da abase (4%)
and elec onic o ganize (Palm Pilo ) (2%) (See able 72).
Table 72. Type o assis ance echnology used o O ganisa ion Memo y
Ν
%
O ganisa ion_Memo y_LD
προτζέκτορα/τάμπλετ
287
█████ 38%
No hing om all e e ed/o he
196
███ 26%
Calenda p og ams
189
███ 25%
Index ca ds
150
███ 20%
Colo -coded olde s o Index ca ds
127
██ 17%
Highligh ex wi h ma ke s o ape
102
██ 14%
Tape eco de /playe
101
██ 13%
G aphic o ganize wo kshee s
71
⬛
9%
Pe sonal da a con olle s (independen )
54
⬛
7%
Pe sonal da a managemen so wa e
46
6%
So wa e o o ganiza ion o ideas
(Kidspi a ion/ Inspi a ion)
36
5%
F ee o m da abase
32
4%
Elec onic o ganize (Palm Pilo )
12
2%
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Rega ding eading he e is a wide ange o assis i e echnology used o assis
s uden s wi h lea ning di icul ies wi h he majo i y o eache s, 46%, also using a
p ojec o / able , 35% audiobooks / CD, o 29% changes in backg ound colo while 23%
elec onic books (Nook, iPad, Daisy Reade , Kindle, e c..) and la ge p in ma e ials. O he
means used a e changes in spacing o wo ds a a a e o 21% as well as sc een
magni ica ion so wa e a a a e o 17%. Finally, 7% o eache s use he eading pen as
well as sc een eade s which scans he ex and con e s he w i en ex in o spoken
language ia speech syn hesis (See able 73).
Table 73. Type o assis ance echnology used o Reading
Reading_LD
p ojec o / able
349
██████ 46%
Reco ded books / CDs
263
█████ 35%
Changes in backg ound colo
219
████ 29%
Elec onic books (Nook, iPad, Daisy Reade , Kindle, e c.)
174
███ 23%
la ge p in ma e ial
172
███ 23%
Changes in spacing o wo ds
157
███ 21%
None o he abo e/o he
135
██ 18%
sc een magni ica ion so wa e
131
██ 17%
Reading Pen
51
⬛
7%
Sc een eade s- (This p og am scans he ex and con e s
⬛
7%
he w i en ex in o spoken language ia speech syn hesis) 51
Ν %
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 307
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
A wide a ie y o suppo i e echnology is also applied o he eaching o w i ing,
wi h he main ones being p ojec o s/ able s (41%), spell checke s (33%), wo d p ocesso s
(32%), bu also a ious "s o ming" p og ams o ideas" a a a e o 15% (See able 74).
Table 74. Type o assis ance echnology used o W i ing
W i ing_LD
p ojec o / able
309
██████ 41%
Spellcheck
247
████ 33%
Wo d p ocesso
237
████ 32%
None o he abo e/o he
182
███ 24%
b ains o ming p og ams
110
██ 15%
Pencil g ip
98
⬛
13%
Adap e pape (bold line, aised line, di e en pape )
75
⬛
10%
Sc een eade s
59
⬛
8%
Reco ding o aking no es
57
⬛
8%
Voice ecogni ion so wa e
41
5%
Wo d p edic ion p og ams
39
5%
Elec onic spelling checke wi h audio ou pu
33
4%
Al e na i e keyboa d
31
4%
P og am speci ica ions
23
3%
Plaque
21
3%
Elec onic spell check wi hou audio ou pu
19
3%
Keygua d
15
2%
Ν %
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 308
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Pencil g ip is also a suppo applica ion used by 13% o eache s, while adap e
pape (bold line, aised line, di e en pape ) is used by 10%. O he echnological ools
ha suppo he eaching o w i ing and a e used by less han 10% o eache s a e sc een
eade s (8%), oice eco de s o no e- aking (8%), oice ecogni ion so wa e (5%),
wo d p edic ion p og ams (5% ), elec onic spell checke wi h audio ou pu (4%),
al e na i e keyboa d (4%). 3% use di e en p og am speci ica ions, boa d and elec onic
spell checke wi hou audio ou pu . Finally, 2% o eache s apply keygua d o each
w i ing o s uden s wi h lea ning disabili ies.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 309
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
CHAPTER VΙI. DISCUSSION OF RESULTS
AND CONCLUSIONS

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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
7.1.
Discussing he Hypo heses
7.1.1.
Discussing ID Hypo heses: Speci ying he da a and
a ionalizing he indings.
1. Teache s will ha e posi i e opinions and pe cep ions on he inclusion o s uden s
wi h ID in gene al class ooms in G eece.
F om he able 20 i is shown ha eache s ha e posi i e opinions on he
inclusion o s uden s wi h In ellec ual Disabili ies (ID).
So, he p esen hypo hesis is CONFIRMED.
2. Teache s will ha e posi i e opinions and pe cep ions on he use o AT o s uden s
wi h ID in gene al class ooms in G eece.
F om he able 21o he ques ionnai e analysis o he AT, i is ound ha in all
dimensions he mean alues, he 95% C.I. o mean as well as he Median alues a e
abo e 2 which means a posi i e pe cep ion on he use o AT o ID s uden s.
Al hough eache s' a i udes a e posi i e owa ds he TAB,
Hypo hesis on eache s’ pe cep ions abou he inclusion o s uden s wi h ID
(pe cep ions ID inclusion)
Hypo hesis on eache s’ pe cep ions abou he AT (UAT, TAB and SAB on ID)
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 312
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
- in he UAT i em he e is he lowes sco e compa ed o he es o he
dimensions which means ha , i is no widely implemen ed
- and acco ding o he 3 d dimension (SAB) i is no suppo ed enough as
he e a e se e al limi a ions and ba ie s.
