MA EDUCATION – PROGRESSION: ASSESSMENT AND ACADEMIC

RECORD (PAAR) - IS

Use this document as the first page of your submission.

Student Name Maria Kafe Student No 100406023

Tutor Name Dr. Dimitra Katsarou
Dissertation Title: Teachers’ views on inclusive education of children with dyslexia:
educational perspectives and techniques regarding Greek language.
No of Credits achieved on programme to date in total ………… by APL …………
No of Ex Passes:
No of VG Passes:
No of G Passes:
No of S Passes:
No of Referrals: Is this a referral? YES/NO

Summative Comments – marking tutors summary of feedback in line with the University postgraduate
grading criteria

Level 7 Opportunities for Growth for this Submission

Student:
1. I feel I gained precious experience in conducting an educational research
2. I tried to be less descriptive and provide a more holistic view of the subject in the discussion part. (pp. 66-70)
3. I am capable of using the Harvard Referencing system and cite each source properly. (pp.72-84)

Assessment for this Submission against Learning Outcomes

Marking tutor: ensure module learning outcomes are copied below before uploading to Course Resources;
indicate whether or not each outcome has been met; provide constructive feedback with regard to the quality of
student response with indications of what and how to improve.

Learning outcomes: On successful completion of this module, students will have acquired
knowledge, understanding and advanced skills in:

1. Outline and critically evaluate the feasibility of a small-scale educational study in an area
of relevance to the student and the education profession

1
2. Compile a critical review of pertinent academic literature in order to situate the educational
study, drawing upon a range of sources from theory, policy and practice

3. Design, implement and evaluate an appropriate and ethical methodology for the small-scale
study, drawing upon pertinent academic literature to inform the appropriateness

4. Collect, record, analyse and interpret data appropriate to the educational study in order to
highlight the outcomes of the investigation in relation to existing knowledge

5. Identify ways in which the educational study contributes to the development of education
including opportunities for further small-scale educational studies.

6. Apply effective communication and presentation skills in line with those expected of a
Master of Arts in Education

Level 7 Opportunities for Growth for Future Submissions

Marking Tutor: identify up to 3 level 7 areas of academic literacy/competency on which the student could focus
to improve their next submission

Marking Tutor Name Date

Grade subject to internal moderation, external examination and assessment board

ratification

Recommended Report Grade:

2
 Teachers’ views on inclusive education of children with dyslexia: educational

perspectives and techniques regarding Greek language.

By Maria Kafe

Dissertation submitted to the University of Derby in partial fulfillment of the requirement

for the Degree of Master of Arts in Education.

July, 2018

3
Acknowledgements

I feel there are many people that contributed to the implementation of this Master

study. First of all, I acknowledge the contribution of my supervisor, Dr. Dimitra

Katsarou, for her constant support throughout the completion of the study. She was

willing at any point to support and guide me with valuable feedback, while her advice

has been priceless.

Furthermore, I would like express my gratitude to all participants of the study, who

were keen on sharing personal experiences, information and inner thoughts. Without

their contribution, the completion of the study could not take place.

Finally, I thank people who did not take part in the study, my family and friends, who

have been by my side for the past three years of my Master thesis, by constantly

encouraging me with their patience and love.

Maria Kafe

4
Table of Abbreviations

LD Learning Difficulty

SEN Special Educational Needs

SpLDs Specific Learning Difficulties

KE.D.D.Y. Center for Differential Diagnosis, Diagnosis and Support (translated)

IDEA Individuals with Disabilities Education Act

NJCLD National Joint Committee on Learning Disabilities

DSM Diagnostic and Statistical Manual of Mental Disorders

5
Abstract

The current study aimed to scope some Greek Literature teachers’ scientific

knowledge, views, perspectives and attitudes over teaching students with dyslexia in

the Greek classroom framework and the techniques they apply in order to support

them.

The study’s literature review scrutinized the history of dyslexia terminology, the

inclusion movement globally and in Greece and teachers’ views and feelings with the

majority of teachers feeling incapable and equivocal to meet the needs of such an

educational environment, due to their insufficient training. Finally, strategies

concerning the support of dyslexic students’ support were referenced.

Afterwards, personalized interviews with Greek Literature teachers were conducted,

which provided an involvement into their views and perspectives. The analysis

followed the interpretative phenomenological model and highlighted some major

themes, which were then separated into other super- and sub- ordinate themes,

associated with the teachers’ personal perceiving of dyslexia, inclusion and generally

views, experiences and reactions over inclusion. The sample included 10 Greek

Literature teachers, aged 28-63 years old, which were chosen based on the random

sampling method.

The research tool was the semi-structured interview, which except for the overall

research questions, allowed the researcher to develop a number of other topics

induced by the interviewee’s answers.

The research indicated diversified views on the terminology of dyslexia, successful

inclusion and validity of the techniques used in order to enroll students with dyslexia

in the teaching process. It became profound that all teachers were dissatisfied with the

6
governmental assistance they were provided with and finally expressed their

aspirations of the ideal inclusive education.

Keywords: dyslexia, learning disabilities, inclusive education, teachers’ perspectives,

inclusive techniques

7
 Table of Contents

Aims, Purpose and Rationale of the Study...............................................................10-12

Literature review .......................................................................................................13-30

Introduction ..........................................................................................................13-17

SEN and dyslexia...............................................................................................…17-19

SEN in Greece.......................................................................................................19-21

Inclusive Education...........................................................................................…21-23

Inclusive Education in Greece...............................................................................23-25

Teachers’ attitudes and perspectives.....................................................................25-28

Greek Language inclusive techniques...................................................................28-30

Methodology................................................................................................................31-41

Sample.................................................................................................................. 31-32

Qualitative research methods ............................................................................... 32-33

The advantages of the qualitative method.................................................................. 34

Criticism of qualitative research........................................................................... 34-35

Interview............................................................................................................... 35-37

8
 Investigation Method - Analysis stage................................................................. 37-38

Data analysis method..................................................................................................39

Pilot study..............................................................................................................39-40

