INCLUSIVE EDUCATION AND INCLUSIVE SCHOOL DEVELOPMENT: A KEY-AREA FOR SUSTAINABILITY AND TEACHER SKILLS

Vasiliki Ioannidi; Konstantinos D. Malafantis

doi:10.46827/ejsss.v8i1.1335

Autori

Vasiliki Ioannidi PhD, Postdoctoral Researcher, National and Kapodistrian University of Athens, Greece Adjunct Faculty, Hellenic Open University, Greece & Open University of Cyprus, Cyprus
Konstantinos D. Malafantis PhD, Professor, National and Kapodistrian University of Athens, Greece

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https://doi.org/10.46827/ejsss.v8i1.1335

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special and inclusive education##common.commaListSeparator## inclusive philosophy##common.commaListSeparator## inclusive development##common.commaListSeparator## learning for all##common.commaListSeparator## sustainability##common.commaListSeparator## skills##common.commaListSeparator## inclusion##common.commaListSeparator## social model of disability##common.commaListSeparator## prevention##common.commaListSeparator## exclusion

Abstrakt

This article constitutes a literature review on inclusive education for inclusive school development. Inclusive education supports a holistic and sustainable approach to learning for all and combines all fields of knowledge and experience. The focus of this paper is to explore the theoretical interrelation between inclusive education and sustainable philosophy. Prevention education can be a key educational process for the sustainability of inclusive education. The review examines issues, as it is necessary to develop data that will contribute to a more comprehensive description of these modern educational trends and will help to develop appropriate school materials on inclusive education and learning for all. The Index for Inclusion (Booth et al., 2006) is a set of materials to guide schools through the inclusive process in the 21st century with emphasis on the social model of disability. Further, the review examines to shed light on the skills of teachers. The purpose of this study is to review recent theoretical approaches and new data that would promote teacher education for inclusion.

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##submission.authorBiographies##

##submission.authorWithAffiliation##

Dr. Vasiliki Ioannidi, PhD in Pedagogy with specialization in Special Education/State Scholarships Foundation, School of Philosophy; Postdoctoral Researcher in Inclusive Education, School of Education. National and Kapodistrian University of Athens, Greece; Coordinator & Adjunct Faculty Member in the Master’s Module: “Special and Inclusive Education”, Open University of Cyprus, Cyprus; Adjunct Faculty Member & Assistant Coordinator of the Program “Pedagogy and Didactics”, Hellenic Open University, Greece; Academic Tutor & e-Learning Developer/Μember of Writing Team, National and Kapodistrian University of Athens, Greece.
E-mail: vioannidi@uoa.gr, ioannidi.vasiliki@ac.eap.gr, vasiliki.ioannidi@ouc.ac.cy
Google Scholar: https://scholar.google.gr/citations?user=grILx-gAAAAJ&hl=el
ResearchGate: https://www.researchgate.net/profile/Vasiliki-Ioannidi-2
##submission.authorWithAffiliation##

Dr. Konstantinos D. Malafantis, PhD, Professor of Education and Literature, President of the Hellenic Educational Society; Director of the Postgraduate Programme "Sciences of Education"; Director of the Laboratory of Educational Applications and Production of Educational Material, Faculty of Primary Education, School of Education National and Kapodistrian University of Athens, Athens, Greece.
E-mail: kmalafant@primedu.uoa.gr
Academia.edu: https://uoa.academia.edu/KonstantinosMalafantis
ResearchGate: https://www.researchgate.net/profile/Konstantinos_Malafantis

##submission.citations##

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