So, al hough eache s a e no e en on he UAT and hey p esen a ious
ba ie s and limi a ions on he SAB, hey a e a he posi i e on he AT owa ds
he inclusion o II s uden s. So he p esen hypo hesis, is CONFIRMED.
3. Female eache s will ha e mo e posi i e
a) pe cep ions owa ds inclusion o child en wi h ID (P.oI o TATIS)
b) belie s on he e icacy o he inclusion p ocess (B.EI o TATIS)
c) pe cep ions on he P o essional Roles, Func ions and he possible
Collabo a ion wi h o he colleagues on ID inclusion (PRFC o TATIS)
in gene al class ooms in G eece han male eache s.
- All subs:. F. on P.oI, B.EI , PRFC (= mo e posi i e?)
As a ma e o ac , checking he able 22, wi h he Compa isons o eache s
a i udes by gende i is highligh ed ha in ac emale eache s ha e mo e posi i e belie s
and a i udes han male eache s, bo h in he whole uni (TATIS) ha in es iga es he
inclusion o child en wi h in ellec ual disabili ies, and in he indi idual uni s (P.oI, B.EI,
PRFC) (See able 22).
In all i ems, on he gende ac o opinions di e (p< 0.05). So, he p esen
hypo hesis is o ally CONFIRMED.
Hypo hesis on eache s’ GENDER and ID incl. (ID inclusion and gende )
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 313
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
4. Female eache s will ha e mo e posi i e
a) pe cep ions owa ds he use o assis i e echnology (UAT)
b) A i udes and Belie s abou Assis i e Technology (TAB) o s uden s
wi h ID,
c) pe cep ions owa ds he Suppo and obs acles o he use o Assis i e
Technology (SAB)
o s uden s wi h ID in gene al class ooms in G eece han he emale eache s.
- sub. a. and c: F. on UAT and SAB (mo e posi i e?)
On he i s and he hi d pa o his hypo hesis, UAT and SAB ac o s, om he
esul s o he s a is ical analysis o he ques ionnai e, and mo e speci ically on he UAT
and SAB ac o o he 23 d able, i seems ha he e is no s a is ically signi ican di e ence
in e ms o gende (p>0.05), ha is bo h men and women ha e simila sco es. So, he 1s
and he 3 d pa o his hypo hesis is NOT con i med.
- sub. b.: F. on TAB (mo e posi i e?)
In he esul s o he able 23, i is p esen ed he di e en ia ion o TAB which i
can be obse ed, in e ms o gende (p<0.05). As a ma e o ac , as by he hypo hesis
p edic ed, emale eache s ha e a mo e posi i e a i ude and belie s abou Assis i e
Technology compa ed o male eache s. So, he 2nd pa o his hypo hesis is
CONFIRMED.
- Hypo hesis on eache s’ GENDER and AT (Female: UAT, TAB and
SAB on ID)
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
c) pe cep ions owa ds he Suppo and obs acles o he use o Assis i e
Technology (SAB)
in gene al class ooms in G eece.
F om he able 39 i is p esen ed a numbe o 556 eache s who ha e been ained in
SENDs, meanwhile 195 eache s didn’ ha e any speci ic educa ion on SENDs.
The di e en ia ion o he belie s and a i udes o he 556 eache s who ha e been
ained in special educa ion is also clea , as acco ding o he esul s (see able 39) hey
s a e a mo e posi i e a i ude only a he 1s (a. UAT) and he 2nd (b. TAB) subca ego y
(p. < 0,05), meanwhile on he 3 d pa ame e (c. SAB) no s a is ically signi ican di e ence
is obse ed (p>0.05).
So, he 1s and he 2nd subs o his hypo hesis a e CONFIRMED, meanwhile he
3 d one is NOT con i med.
13. P ojec o / able is he mos common mean o assis i e echnology eache s use
o eaching s uden s wi h ID in gene al class ooms in G eece.
In all dimensions, i is ound ou ha mos o eache s used p ojec o and/o able o
Ma hema ics (see able 43), o o ganiza ion o he memo y (see able 44), o eading
capaci y (see able 45), o w i ing (see able 46). So his hypo hesis is con i med.
Hypo hesis on eache s’ mos common mean o AT hey use o eaching s uden s
wi h ID

Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 321
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
7.1.2.
Discussing LD Hypo heses: Speci ying he da a and
a ionalizing he indings.
1. Teache s will ha e posi i e opinions and pe cep ions on he inclusion o s uden s
wi h LD in gene al class ooms in G eece.
F om he able 47 i is shown ha eache s ha e posi i e opinios on he
inclusion o s uden s wi h Lea ning Disabili ies (LD).
So, he p esen hypo hesis is CONFIRMED.
2. Teache s will ha e posi i e opinions and pe cep ions on he use o AT o s uden s
wi h LD in gene al class ooms in G eece.
Al hough eache s' a i udes a e posi i e owa ds he TAB,
- in he UAT i em he e is he lowes sco e compa ed o he es o he
dimensions which means ha , i is no widely implemen ed
- and acco ding o he 3 d dimension (SAB) i is no suppo ed enough as
he e a e se e al limi a ions and ba ie s (see able 48).
- Hypo hesis on eache s’ pe cep ions abou he inclusion o s uden s
wi h LD (pe cep ions LD inclusion)
- Hypo hesis on eache s’ pe cep ions abou he AT (UAT, TAB and
SAB on LD)
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 322
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
So, al hough eache s a e no e en on he UAT and hey p esen a ious
ba ie s and limi a ions on he SAB, hey a e a he posi i e on he AT owa ds
he inclusion o II s uden s. So, he p esen hypo hesis, is CONFIRMED.