Ethics in Qualitative Method ............................................................................... 40-41

Analysis of research data...........................................................................................42-64

Research results..........................................................................................................65-66

Discussion .................................................................................................................. 66-70

Limitations of the research........................................................................................70-71

Conclusions and recommendations for further research.............................................71

References ...................................................................................................................72-86

Appendices..................................................................................................................87-96

Teachers’ information sheet.....................................................................................87

Teachers consent form................................................................................................88

Gatekeepers’ information sheet................................................................................89

Gatekeepers consent form...........................................................................................90

Interview plan.............................................................................................................91

Example of a transcript..........................................................................................92-96

9
Aims and purpose of the study

The present study aimed to summarize the views of Greek Literature teachers of eight

High Schools in Thessaloniki in relation to including students with dyslexia in the

mainstream classroom. Moreover, was investigated whether the dyslexic students

were fully included in the teaching procedure and as well as the methods that were

applied. The study focused on:

1. the identification of mainstream school teacher’s perspectives over the current

inclusive policies and how they can be enhanced and developed

2. the investigation into the teacher’s experiences with the students with dyslexia

and other operators around them

3. the examination of personalized interventions the teachers have drawn for

each student with special educational needs

The study is separated into 4 sections:

1) In the first section takes place a historical retrace of SEN and dyslexia. In order to be

clarified, firstly, both worldwide and Greek definitions and legal rules are referenced;

secondly the worldwide inclusion movement is explained and then specified in Greece

and finally, the teachers’ views, thoughts and inclusive techniques are stated.

2) The second section includes the study’s methodology. There, are listed information

concerning the sample, the methodological procedure and the tools used in order to

analyze the gathered data.

10
3) In the third section of the study, takes place the Interpretative phenomenological

analysis of the interviewees’ responses.

4) Finally, the study concludes to the discussion of the found results, the limitations

and recommendations for further research of the subject.

Rationale

Through the past 30 years the Greek educational system has drastically changed. The

recent inclusive policy alterations of 2000 and 2008 in combination with the

economic crisis lead to a general disappointment. The researcher, as a Greek

Literature teacher with enriched knowledge over Learning Difficulties (LD), aspires

to teach students with a plethora of different cognitive, social and background

characteristics. Therefore, the researcher considered as intriguing to study such a

current and open-minding subject as the perspectives that teachers have on the

inclusive policy and especially the ones referring to dyslexia.

Inclusive education is structured on two principals: the fundamental right of each

child to be included in mainstream education and the proposition that inclusive

education is more beneficial. It presupposes the adjustment of curricula, instruction,

organization and technological equipment that can guarantee the embracement of each

student. Special educational needs (SEN) students should attend mainstream schools,

where special child-centered techniques and interventions are applied, in order to

ascertain equal opportunities and social justice (Chhabra, Srivastava & Srivastava,

2009).

As dyslexia, is described the specific learning disability that is associated to language

skills, like reading, writing, spelling and pronouncing. Dyslexia varies to each

11
individual as it is affected by the severity of condition, early diagnosis and effective

support. It becomes obvious at school age, when the student is expected to develop

language skills like grammar, syntax, text comprehension and composition writing

(Singleton, 2009).

The dyslexia certificate is provided by diagnosed by the Center for Differential

Diagnosis, Diagnosis and Support (KE.D.D.Y.), whose descriptions are shared with

the teachers. Teachers have to adapt the curriculum, teaching techniques, and

assessment procedure to match the learning characteristics and needs of SEN students

(Tomlinson, 2000). However, teachers have ambiguous views towards the inclusion

of SEN students. They consider it as challenging to teach mixed-ability classes and

decide which strategies to apply (Forlin, 2001). A sample of some previous studies

concerning teachers’ perspectives and techniques is listed below:

Mulinge (2016) analyzed the views of 5 mainstream educators towards inclusion. The

findings stated teachers have vague divergent aspects over inclusion, but their answers

were similar when referring to support; expert support, resources and relevant

strategies are needed.

There are various techniques that educators may apply regarding inclusion of dyslexic

students. Rahmasari, (2017) promoted the peer reading model (a model that combines

a dyslexic with a non-dyslexic student) as having beneficial effects on the mood and

the improvement of reading skills, while a study conducted by Thomson (2010),

stated the advantages of multi-sensory and phonological interventions.

12
Literature Review

Introduction

Over the past 50 years, a plethora of scientific facts concerning SEN are to a depth

sufficient and widened the specific field with empirical data and components of the

subject. In order to state some of the most fundamental theories throughout the years

and the first scientific approaches of SEN, some models of understanding disability

are listed below (Albert, 2004).

The first to notice people with mental illnesses was Hippocrates in 400 BC. He

declined any previous thesis, that mental illnesses are caused by “evil demons” and

triggered the first acts of curing and supporting people (Farreras, 2017).

More recently, in 1895, James Hinshelwood, an optic surgeon from Glasgow,

published an article which explained what visual memory and word blindness is. This

article inspired W. Pringle Morgan, a general doctor, to describe the case of a 14 year

old boy who was struggling to read. This article is one of the first testimonies about

congenital word blindness and Morgan is recognized as the father of developmental

dyslexia (Guardiola, 2001).Hinshelwood’s second article in 1917 called “Congenital

Word Blindness”, included facts that apply even today. He supported that the

difficulties are associated with the brain that cannot store the visual memories of

letters and words. According to him, the condition is hereditary, but curable, and more

common in boys. He also separated dyslexia into three groups: Alexia, where mental

retardation co-existed with reading disability; Dyslexia, when the person was

13
struggling to read fluently; and word blindness, for very serious difficulties in reading

(Chambers, 1934).

In 1937 the American neurologist Samuel Torrey Orton claimed that difficulties occur

due to a delay or a dysfunction at the left hemisphere of the brain that is associated

with functions of the language. This resulted in confusion between visual images that

stimulate both brain hemispheres. Orton was regarded to be a pioneer, as he defined

reading difficulties and created treatment intervention programs. On the other hand,

his neurological approach of learning difficulties that excluded any other

environmental factors faced questioning and criticism (Guardiola, 2001).