3. Female eache s will ha e mo e posi i e
a) pe cep ions owa ds inclusion o child en wi h LD (P.oI o TATIS)
b) belie s on he e icacy o he inclusion p ocess (B.EI o TATIS)
c) pe cep ions on he P o essional Roles, Func ions and he possible
Collabo a ion wi h o he colleagues on LD inclusion (PRFC o TATIS)
in gene al class ooms in G eece han male eache s.
- All subs:. F. on P.oI, B.EI , PRFC (= mo e posi i e?)
As a ma e o ac , checking he able 49 i is shown ha emale eache s ha e
mo e posi i e belie s and a i udes han male eache s, on he inclusion o child en wi h
LD in all dimensions (P.oI, B.EI , PRFC) bu also o e all (p< 0.05).
So, he p esen hypo hesis is o ally CONFIRMED.
4. Female eache s will ha e mo e posi i e
a) pe cep ions owa ds he use o assis i e echnology (UAT)
- Hypo hesis on eache s’ GENDER and LD incl. (LD inclusion and
gende )
- Hypo hesis on eache s’ GENDER and AT (Female: UAT, TAB and
SAB on LD)
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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
b) A i udes and Belie s abou Assis i e Technology (TAB) o s uden s
wi h LD,
c) pe cep ions owa ds he Suppo and obs acles o he use o Assis i e
Technology (SAB)
o s uden s wi h LD in gene al class ooms in G eece han he emale eache s.
- subs. a. and c : F. on UAT and SAB (mo e posi i e?)
On he i s and he hi d pa o his hypo hesis (UAT, SAB), om he esul s o
he s a is ical analysis o he ques ionnai e, and mo e speci ically on he UAT and he
SAB ac o o he 50 h able, i seems ha he e is no s a is ically signi ican di e ence in
e ms o gende (p>0.05), ha is bo h men and women ha e simila sco es. So, he 1s
pa o his hypo hesis is NOT con i med.
- sub. b.: F. on TAB (mo e posi i e?)
In he esul s o he able 50, i is p esen ed he di e en ia ion o TAB which i
can be obse ed, in e ms o gende (p<0.05). As a ma e o ac , as by he hypo hesis
p edic ed, emale eache s ha e a mo e posi i e a i ude and belie s abou Assis i e
Technology compa ed o male eache s. So, he 2nd pa o his hypo hesis is
CONFIRMED.
5. Teache s younge han 30 yea s old (<30 y.o.) will ha e mo e posi i e
a) pe cep ions owa ds inclusion o child en wi h LD (P.oI o TATIS)
b) belie s on he e icacy o he inclusion p ocess (B.EI o TATIS)
- Hypo hesis on eache s’ AGE and LD incl. (LD inclusion and age)
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 324
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
c) pe cep ions on he P o essional Roles, Func ions and he possible
Collabo a ion wi h o he colleagues on LD inclusion (PRFC o TATIS)
in gene al class ooms in G eece han eache s mo e han 30 yea s old (>
30 y.o.).
- subs. a and b. and c: Younge <30 P.oI, B.EI on PRFC (mo e posi i e?)
Checking he e ec o age on he inclusion o s uden s wi h LD, and speci ically
eache s olde 30 yea s old i is ound ha all he subs o his hypo hesis (P.oI, B.EI on
PRFC) is CONFIRMED as i seems ha younge eache s a e mo e posi i e (p< 0.05)
(see Table 51).
6. Teache s younge han 30 yea s old (<30 y.o.) will ha e mo e posi i e
a) pe cep ions owa ds he use o assis i e echnology (UAT)
b) A i udes and Belie s abou Assis i e Technology (TAB) o s uden s
wi h LD,
c) pe cep ions owa ds he Suppo and obs acles o he use o Assis i e
Technology (SAB)
o s uden s wi h LD in gene al class ooms in G eece han he olde eache s
(>30 y.o.).
- subs a, b and c: younge on UAT, TAB and SAB (mo e posi i e?)
As i happened in he ID cha s, om he da a collec ed and he s a is ical analysis
on he able 52, i is shown ha age ( eache s < 30 y.o.) is no a ac o ha a ec s UAT,
TAB o SAB (see Table 52).
- Hypo hesis on eache s’ AGE and AT (younge :UAT, TAB and SAB
on LD)
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 325
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
So, his hypo hesis (and all i ’s subca ego ies) is NOT con i med.
7. Teache s who wo k on p ima y schools will ha e mo e posi i e
a) pe cep ions owa ds inclusion o child en wi h LD (P.oI o TATIS)
b) belie s on he e icacy o he inclusion p ocess (B.EI o TATIS)
c) pe cep ions on he P o essional Roles, Func ions and he possible
Collabo a ion wi h o he colleagues on LD inclusion (PRFC o TATIS)
in gene al class ooms in G eece han eache s who wo k on a seconda y
educa ion school.
- subs a, b and c.: Younge (p ima y on P.oI and B.EI (mo e posi i e?)
As a ma e o ac , om he able 55 i is shown ha p ima y educa ion eache s’
a i udes and belie s a e di e en om he pe cep ions o hei seconda y educa ion
colleagues. In ac , p ima y school eache s gi e highe sco es in all dimensions o he
TATIS ques ionnai e (p <0.05) (see Table 55). So, his hypo hesis is CONFIRMED.
8. Teache s who wo k on p ima y schools will ha e mo e posi i e
a) pe cep ions owa ds he use o assis i e echnology (UAT)
b) A i udes and Belie s abou Assis i e Technology (TAB) o s uden s
wi h LD,
c) pe cep ions owa ds he Suppo and obs acles o he use o Assis i e
Technology (SAB)
- Hypo hesis based on SCHOOL ha hey wo k in and LD incl.
(p ima y/seconda y school eache s: LD inclusion)
- Hypo hesis based on SCHOOL ha hey wo k in and AT
(p ima y/seconda y school eache s: UAT, TAB and SAB on LD)

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educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
in gene al class ooms in G eece han eache s who wo k on a seconda y
educa ion school.
- subs a, b and c: younge on UAT, TAB and SAB (mo e posi i e?)
F om he able 56 i is no p esen ed a di e en pe cep ion o he
ca ego ical a iable o p ima y and seconda y educa ion eache s on hei a i udes
and belie s on all h ee i ems o AT, ha is UAT, TAB and SEB o LD (p>0.05)
(see Table 56). So, his hypo hesis is NOT con i med.
9. Teache s who ha e achie ed a Mas e will ha e mo e posi i e opinion han hei
colleagues who ha e achie ed only a Uni Deg ee/bachelo on
a) he inclusion o child en wi h LD (P.oI o TATIS)
b) on he e icacy o he inclusion p ocess (B.EI o TATIS)
c) on he P o essional Roles, Func ions and he possible Collabo a ion
wi h o he colleagues on LD inclusion (PRFC o TATIS)
in gene al class ooms in G eece.
- subs a, b, and c.: mas e holde s on P.oI, B.EI and PRFC (mo e
posi i e?)
F om he able 63 i is ound ou ha he le el o educa ion o he eache s
a ec s he hole uni (TATIS) and all 3 subs (a. P.oI, b. B.EI and c. PRFC).
So, his hypo hesis is CONFIRMED.
- Hypo hesis based on eache s’ LEVEL OF EDUCATION (Mas e
holde s) and LD inclusion (educa ion: LD incl.)
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 327
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
10. Teache s who ha e achie ed a Mas e will ha e mo e posi i e opinions han hei
colleagues who ha e achie ed only a Uni Deg ee/bachelo on
a) pe cep ions owa ds he use o assis i e echnology (UAT)
b) A i udes and Belie s abou Assis i e Technology (TAB) o s uden s
wi h LD,
c) pe cep ions owa ds he Suppo and obs acles o he use o Assis i e
Technology (SAB)
in gene al class ooms in G eece.
- subs a, b and c: mas e holde s on UAT, TAB and SAB (mo e posi i e?)
F om he able 64 i is shown ha mas e holde s ha e a mo e posi i e sco e only
on he b. TAB (p. < 0,05), meanwhile on he 1s (a. P.oI) and he 3 d sub (c. PRFC)
he e isn’ any s a is ical di e ence (p. > 0,05).
So, he 2nd subca ego y (b. B.EI) o his hypo hesis is CONFIRMED meanwhile
he subs a. P.oI and c. PRFC o his hypo hesis a e NOT con i med.
11. Teache s who ha e achie ed a special educa ion on SENDS will ha e mo e
posi i e opinion han hei colleagues who ha e no any speci ic educa ion on
SENDs on
- Hypo hesis based on eache s’ LEVEL OF EDUCATION (Mas e
holde s) and AT (educa ion: UAT, TAB and SAB on LD)
- Hypo hesis on eache s’ p e ious SPECIFIC EDUCATION on SENDs
and LD incl. (LD inclusion and gende )
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 328
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
a) he inclusion o child en wi h LD (P.oI o TATIS)
b) on he e icacy o he inclusion p ocess (B.EI o TATIS)
c) on he P o essional Roles, Func ions and he possible Collabo a ion
wi h o he colleagues on LD inclusion (PRFC o TATIS)
in gene al class ooms in G eece.
- subs a, b and c.: mas e holde s on P.oI, B.EI and PRFC (mo e
posi i e?)
F om he able 65 i is p esen ed ha eache s who ha e been ained in SENDs, hey
s a e a mo e posi i e a i ude, compa ed o he 195 eache s who ha e no pa icipa ed
in some o m o educa ion o s uden s wi h special needs in bo h TATIS as a o al and in
he 3 subca ego ies oo (p. < 0,05).
So, his hypo hesis is CONFIRMED in o al.
12. Teache s who ha e achie ed a special educa ion on SENDS will ha e mo e
posi i e opinion han hei colleagues who ha e no any speci ic educa ion on
SENDs on
a) pe cep ions owa ds he use o assis i e echnology (UAT)
b) A i udes and Belie s abou Assis i e Technology (TAB) o s uden s
wi h LD,
c) pe cep ions owa ds he Suppo and obs acles o he use o Assis i e
Technology (SAB)
- Hypo hesis on eache s’ p e ious SPECIFIC EDUCATION on SENDs
and AT (speci ic educa ion SENDs: UAT, TAB and SAB on LD
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 329
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
in gene al class ooms in G eece.
As i was poin ed ou o he ID dimension, simila ly in he LD dimension he e a e
[p esen ed analogue esul s. As a ma e o ac , om he ables 66 and 67 i is p esen ed
ha eache s who ha e been ained in special educa ion hey s a e a mo e posi i e
a i ude only a he 1s (a. UAT) and he 2nd (b. TAB) subca ego y (p. < 0,05),
meanwhile on he 3 d pa ame e (c. SAB) no s a is ically signi ican di e ence is obse ed
(p>0.05).
So, he 1s and he 2nd subs o his hypo hesis a e CONFIRMED, meanwhile he
3 d one is NOT con i med.
14. P ojec o / able is he mos common mean o assis i e echnology eache s use
o eaching s uden s wi h ID in gene al class ooms in G eece.
In all dimensions, i is ound ou ha mos o eache s used p ojec o and/o able o
Ma hema ics (see able 43), o o ganiza ion o he memo y (see able 44), o eading
capaci y (see able 45), o w i ing (see able 46). So his hypo hesis is con i med.