During the 40s, the American Heinz Werner and Alfred Strauss studied exogenous

justified brain damages and tried to define dyslexia. According to their theory, a brain

damaged student is the one that during or after his/her birth suffered a brain injury or

inflammation. Due to these, the students may face neuro-motor system deficiencies,

perceptual impairments and thought and emotional disorders that do not allow them to

learn the way their peers do. This is the reason why, dyslexic students need

personalized interventions and not curriculums (Kaufman, 2008).

But, what intrigued the establishment of dyslexia during the 60s was the general

disappointment of parents and experts, who witnessed children able to learn, to deal

with poor school performance (Tønnessen & Uppstad, 2015).

The first person that suggested the term learning disabilities was Dr. Samuel Kirk in

the early 1960s, which used it in his participation at the 1963 Conference on

Exploration into Problems of the Perceptually Handicapped Child. He claimed that

the term “learning disabilities” describes children with disorders in language, speech,

reading and communication skills associated with socializing and not sensory

14
handicapped children like the blind or deaf (Hallahan & Mercer 2001). As he quotes:

“Children with dyslexia exhibit a disorder in one or more of the basic, psychological

processes involved in understanding or in using spoken or written languages. These

may be manifested in disorders of listening, thinking, talking, reading, writing,

spelling, or arithmetic. They include conditions which have been referred to as

perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia,

developmental aphasia, etc. They do not include learning problems which are due

primarily to visual, hearing, or motor handicaps, to mental retardation, emotional

disturbance, or to environmental disadvantage” (Special Education for Handicapped

Children, 1968).

In 1988 the National Joint Committee on Learning Disabilities (NJCLD) re-defined

the term dyslexia in more acceptable terms that are applicable even today. According

to NJCLD, dyslexia is heterogeneous, intrinsic to each student and are followed by

difficulties in comprehending, speaking, reading and writing. These difficulties are

inherent and caused by a malfunction at central nervous system, while their

appearance may take place at any point of the individual’s life. Moreover, they may

follow as a consequence self-regulatory behaviors, social perception, and social

interactions. In cases where the individual faces sensory disabilities, mental

retardation, or serious emotional disorder, learning disabilities may comorbid, but

they are not caused by them (American Speech-Language-Hearing Association,

1998).

At the same year, a study conducted at the University of Iowa in USA, tried to shed

light on views and perspectives of special educators towards dyslexia. The study

defined dyslexia as the variance between the student’s estimated cognitive potential

and performance. The existed disorders may or may not be followed by a

15
malfunction at the central nervous system, that do not point mental retardation, lack of

basic educational background or emotional disorders (Kavale,2004).

In 1990 NJCLD defined dyslexia as a neurological disorder that affects the brain’s

ability to intake, process, comprehend and react to new information. The learning

ability is used to describe the inexplicable difficulty of a normal IQ person faces in

order to obtain basic cognitive skills. These skills are important for the individual’s

school, occupational and subsequent life achievements. Dyslexia is a term that refers

to a group of disorders in hearing perception, reading, speaking, writing and

numeracy. Dyslexia is characterized by a certain distance between the real

performance level and the one expected, where the difficulties tend to appear in

different ways in different people and finally, they are behavioral and socio-emotional

(Colker, 2011).

Throughout the review of the above definitions that are based upon the educational

institution and the governmental requirements, the following conclusions arise:

a) The term’s heterogeneity

b) The variation between IQ and school performance

c) The discussion over the neurological and genetic basis of dyslexia

d) The rejection of the thesis that cultural, economic and sensory difficulties interfere

and affect those (Peterson & Pennington, 2012).

Furthermore, the IDEA’s revised definition, which was spread and accepted in 2004

firstly in the US and then globally, suggests that the term dyslexia refers to a disorder

at one or more basic psychological process (reading, writing, spelling) that are

involved in comprehending or using the language (oral or written). The disorder by

16
itself sustains a defective in hearing perception, thought, speaking, and writing and in

numeracy. No learning difficulties are included that dwell from sensory impairments,

mental retardation, economic and social underprivileged backgrounds (Wright, 2004).

What distinguished IDEA’s definition in comparison with the previous was the

chance for special educators to use new alternative methods, so as to categorize SEN

students depending on their difficulties (Cotrell, 2014).

Finally, the Diagnostic and Statistical Manual of Mental Disorders (DSM) includes

descriptions, characteristics and diagnosis criteria of a wide spectrum of disabilities.

In the latest edition, DSM-V, the term “specific learning disability” is included, while

previous terms such as dyslexia, dyscalculia, and disorder of written expression are

excluded. These changes have given rise to the reactions of International Dyslexia

Association (IDA) and as well as the worldwide movement towards keep on using the

term dyslexia, as being the most suitable to describe the developmental reading

disability. According to DSM-V, the diagnosis of dyslexia pre-supposes consistent

difficulties in reading, writing and calculating throughout the schooling age (Specific

Learning Disorder fact sheet, American Psychiatric Association, 2013).

SEN and Dyslexia

As seen above, over the last years Special Educational Needs (SEN) is considered a

highly studied and investigated topic. It started being more focused on, once it was

proven that SEN do not comorbid with intellectual retardation, psycho-social factors

or other developmental problems. Their main characteristic is their appearance and

presence throughout the educational process and the fact that they tend to lead to

school underperformance, poor achievement and failure (Ingesson, 2007).

17
The fact that the majority of SEN students face difficulties mostly in reading, has led

to the false identification of SEN with dyslexia (Cappa, Muzio & Giulivi, 2012).

Riga (2012) proved that sometimes learning difficulties are associated to very mild

mental retardation by teachers, who sometimes use the term particularity to define

SEN. Thus, this is a tricky issue as dyslexia can be often identified as poor reading

skills. But, this difficulty in fluency may occur due to economic disadvantages, low

motivation or even low intellectual ability (Mills & Clarke, 2017). Gabriel & Lester,

(2013) claimed that there are various ways of defining SL in educational settings,

regardless of where professors fall on the spectrum of ways of understanding them.