Hypo hesis on eache s’ mos common mean o AT hey use o eaching s uden s
wi h ID
Hypo hesis on eache s’ mos common mean o AT hey use o eaching s uden s
wi h LD
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 336
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
A poin o be highligh ed is ha on he ID dimension only he TAB i em was
con i med. Similla ly on he LD dimension, om he able 50 i is shown ha emale
eache s a e a he posi i e TAB.
As a ma e o ac :
- subs. a. and c : F. on UAT and SAB (mo e posi i e?)
On he i s and he hi d pa o his hypo hesis (UAT, SAB), om he esul s o
he s a is ical analysis o he ques ionnai e, and mo e speci ically on he UAT and he
SAB ac o o he 50 h able, i seems ha he e is no s a is ically signi ican di e ence in
e ms o gende (p>0.05), ha is bo h men and women ha e simila sco es. So, he 1s
pa o his hypo hesis is NOT con i med.
- sub. b.: F. on TAB (mo e posi i e?)
In he esul s o he able 50, i is p esen ed he di e en ia ion o TAB which i
can be obse ed, in e ms o gende (p<0.05). As a ma e o ac , as by he hypo hesis
p edic ed, emale eache s ha e a mo e posi i e a i ude and belie s abou Assis i e
Technology compa ed o male eache s. So, he 2nd pa o his hypo hesis is
CONFIRMED.

Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 337
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
9. Teache s younge han 30 yea s old (<30 y.o.) will ha e mo e posi i e
a) pe cep ions owa ds inclusion o child en wi h ID (P.oI o TATIS)
b) belie s on he e icacy o he inclusion p ocess (B.EI o TATIS)
c) pe cep ions on he P o essional Roles, Func ions and he possible
Collabo a ion wi h o he colleagues on ID inclusion (PRFC o TATIS)
in gene al class ooms in G eece han eache s mo e han 30 yea s old (>
30 y.o.).
- sub. a and b.: Younge (<30) on P.oI and B.EI (mo e posi i e?)
Checking he e ec o age on he inclusion o s uden s wi h ID, and speci ically
eache s olde 30 yea s old i is ound ha he i s wo pa ame e s o he hypo hesis, ha
is P.oI and B.EI a e NOT con i med, because i ’s no showed any s a is ical di e ence
wi h olde han 30 yea s old eache s (p> 0.05) (see Table 24).
- sub. c: Younge (<30) on PRFC (mo e posi i e?)
Fo ID: I is con i med c. (PRFC) and i is no con i med o
a. (P.oI) and (b. B.EI).
Fo LD: I is con i med
- Hypo hesis on eache s’ AGE and ID o LD incl. (ID o LD inclusion
and age)
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 338
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Meanwhile, he c pa o his hypo hesis, ha is PRFC is CONFIRMED as i
seems ha younge eache s a e mo e posi i e on ha i em and a e mo e inclined o ha e
a collabo a ion wi h o he eache s (p< 0.05) (see Table 24).
10. Teache s younge han 30 yea s old (<30 y.o.) will ha e mo e posi i e
a) pe cep ions owa ds inclusion o child en wi h LD (P.oI o TATIS)
b) belie s on he e icacy o he inclusion p ocess (B.EI o TATIS)
c) pe cep ions on he P o essional Roles, Func ions and he possible
Collabo a ion wi h o he colleagues on LD inclusion (PRFC o TATIS)
in gene al class ooms in G eece han eache s mo e han 30 yea s old (>
30 y.o.).
- subs. a and b. and c: Younge <30 P.oI, B.EI on PRFC (mo e posi i e?)
Checking he e ec o age on he inclusion o s uden s wi h LD, and speci ically
eache s olde 30 yea s old i is ound ha all he subs o his hypo hesis (P.oI, B.EI on
PRFC) is CONFIRMED as i seems ha younge eache s a e mo e posi i e (p< 0.05)
(see Table 51).
11. Teache s younge han 30 yea s old (<30 y.o.) will ha e mo e posi i e
- I is NOT con i med o bo h ID and LD
- Hypo hesis on eache s’ AGE & AT (younge :UAT, TAB & SAB on
ID o LD)
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 339
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
a) pe cep ions owa ds he use o assis i e echnology (UAT)
b) A i udes and Belie s abou Assis i e Technology (TAB) o s uden s
wi h ID,
c) pe cep ions owa ds he Suppo and obs acles o he use o Assis i e
Technology (SAB)
o s uden s wi h ID in gene al class ooms in G eece han he olde eache s
(>30 y.o.).
- subs a, b and c: younge on UAT, TAB and SAB (mo e posi i e?)
F om he da a collec ed and he s a is ical analysis i is shown ha age ( eache s
< 30 y.o.) is no a ac o ha could a ec he a i udes and he pe cep ions on he use
o assis i e echnology (UAT), does no a ec he a i udes and belie s on he AT in
gene al (TAB) and o cou se doesn’ a ec he pe cep ions on he Suppo and obs acles
o he use o Assis i e Technology (SAB) (see Table 25).
So, his hypo hesis (and all i ’s subca ego ies) is NOT con i med.
12. Teache s younge han 30 yea s old (<30 y.o.) will ha e mo e posi i e
a) pe cep ions owa ds he use o assis i e echnology (UAT)
b) A i udes and Belie s abou Assis i e Technology (TAB) o s uden s
wi h LD,
c) pe cep ions owa ds he Suppo and obs acles o he use o Assis i e
Technology (SAB)
o s uden s wi h LD in gene al class ooms in G eece han he olde eache s
(>30 y.o.).
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 340
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
- subs a, b and c: younge on UAT, TAB and SAB (mo e posi i e?)
As i happened in he ID cha s, om he da a collec ed and he s a is ical analysis
on he able 52, i is shown ha age ( eache s < 30 y.o.) is no a ac o ha a ec s UAT,
TAB o SAB (see Table 52).
So, his hypo hesis (and all i ’s subca ego ies) is NOT con i med.