They suggest that teachers should use ways to refer to LD that both open and limit

how students discuss, envision, and understand disability labels.

According to Frith, (1999) defining the term dyslexia is a debatable issue. When a

definition of a disability is vague, ambiguous and not validated, issues concerning any

study’s results and diagnostic practice come up (Tønnessen & Uppstad, 2015).Studies

also suggest that due to the difficulty of defining precisely dyslexia other difficulties,

like verifying its causes, arise (Guardiola, 2001).

Global scientific associations like the Individuals with Disabilities Education Act

(IDEA) or the National Joint Committee on Learning Disabilities (NJCLD) have

defined dyslexia, but their terms did not gain acceptance. The criticism they gained

was due to not referencing any inclusionary criteria, intelligence quotient and

socioeconomic status (Fletcher, 2009). Dyslexia is a special learning difficulty with a

neurological base. Its main characteristics are difficulties in specific identification of

words, poor spelling and de-coding correctly ability. These difficulties derive from a

deficiency in the phonological part of speech, so they are not associated with the

student’s cognitive potential. Other impacts of dyslexia concern comprehension issues

18
(Ingesson, 2007). Dyslexia occurs differently from student to student, depending on

the type difficulty, causality, intensity, symptoms and finally the students’ interaction

with his/her family and social background (Exley, 2003).

The various views concerning the nature and diagnosis of Special Learning

Difficulties (dyslexia), is transformed into a bone of contention among scientists and

educators (Siegel, 2006). According to studies dyslexia affects 5-10% of global

population. The 35% of students with dyslexia tend to drop out of school.

Unfortunately, only 2% of dyslexic students who attend undergraduate programs in

the USA complete the 4 necessary years of study. In adult world, 20% has dyslexia.

An amount of 80% of population diagnosed with learning disabilities is dyslexic.

Finally, according to correctional facilities data, 85% of juvenile offenders have

reading disabilities (Al-Lamki, 2012).

SEN in Greece

The history of Special Education in Greece is short and recent. The first governmental

law concerning Special Education was voted in 1981 (1143/1981), which referred to

the categories of “divergent individuals”. It defined that special education would be

provided by 15 public and private schools, that education is obligatory between the

ages of 6-17 years old and that the occupational integration of divergent individuals

would be promoted. Due to adopting the medical model, the above law was strongly

criticized, but was the first to provide for integrating and mainstreaming disabled

students (Zoniou‐Sideri, Deropoulou‐Derou, Karagianni & Spandagou, 2006).

The governmental law 1566/1985 concerning primary and secondary education,

indicated that that special education would be integrated with mainstream education,

in order to repeal borderlines between disabled and “normal students”. As long as

19
educational policy is concerned in 1997 and 1998, the first higher education schools

for special educators were funded in Aristotle University of Thessaloniki and

University of Macedonia. At the same time, the first psychometric tests appeared in

order to outline and assess SEN. Examples of such tests are WISC-III, DTLA-2 and

the Athena Test (Tzouriadou et al., 2015).

The Law 3699 of 2008 followed the United Nation’s paradigm for equal opportunities

and the European Union’s legislation concerning education, health care, provision,

and occupational integration for the people with disabilities. It referred to people with

disabilities and special educational needs. Educational needs were explained as

difficulties in learning that are caused by sensory, cognitive, developmental, mental

and neuropsychiatric disorders which are pinpointed after a scientific and pedagogical

evaluation and affect the social and cognitive performance of a student at school.

Plus, students with motor, vision, hearing disorders or those who suffer from chronic

diseases, speech disorders and attention deficit disorders are considered as having

special educational needs (Drosinou-Korea, 2011).

The next law that was associated with SEN was in 2000(2817), which came to replace

the term children with special needs with children with learning difficulties due to

physical, mental, emotional , psychological and social specificities from infancy until

the adolescence (Zoniou-Sideri et al.,2006). The SEN category includes dyslexia,

dysorthographia, dyscalculia, dysgraphia, difficulties in reading and comprehending,

the attention deficit disorder with or without hyperactivity (ADHD), pervasive

developmental disorders (autism spectrum), psychological disorders and multiple

disabilities. Dyslexia, in particular, is the disability in writing (there are noted 16

stereotypical mistakes in spelling, omission and transposition of letters) and in

20
reading, while the oral expression, the intellectual capacity and the individual’s

socialization are not related (Tzouriadou, 1995).

The systematic study of dyslexia begun in the early 80’s and started being a highly-

debatable issue after 1985, when measures that would determine the school

performance assessment had to be taken. Likewise globally, the definition dyslexia

was set in vague criteria and was included in the same institutional framework as

Special Education. A difficulty that rose was the use of foreign language terms that

were translated in Greek and were regarded unclear. Furthermore, dyslexic students in

Greece are assessed (regarding their school performance) orally and not in a written

way. As a result, a great majority of dyslexic students receive a certificate that proves

it at the first class of senior high school. This leads to tremendously high levels of

dyslexic students. According to Anastasiou & Polychronopoulou (2009), Greek state

documents that involve the past years demographics express concerns over the

excessive growth of dyslexic population in Greece, Shaywitz et al. (2008)

characterized this phenomenon as an explosion and Pavlidis & Giannouli, V. (2013)

described dyslexia as the most common learning difficulty that affects 3-12% of the

Greek population. Kirkwood (2015) referenced Greece and that hundreds of fake

certificates were sold to “ambitious” parents who wished that their poor performance

children can acquire postsecondary education via the very appealing oral examination.

Students even search the net for effective ways to misguide dyslexia testing.

Inclusive Education

The right in education is fundamental and indicates a just social frame. Education

accessibility is a quality index for the school that supports each student’s right to

learn. The term inclusion, that replaced older used terms like integration or

21
incorporation, expresses the constant school improvement by supporting respect in

diversity, rights and needs of all students. Inclusion is an unending procedure (Booth

& Ainscow, 2002) in the same school settings of students with and without specific

learning difficulties that develops a framework where any diversity does not

constitute a problem, but a chance to enrich both instructive and learning procedure

(Unesco, 1994) and guarantee the appropriate and effective conditions for each

student(Barton, 1997). This means that the curriculum is flexible and adaptable so as

to cover each student’s needs and not restrain him/her from being educated. The

history of the most recent years has proved that many west world countries have

adopted laws, alterations and policies that aim to inclusive education (Chhabra,

Srivastava & Srivastava, 2009).

A short flashback in the history of inclusion proves that in the 70’s, some

personalized interventions were applied in special education settings that used

differentiated approaches and curricula content (Vislie, 2003). In 1980s, special

education was focused on practice for high school students with intellectual and

developmental disabilities, since this way they would be prepared for independent

adult life. Education aimed in helping them access employment and personal

management (McDonnell & Brown, 2010). During the 1990’s the main thesis was

that people with any disabilities should by law participate in inclusive environments.

Students with mild disabilities should be educated in mainstream classrooms, while

teachers should follow instructional approaches such as cooperative learning and take

advantage of technology (Putnam, Spiegel & Bruininks, 1995). But, the greatest step

towards inclusion was the Declaration of Salamanca in 1994. Among others was

stated the fundamental right that each individual has in being educated; the existence

of unique characteristics, interests, abilities and learning needs is recognized. All

22
these different needs and characteristics should be taken into account, while a new

curriculum is under construction or appliance, since these differences are linked to

human nature. The educational system should be adapted to each student’s needs and

not vice versa. Therefore, SEN students should freely access mainstream schools,

which should apply child-centered pedagogy tactics, which benefit the whole student

body by minimizing bias and marginalization (UNESCO, 1994).

This outlook is suggested as ideal till today. Any kind of physical student separation

is followed by lower self-esteem, social relations and unwillingness to learn (Brandén,

Birkelund & Szulkin, 2016). By teaching students with different learning needs in the

same school environment, social justice is ensured. It is a complicated procedure that

demands a social perspective of disability, reconstruction of mainstream schooling

systems, curricula and management, but ensures encouragement to all students and

minimization of bias (Armstrong, Armstrong & Spandagou, 2010).

As stated before, the term inclusion came to replace the term integration. It is crucial

here to explain these frequently “mixed” terms and their interaction with the social

environment. Integration means the SEN’s student’s adjustment to the mainstream

school needs that do not require reorganization of curricula or processes. On the other

hand, inclusion is described as the “developed integration”. The reorganization of

learning procedure allows students with any difficulties or disabilities, to feel

embraced and not differentiated from their peers. So, it is not up the student to be

included, but to the school to be inclusive. The inclusive school is now entrusted with

responsibility for each student’s needs (Thomazet, 2009).

Inclusive education in Greece

23
In Greece, education has always had a highly competitive and discipline orientated

character. Written examinations are widely used and the oral ones demand

memorialization. The “inclusive education” discussion has pointed out an emphasis

on examination success and competition (Zoniou- Sideri, et al., 2005). Comparing the

general ideal aspect of inclusion to the Greek reality, severe issues come up. Due to

poor establishment of inclusion practices, which derives from school or parental

negligence, SEN students are deprived of their right to learn (Riga, 2012).

This situation changed in the 80s, when special classes were introduced. Special

classes were placed in mainstream schools and SEN students were given the

opportunity to attend the Mathematics and Greek Language class in a separate

classroom, designed to meet their needs, while attending the rest subjects. They faced

great amount of criticism, because the students were not chosen according to

objective criteria, the special teacher’s role was not appointed and the logistical

support was absent (Zoniou- Sideri, et al., 2005). In 2000 were renamed as inclusive

classes, but deal with criticism as their effectiveness is not assessed. This policy is

accused of turning against inclusion itself, since it changes the normal school practice

and at the same time retains the negative characteristics that special class’s owned and

finally, it results in diverse teaching models (Zoniou- Sideri, et al., 2005). Since then,

they are traced in all Primary and some High Schools, which use personalized

interventions on SEN students. Students from each grade that have been medically

assessed by a diagnostic service like the Center for Differential Diagnosis, Diagnosis

and Support (KE.D.D.Y.), or Medical –Pedagogical centers. The regularity that the

student attends the inclusive class is regulated by his/her needs (Sourtzi et al, 2013).

The Ministerial Degree 102357/G6/1.10.2002, states that a student may spend up to

24
10 hours per week at the inclusive class and only KE.D.D.Y. can interfere and alter

this decision (Papalouka, 2011).

The above inclusion movement has been characterized as “illusive” since it is falling

within public, governmental decisions and alterations and is not considered as an

emancipatory idea that would extinct discrimination and exclusion. Only, material,

economic, political, social and cultural factors can put the inclusion idea into practice

(Lianeri, 2013). Studies have proven that the policy level and the educational practice

is incomplete and degraded, while teachers feel incapable of teaching due to lack of

specific LD knowledge. They describe the existed policy as ‘vague inclusive realitiy’,

since it tends to lead to poor social development and exclusion (Konstantia, 2014).

Thus, teachers in Greece unintentionally follow the medical model and promote as

first and foremost segregation between mainstream and special education (Riga,

2012).

Teachers’ Attitudes and Perspectives

Throughout the past years literature has tried to shed light on the teachers’ feelings,

attitudes and perspectives over the inclusion movement. Inclusion policies strongly

affect them as they have to challenge a variety of learning needs. They are expected to

understand each of these needs, embrace them, apply personalized techniques and of

course, accommodate each need. On one hand they are the key to the inclusion

success. They drive the wheel to this innovative process and can implement inclusive

practices (Gachocho, 2017). McGhie-Richmond et al., (2013) after conducting a study

in Canada about teachers’ attitudes over inclusion, demonstrated that they have

positive perspectives that were based on supportive communication and cooperation

among the teachers’ body and between them and parents. But, on the other hand they

may also restrain it by having negative feelings over it. In such a concept, money and

25
resources cannot guarantee successful results (Kuittinen, 2017). Teachers concern

about how they will manage the time, focus on each differentiated need of their

students and of course promote their own development and form negative feelings

about inclusion (Horne & Timmons, 2009). Finally, de Boer & Minnaert, (2011) have

proved teachers mostly have neutral attitudes over inclusion. Training, former

experience and the type of disability affect their reactions, but as a whole they are

neutral.