13. Teache s who wo k on p ima y schools will ha e mo e posi i e
a) pe cep ions owa ds inclusion o child en wi h ID (P.oI o TATIS)
b) belie s on he e icacy o he inclusion p ocess (B.EI o TATIS)
c) pe cep ions on he P o essional Roles, Func ions and he possible
Collabo a ion wi h o he colleagues on ID inclusion (PRFC o TATIS)
in gene al class ooms in G eece han eache s who wo k on a seconda y
educa ion school.
- subs a, b and c.: Younge (p ima y on P.oI and B.EI (mo e posi i e?)
As a ma e o ac , om he able 28 i is shown ha p ima y educa ion eache s’
a i udes and belie s a e di e en om he pe cep ions o hei seconda y educa ion
colleagues. In ac , p ima y school eache s gi e highe sco es in all dimensions o he
TATIS ques ionnai e (p <0.05) (see Table 28). So, his hypo hesis is CONFIRMED.
- I is CONFIRMED o bo h ID and LD
- Hypo hesis based on SCHOOL ha hey wo k in and ID o LD incl.
(p ima y/seconda y school eache s: ID o LD inclusion)
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 341
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
14. Teache s who wo k on p ima y schools will ha e mo e posi i e
a) pe cep ions owa ds inclusion o child en wi h LD (P.oI o TATIS)
b) belie s on he e icacy o he inclusion p ocess (B.EI o TATIS)
c) pe cep ions on he P o essional Roles, Func ions and he possible
Collabo a ion wi h o he colleagues on LD inclusion (PRFC o TATIS)
in gene al class ooms in G eece han eache s who wo k on a seconda y
educa ion school.
- subs a, b and c.: Younge (p ima y on P.oI and B.EI (mo e posi i e?)
As a ma e o ac , om he able 55 i is shown ha p ima y educa ion eache s’
a i udes and belie s a e di e en om he pe cep ions o hei seconda y educa ion
colleagues. In ac , p ima y school eache s gi e highe sco es in all dimensions o he
TATIS ques ionnai e (p <0.05) (see Table 55). So, his hypo hesis is CONFIRMED.
15. Teache s who wo k on p ima y schools will ha e mo e posi i e
a) pe cep ions owa ds he use o assis i e echnology (UAT)
b) A i udes and Belie s abou Assis i e Technology (TAB) o s uden s
wi h ID,
- I is NOT con i med o bo h ID and LD
- Hypo hesis based on SCHOOL ha hey wo k in and AT
(p ima y/seconda y school eache s: UAT, TAB and SAB on ID o LD)

Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 342
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
c) pe cep ions owa ds he Suppo and obs acles o he use o Assis i e
Technology (SAB)
in gene al class ooms in G eece han eache s who wo k on a seconda y
educa ion school.
- subs a, b and c: younge on UAT, TAB and SAB (mo e posi i e?)
F om he able 29 i is no p esen ed a di e en pe cep ion o he
ca ego ical a iable o p ima y and seconda y educa ion eache s on hei a i udes
and belie s on all h ee i ems o AT, ha is UAT, TAB and SEB o ID (p>0.05).
(see Table 29). So, his hypo hesis is NOT con i med.
16. Teache s who wo k on p ima y schools will ha e mo e posi i e
a) pe cep ions owa ds he use o assis i e echnology (UAT)
b) A i udes and Belie s abou Assis i e Technology (TAB) o s uden s
wi h LD,
c) pe cep ions owa ds he Suppo and obs acles o he use o Assis i e
Technology (SAB)
in gene al class ooms in G eece han eache s who wo k on a seconda y
educa ion school.
- subs a, b and c: younge on UAT, TAB and SAB (mo e posi i e?)
F om he able 56 i is no p esen ed a di e en pe cep ion o he
ca ego ical a iable o p ima y and seconda y educa ion eache s on hei a i udes
and belie s on all h ee i ems o AT, ha is UAT, TAB and SEB o LD (p>0.05)
(see Table 56). So, his hypo hesis is NOT con i med.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 343
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
17. Teache s who ha e achie ed a Mas e will ha e mo e posi i e opinion han hei
colleagues who ha e achie ed only a Uni Deg ee/bachelo on
a) he inclusion o child en wi h ID (P.oI o TATIS)
b) on he e icacy o he inclusion p ocess (B.EI o TATIS)
c) on he P o essional Roles, Func ions and he possible Collabo a ion
wi h o he colleagues on ID inclusion (PRFC o TATIS)
in gene al class ooms in G eece.
- subs a and c.: mas e holde s on P.oI and PRFC (mo e posi i e?)
F om he able 36 i is ound ou ha he le el o educa ion o he eache s a ec s
he hole uni (TATIS) and he 1s (a. P.oI) and he 3 d sub (c. PRFC). So, hese
subs (a and c) o his hypo hesis a e CONFIRMED.
- sub b: mas e holde s on B.EI (mo e posi i e?)
On he o he hand, he 2nd subca ego y (b. B.EI) o his hypo hesis is NOT
con i med (p. 0,05).
-Fo ID: is no con i med a. (P.oI) and c. (PRFC) and i is no
con i med (b. B.EI),
-
Fo LD: I is con i med
- Hypo hesis based on eache s’ LEVEL OF EDUCATION (Mas e
holde s) and ID o LD inclusion (educa ion: ID o LD incl.)
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 344
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
18. Teache s who ha e achie ed a Mas e will ha e mo e posi i e opinion han hei
colleagues who ha e achie ed only a Uni Deg ee/bachelo on
a) he inclusion o child en wi h LD (P.oI o TATIS)
b) on he e icacy o he inclusion p ocess (B.EI o TATIS)
c) on he P o essional Roles, Func ions and he possible Collabo a ion
wi h o he colleagues on LD inclusion (PRFC o TATIS)
in gene al class ooms in G eece.