According to Mngo & Mngo, (2018) teachers have negative attitudes over inclusion

and believe that the integration of students with and without SL does not benefit the

second. They also emphasized that the training teachers receive is not capable of

ensuring an efficient inclusion and suggested that government, educational leaders,

church and personal initiative should contribute. Therefore, training is the most

significant factor that influences and determines teachers’ attitudes (Gachocho, 2017).

A similar study conducted by Ballhysa & Flagler, (2011) highlighted the fact that

professional preparation uses academic knowledge in various topics. Every teacher

has to evaluate the needs of his/her classroom and easily adapt to the curriculum. This

can be accomplished by the combination of pre-service education with constant on the

job-training. Liakopoulou (2011), stated that it is difficult and quite vague to assess a

teacher’s qualifications before he/she enters the profession and as well as the

monitoring of skills, attitudes and beliefs.

During their undergraduate studies teachers do not receive sufficient formal

instruction on various SEN and disorders (Mills & Clarke, 2017). Sónia (2012) also

highlighted that the higher education curricula are not enriched with necessary

knowledge for teachers to meet all students’ needs, while Nes (2003) agreed with

Booth (2003) and Ware(2003) who criticized universities for impeding inclusion and

26
underpinned the teachers’ important role in inclusion’s effectiveness and complexity

of university training. Nes and Stromstad (2003) blamed the Norwegian and Cypriot

university curricula for not including inclusive education. A study by Avramidis and

Kalyva (2007), tried to shed light on reasons that would reinforce teachers attitudes

over inclusion. The majority of the 135 participants in their inquiry responded that

they would advocate inclusion if they were more aware of SEN and strategies. The

minority suggested that teachers’ training on how to manage behavioral issues and

difficulties would be helpful. Thus, teachers who have obtained a master degree or are

highly educated think positively towards including SEN students (Tsakiridou &

Polyzopoulou, 2014). Generally, teachers feel responsible for covering each student’s

educational need and the obstacles that hinder them are limited information and the

constant changing policies and laws (Worthy et al., 2016). They have no knowledge

of what classroom adjustments they should make and the overcrowded classrooms

hinder the any possible altered content and class organization (Elias 2014). The

techniques that should be applied are not complicated but since teachers did not

receive the necessary training, they do not know which “tools” to use (Colson, 2013).

Bendová & Fialová, (2015) conducted a study in Czech Republic that concluded in

the negative aspect that teachers have formed over inclusion, due to the lack of

knowledge over identifying SEN and the minimal knowledge of methods and

procedures that are required for working in an inclusive environment. Finally it is

very important that the teacher can identify symptoms of dyslexia. Otherwise, they

lead to false conclusions and the student receives wrong intervention (Mills & Clarke,

2017) or as Ballard (2003) and Angelides, Charalambous, and Vrasidas (2004)

claimed, the disabled student becomes rejected and isolated.

27
Teachers feel under-qualified and even exhausted (Elias, 2014) and as result teachers

neglect and inevitably exclude dyslexic students (Magombo, 2015). According to

Stampoltzis & Polychronopoulou (2009) the early diagnosis and acceptance of the

disability by parents and the student in combination with the suitable teaching can

lead to the student’s Higher education access.

Except for the training literature has reported that other factors influence teachers’

perspective and outlook. One of them is the gender. It has been proven that female

teachers have a greater tolerance towards including SEN students in their classrooms

compared to male teachers (Wanderi, 2015). This maybe happens because female

individuals own maternal behaviors and are more supportive. However, according to

Tsakiridou & Polyzopoulou, (2014) they feel more anxious and stressed, unlike male

teachers. Another factor that affects teachers’ views on inclusion is their background

experience. Due to lack of former experience with SEN students, inexperienced or

poorly-experienced teachers express positive feelings over inclusion, but to more

experienced teachers feel more comfortable and challenge their self-efficacy

(Tsakiridou & Polyzopoulou, 2014).

Greek Language inclusive techniques

The term “strategy” or “technique” refers to the curriculum adaptation that will enable

the student to interact during the teaching procedure. In order to be techniques

effective, the educator has to determine their suitability for the subject and the student

and prepare their implementation. It is necessary to indicate them to the student and

examine if they became understood. Another type of strategy includes comprehensive

questions that are posed by the teacher and guide the student. The curriculum can also

28
be adjusted in a form of a “routine” of questions, where the teacher provides some

basic information for the student to meet and retain in his/her memory the subject’s

content. These routines provide the dyslexic student the chance to learn in the concept

of a heterogeneous team (International Dyslexia Association, 2017). Teachers may

also use some oral or visual techniques to organize the shared information and be

more easily comprehended by the student:

a) Arrangement: the teacher orally summarizes or divides the lesson into smaller

units. Visual techniques include tables, websites and layouts that allow notional

comprehension (Gardner, 2012).

b) Promotion of comprehension: the teacher may use verbal and visual techniques like

comparisons, synonyms, metaphors, symbols and pictures to emphasize on the in-

depth understanding (Thomson, 2007) .

c) Description: the teacher provides the students orally with information referring to

true historical or imaginary facts and personal experiences. Visual descriptive

techniques include interactive videos or power-point presentations.

d) Dramatization: the teacher uses body language, gestures or role-playing

(Mobinizad, 2018)).

e) Boost of long-term memory: the teacher elates the dyslexic students’ memory by

focusing on acronyms, key-words and pictures (Mobinizad 2018).

Over the past years, in order to promote these instructional techniques teachers have

used technological means, especially to enrich the dyslexic students’ skills in Greek

Language and Mathematics. Studies have proven that the above strategies have

29
reduced and eliminated students’ stress levels and were beneficial in serious spelling

and comprehending cases.