- subs a, b, and c.: mas e holde s on P.oI, B.EI and PRFC (mo e
posi i e?)
F om he able 63 i is ound ou ha he le el o educa ion o he eache s
a ec s he hole uni (TATIS) and all 3 subs (a. P.oI, b. B.EI and c. PRFC).
So, his hypo hesis is CONFIRMED.
19. Teache s who ha e achie ed a Mas e will ha e mo e posi i e opinions han hei
colleagues who ha e achie ed only a Uni Deg ee/bachelo on
a) pe cep ions owa ds he use o assis i e echnology (UAT)
b) A i udes and Belie s abou Assis i e Technology (TAB) o s uden s
wi h ID,
- I is CONFIRMED o bo h ID and LD
- Hypo hesis based on eache s’ LEVEL OF EDUCATION (Mas e
holde s) and AT (educa ion: UAT, TAB and SAB on ID o LD)
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 345
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
c) pe cep ions owa ds he Suppo and obs acles o he use o Assis i e
Technology (SAB)
in gene al class ooms in G eece.
- subs a, b and c: mas e holde s on UAT, TAB and SAB (mo e posi i e?)
F om he able 37 i is shown ha mas e holde s ha e a mo e posi i e sco e only
on he b.TAB sub. (p. < 0,05), meanwhile on he 1s (a. P.oI) and he 3 d sub
(c. PRFC) he e isn’ any s a is ical di e ence (p. > 0,05).
So, he 2nd subca ego y (b. B.EI) o his hypo hesis is CONFIRMED meanwhile
he subs a. P.oI and c. PRFC o his hypo hesis a e NOT con i med.
20. Teache s who ha e achie ed a Mas e will ha e mo e posi i e opinions han hei
colleagues who ha e achie ed only a Uni Deg ee/bachelo on
a) pe cep ions owa ds he use o assis i e echnology (UAT)
b) A i udes and Belie s abou Assis i e Technology (TAB) o s uden s
wi h LD,
c) pe cep ions owa ds he Suppo and obs acles o he use o Assis i e
Technology (SAB)
in gene al class ooms in G eece.
- subs a, b and c: mas e holde s on UAT, TAB and SAB (mo e posi i e?)
F om he able 64 i is shown ha mas e holde s ha e a mo e posi i e sco e only
on he b. TAB (p. < 0,05), meanwhile on he 1s (a. P.oI) and he 3 d sub (c. PRFC)
he e isn’ any s a is ical di e ence (p. > 0,05).
So, he 2nd subca ego y (b. B.EI) o his hypo hesis is CONFIRMED meanwhile
he subs a. P.oI and c. PRFC o his hypo hesis a e NOT con i med.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 352
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
PRFC and SAB dimensions a e common o bo h ca ego ies o child en and he e o e he e
is no eason o compa e hem (See able 75).
Table 75. Compa ison o dimensions by disabili ies
In ellec ual Lea ning
Mean
SD
Mean
SD
p
TATIS
70,54
12,86
73,19
13,54
< 0,001
P.ol
27,42
7,03
28,64
7,33
< 0,001
B.EI
13,69
5,08
12,26
5,45
< 0,001
AT
2,86
0,70
2,86
0,71
0,789
TAB
3,33
0,50
3,360
0,510
< 0,001
Then, he a iabili y o he dimensions om he a ious demog aphic
cha ac e is ics o he eache s was in es iga ed. I was ound ha
In es iga ing he ac o s ha in luence hei a i udes and belie s, i was ound ha
he gende o eache s a ec s he a iabili y o eache s' pe cep ions owa ds he inclusion
o bo h child en wi h ID and child en wi h lea ning disabili ies, wi h emale eache s
ha ing a mo e posi i e pe cep ion and a i ude agains men. A s a is ically signi ican
di e ence was also ound in he a i ude o women compa ed o men in he use o assis i e
echnology.
Age is also ano he ac o ha di e en ia es hei pe cep ions and a i udes.
Younge eache s ha e mo e posi i e pe cep ions in gene al ega ding he inclusion o
child en wi h lea ning disabili ies. While a i udes owa ds he inclusion o child en wi h
mild o mode a e ID a e also mo e accep able among younge eache s, unde 30 yea s
old. A i udes owa ds he choice and use o assis i e echnology a e no a ec ed by he
age o he eache s.
Disabili ies

Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 353
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
The amily s a us o eache s does no a ec hei pe cep ions o inclusion bu also
o assis i e echnology.
The le el o educa ion augh by he eache s (p ima y / seconda y) is an impo an
ac o in di e en ia ing hei a i udes and pe cep ions ega ding he inclusion o child en
wi h lea ning di icul ies as well as wi h mild o mode a e ID. P ima y school eache s
ha e s a is ically signi ican ly mo e posi i e pe cep ions and a i udes abou inclusion.
Howe e , hei a i udes owa ds he choice o use o assis i e echnology do no di e .
Rega ding he ype o school hey wo k in, i was ound ha p i a e educa ion
eache s ha e a mo e posi i e iew o he e ec i eness o he inclusion o child en wi h
lea ning di icul ies. While in e ms o assis i e echnology, eache s who deli e p i a e
lessons use mo e assis i e echnology applica ions han o he s. Also, he subs i u e
eache s who se e in public educa ion ha e a mo e posi i e pe cep ion han he es
owa ds he inclusion o child en wi h lea ning di icul ies. Also, subs i u e eache s o
public educa ion ha e a mo e posi i e a i ude owa ds he use o assis i e echnology.
In p i a e schools he e a e no di e ences o opinion be ween pe manen o
subs i u e eache s.