Moreover, grammar and vocabulary specified software have heightened the students’

potential in constructing paragraphs and essays and similarly, software that demanded

from the students to pick the particular to situation word. Generally, a plethora of

studies support the use of technological means in the classroom as they facilitate

learning, strengthen social skills and create critical thinking and autonomy

(Tzouriadou, 2011).

Sónia (2012) supported that each teacher has to form his/her own evaluation

instruments and techniques to suit each student’s needs. Other literature suggests that

many students with dyslexia are not intensively instructed by compensatory strategies

(Mills & Clarke, 2017). Regarding Greek Language classes, phoneme awareness

skills like the systematic practice on the spelling of derivational and inflectional

suffixes can improve reading and spelling in both dyslexic and non-dyslexic students

(Diamanti, 2006). Porpodas, (2006) suggested that through the right support reading

fluency and spelling can be achieved. According to Mobinizad (2018) and

Mastropieri, Sweda and Shruggs (2000), the easier to be adjusted in the mainstream

classrooms techniques and are associated to the Language lessons are: creative

thinking tasks, imaginative class activities, drama or artistic activities and as the

study’s participants mentioned, multisensory activities.

Finally, Diraä et al. (2009) proved that Assistive technology and the ICT use

(Information and Communication Technology) enhanced reading performance in

dyslexic students. The Greek government has already established ICT means in

schools as the significantly improve learning and socializing of dyslexic students

30
(Tshililo, 2016). But, technological equipment of schools is poor and apart from the

mainstream books, no other resources are provided. Special educated teachers and the

appropriate equipment that they may need should be provided from the Ministry on

time, already from the first day of the school year (Kavouni, 2016). Generally, the

collaboration between all school teachers with experts and the constant assessment of

inclusive practices construct a healthy educational, cooperative and inclusive

schooling system (Ainscow, 2003; Angelides, 2003).

Methodology

All the above literature references the history behind Special Education and dyslexia

globally (Guardiola, 2001)and the last nearly 40 years of the existence of the Special

Education field in Greece and as well as the plethora of governmental laws,

alterations and definitions given to dyslexia(Zoniou‐Sideri et al., 2006; Tzouriadou,

1995). These newcomer changes aim to change the educational situation, move it

away from previous medical models that marginalized SEN students and move closer

to inclusion (Koutrouba at al., 2008). The inclusion of SEN students in the

mainstream classroom had consequences on the teaching process, as teachers with

little if none previous knowledge or experience suddenly had to integrate SEN

students in their classrooms (Avramidis & Kalyva, 2007). Teachers influence

decisions, practices, and interactions around dyslexia and are responsible for teaching

students in their classes (Worthy et al., 2016). Yet, in conversations around dyslexia,

teachers’ voices and perspectives are missing. Therefore, the current study was

designed to overcome this gap, addressing the following research question: What are

elementary educators’ understandings, perspectives, feelings and experiences around

dyslexia? Which techniques (valid or spontaneous) they apply?

31
Sample

The research’s sample consisted of 10 High School, Greek Literature teachers who

work in both public and private High schools (junior and senior) in Thessaloniki.

According to the Ethics of qualitative research methodology a sample of 10

participants is representative and mostly satisfactory (BERA, 2011). Each participant

lives in Thessaloniki; their age varies between 28-63 years old and their working

experience in both public and private education ranges between 1- 39 years. All of

them are Greek Literature school graduates. This specialty was chosen because the

study wanted to put emphasis on linguistic skills difficulties, like difficulties in

reading, spelling and writing. 7 of them work for the public sector, while 3 of them

have mastered in Special Education.

Random sampling method was used, which provides equal opportunities to all

members of a specific population to be chosen (in this research the Greek Literature

teachers’ population) and independent chances to be selected. Plus, a study based on

random sampling is easier to be conducted and provides a higher probability of

achieving a representative sample ("Simple Random Sampling", 2012). However,

even though it is called random, the chosen and defined population in combination

with the contact method that was chosen restricts its randomness (Harrell & Bradley,

2009).

The sample was recruited from 8 different junior and senior public and private

schools, from different areas and suburbs of Thessaloniki and all participants had

experience over SEN students in their careers. The present study did not take into

account the participants’ gender and age since the results have not indicated strong

differences based on this criterion. All of the interviewees participated voluntarily in

32
 the research and the majority of them appeared positive to participate. However, 3 of

them appeared cautious and wished to be informed about the interview questions

before its conduction.

Qualitative research methods

The term research refers to a search for knowledge. It can be defined as the scientific and

systematic search for valid and contiguous information on a specific topic. In fact,

research is an art of scientific investigation (Kothari, 2004). Research methods are the

tools and techniques for conducting a research. Research is a term used for any kind of

investigation that aims to reveal interesting or new facts. The accuracy and consistency

with which this activity is carried out will be reflected in the quality of the results

(Walliman, 2017).

The methodological approach that the researcher choses to apply depends on the

objectives and hypothesis of the study (Kothari, 2004). At the beginning of the study,

each researcher states the purpose and aims and based on them, selects the most suitable

method (Berg, 2004).

While reviewing a social phenomenon, in this case the perspectives, feelings and

techniques of high school Greek literature teachers, following the qualitative paradigm is

the most coherent option. Qualitative research enables the researcher to familiarize with

the thoughts and feelings of the participants, which can enable development of an

understanding of the meaning that people reflect to their experiences (Sutton & Austin,

2015). The word qualitative emphasizes the qualities of various phenomena and

individuals and processes and meanings that cannot be experimentally examined or

measured depending on quantity, amount, intensity, or frequency. Qualitative researchers

investigate the nature of reality, the close relationship between the researcher and what is

studied, and the situational constraints that form the analysis. According social and

33
behavioral scientists qualitative paradigms are both a perspective and method on how to

investigate research problems (Labaree, 2009).

Lastly, the conceptual of a qualitative research focuses on understanding human behavior

from the informants’ point of view and assumes a dynamic and negotiated reality. When it

comes to methodology, the data is gathered through participant observation and

interviews (Patton 2005).