Ano he impo an ac o di e en ia ing eache s' pe cep ions and a i udes is hei
le el o educa ion. Mas e s deg ee holde s ha e mo e posi i e a i udes and pe cep ions
abou he inclusion o child en wi h ID bu wi h lea ning di icul ies. Bu also ega ding
he use o assis i e echnology, subs i u e eache s ha e a s a is ically signi ican ly mo e
posi i e a i ude compa ed o he es .
Teache s who ha e g adua ed om uni e si y depa men s o special educa ion,
as well as eache s who ha e a ended special educa ion semina s, ha e clea ly mo e
posi i e a i udes owa ds he inclusion o bo h child en wi h ID and child en wi h
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 354
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
lea ning di icul ies. They also ha e a mo e posi i e a i ude owa ds he u iliza ion and
use o assis i e echnology.
Rega ding he eache s' expe ience in eaching child en wi h inclusion, i was
ound ha eache s who ha e om 1 o 5 yea s o expe ience in eaching child en wi h
lea ning disabili ies ha e a mo e op imis ic a i ude compa ed o he es . Howe e , hei
a i udes owa ds assis i e echnology a e no a ec ed.
On he con a y, hose eache s who s a ed ha hey ha e al eady used assis i e
echnology, ha e a mo e posi i e a i ude owa ds he choice o media and hei
u iliza ion, compa ed o hose eache s who ha e no used assis i e echnology.
7.5.
Limi a ions and di icul ies encoun e ed in his wo k.
A his poin in he esea ch, i would be good o app oach he limi s and di icul ies
we aced du ing i s p epa a ion and e olu ion. We will hen ou line he conce ns and
u u e implica ions ha a ise.
The i s limi a ion goes back o he beginning o he wo k, ying o widen he sample
o he s udy, as se e al eache s did no show willingness o pa icipa e and exp ess hei
expe iences.
Ne e heless, he sample inally app oached was sa is ac o y enough o d aw
necessa y conclusions as he in e p e a ions we o e can se e as a s a ing poin o new
esea ch app oaches o o s udies wi h la ge popula ions.
Rega ding he quan i a i e esea ch me hod, i p o ides many ad an ages, such as he
la ge numbe o eache s' opinions ha can be explo ed. I may all behind as a me hod in
e ms o dep h, bu he objec o he p esen s udy was oo ex ensi e which would no
allow he analysis o so many a iables and pa ame e s wi hin a quali a i e app oach.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 355
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
In any case, and wi h due cau ion, we belie e ha as a whole hey can be aken
se iously in o he con ex s.
On he o he hand, o conduc ou su ey, one o he main p oblems we aced was
he la ge leng h o he ques ionnai e. This was known om he beginning bu gi en he
needs o he p esen esea ch which equi ed a) esea ch o include s uden s wi h ID, b)
esea ch o include s uden s wi h LD and c) use o AT in each o he p e ious wo cases,
i was a dange and a di icul y we ook in o accoun om he beginning.
Ne e heless, he numbe o pa icipan s was qui e sa is ac o y gi en he
condi ions. Indeed, i exceeded he usual pa icipa ion o simila su eys in ou coun y,
eaching 751 eache -pa icipan s.
In ensi e e o s o each pa icipan s ce ainly could ha e esul ed in a la ge
sample i he ques ionnai e was smalle o i we limi ed ou aims, which we did no wan
o do because o he in e wining o a iables and e e yday educa ional needs.
Resea ch on eache s' a i udes and pe cep ions abou he educa ional inclusion o
s uden s wi h ID and/o LD and AT is e y limi ed, as he e a e no s udies ela ed o all
hese elemen s in G eece. They a e gene ally s udied sepa a ely o conce n only one o
wo o hem in he educa ional ield. Mo e esea ch is he e o e needed on eache AT
p og ams o s uden s wi h ID and/o LD away om a seg ega ionis s yle.
7.6.
Fu u e lines o in es iga ion
Coming o he end o ou esea ch, aking in o accoun he abo e and he li e a u e
we examined ega ding a i udes, belie s ega ding he inclusion bu also ega ding he
use o Assis i e Technology, we can p opose u u e esea ch ela ed o hese a iables.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 356
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
Fu u e esea ch in o eache s' belie s abou he ou comes o AT would be pa icula ly
in e es ing. Indeed, i could be explo ed o wha ex en eache s belie e ha AT is eally
e ec i e in eaching child en wi h ID o LD.
On he o he hand, i seems in e es ing o conduc a s udy ocusing on he
compensa o y eache , ega ding he skills and ini ia i es he needs o ake in o de o
expand he use o AT in he public G eek school.
Finally, longi udinal wo k in ol ing he educa ional communi y and explo ing
p og ess in achie ing good collabo a ion be ween amilies o s uden s wi h ID o LD and
eache s is necessa y. I is impo an o know he opinion and a i ude o e e yone
in ol ed in he educa ional p ocess and ind he app op ia e app oach p ac ices, as his
would imp o e he school in all aspec s.
In addi ion, he ques ion o olun ee ing wi hin he school and how i can
con ibu e o he de elopmen o he eeling o sel -e icacy and he e ec i eness o he
inclusion o child en wi h LD and/o ID could be added o he en i e esea ch e o . This
a opic ha has been li le s udied and ha can be app oached om many poin s o iew.
Thus, i will be possible o open he closed, isola ed school o G eek socie y.
Finally, being awa e ha he p esen esea ch was only a small pa o he mo e
gene al esea ch e o ha has been done and ha s ill needs o be done, we p opose he
unde aking o new esea ch ini ia i es on he abo e axes.
Teache s' belie s and a i udes abou inclusi e educa ion and he use o echnology in he G eek o mal 357
educa ion sys em wi h child en wi h mild o mode a e In ellec ual Disabili y and Lea ning Disabili y.
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