Advantages of the qualitative method

The current research was based on the qualitative method, as it describes better the

reflective opinions of the study sample. It will express and emphasize the teachers’

reactions and feelings, in a descriptive and detailed way and provide a way of capturing

cultural models, and how teachers position themselves in relation to these in the discourse

(Riga, 2002).The qualitative method guarantees the maximum probing of a sensitive

subject. So, the researcher gains access to data like subtleties or complexities that are

eliminated by quantitative, positivistic studies. Furthermore, a qualitative description

describes a dynamic process and contradictions may appear in the data, as it reflects the

social context within individuals. The narrative way the researcher develops the results

helps him/her gain insight (McLeod, 2017).The characteristic used tool of information

gathering is the interview, the observation, the case studies and focus groups (Young,

1975).

Another advantage of the qualitative research is the natural flow of data shared by the

participant (directly or indirectly). The researcher can assess factors like voices, meanings

and events and the produced knowledge has to do with given meaning to these events

(Rahman, 2016). For the analysis of the teachers’ feelings in this study, nonverbal

reactions like pauses, frowns, hand gestures, expressions, postures and any other mood

34
indicator were also taken into account as it is tempting to read in all aspects of

behavior(Oltmann, 2016).

Criticism of qualitative method

According to Rahman (2016), when conducting an educational research generalization

cannot be engaged due to a variety of variables that are not fully described by either

quantitative or qualitative methods. Qualitative research methods deal with criticism and

mistrust due to the focus they show on meaning and experiences compared to contextual

issues. The fact that the researcher cannot be distant and detached from the conduction

leads to inevitable bias as the can somehow “turn” their sample’s perspectives (Kvale,

1994). Moreover, the upcoming results appear to be less credible and objective as they

overlook the social and cultural context of their samples. They lack reproducibility,

because the lay upon personal interpretations and there is a slight chance that any other

researcher would meet the same results (Mays & Pope, 1995). Another main criticism

provocative characteristic is that the data analysis is more complicated and their small

sample size leads to generalizability issues. Lastly, the analysis is a lengthy procedure

(compared to quantitative, positivistic methods), that leads to narrow results (Rahman,

2016). So, they tend to produce great amounts of detailed data about a small and specific

group (Mays & Pope, 1995).

Interview

The interviews are among the most popular strategies for collecting qualitative data. It is

a methodology tool which aims to information gathering and widely used in social

sciences, because it relies upon the oral interpersonal communication between the

interviewer and the interviewee. As an inquiry strategy, the interview is able to assess

35
values, perspectives, knowledge and feelings of a limited amount of people and as well as

variables and the relationships among them (DiCicco‐Bloom & Crabtree, 2006).

The literature contains different kinds of inquiry interview, which differ between them,

depending on their structure, procedure and the autonomy they provide the researcher

with (Edwards & Holland, 2013). The most commonly used are:

a) The structured interview: In this kind of interview all the necessary details (the

provided instructions to the interviewees, the way their answers are transcribed and the

proper delivery of each question) are a priori defined and specified and no deviation is

allowed. This kind of interview is suitable for quantitative researches, as it owns

characteristics of an oral questionnaire (Phellas et al., 2011).

b) The semi-structured interview: the interviewer follows a standard line of questions, but

is also free to adjust the interview and change its route (Cohen & Crabtree, 2006).

c) The non-structured interview: in this mode of interviewing, the researcher poses some

questions over the study’s main subject to the interviewee and garners the needed data

through an informal discussion (Zhang & Wildemuth, 2006).

The current interview was based on semi-structured interviews, as data collection

method. This way, the teachers who participated were guided each time to a specific topic

and were able to express thoroughly their personal opinions. An advantage of this inquiry

method is that is leads to more valid results, as the informant feels comfortable, builds a

personal relationship with the researcher, responds honestly and reveals data he/she

would not reveal any other way. Moreover, the researcher is able to justify any vagueness

the participants find in the question (Cohen & Crabtree, 2006). A semi-structured

interview gives the interviewer the right to deepen further in the provided answers and

36
probe on them and cover all the useful material. The initial question is expanded and the

appearing branches ensure complete and thorough information (Harrell & Bradley, 2009).

For example in the current research participants were asked whether they received special

training. After they responded positively and justified their answers the probe questions

that arise were:

Probe question 1: Which institution provided this training?

Probe question 2: Was internship practice included?

Probe question 3: Were you satisfied?

Participants who did not receive training were asked about the reasons and future plans

and aspirations.

The duration of each interview was 45 min maximum, as the estimated duration of a

semi-structured interview is 30 minutes (Jamshed, 2014). The desired goal of the

interview was to create a friendly environment, where the participants could move in a

not strict and relaxed frame, but at the same time elicit their personal opinions.

The interview included 27 open- and closed-ended questions, where the participants

reported their educational, background, experiences, thoughts and inclusive techniques

they apply. Their responses were recorded via a recording machine, in order to be safely

saved, transcribed and finally analyzed. Although recording of speech often causes

controversies between the interviewee and the interviewer, it is easier, produces more

reliable data and of course verbatim transcript (Jamshed, 2014).

Investigation Method - Analysis stage

37
To begin with, participants were informed two weeks earlier about the conduction of the

interviews and their participation was voluntary. The researcher conducted all the

interviews after a face to face appointment preceded at school premises. Before the

interview all participants signed the Agreement and Confidentiality consent which

ensured their anonymity. During the interview process a tape recorder was used and the

researcher also noted some important facts. The tape recorder was necessary in order to

save the exact oral answers of the participants and at the same time the researcher wrote

down her observations related to the gestures and facial expressions of participants.

The interviews had the character of a casual conversation regarding the teacher’s

background information, like education and training. Afterwards, the researcher used

some targeted questions that would allow the interviewee to share more personal

experiences and thoughts.

As long as the current study is concerned, at the initial stage lies a review of previous

studies and literature. Τhe literature review revealed that dyslexia is a current

interdisciplinary field of study, a complex learning difficulty that needs to be furtherer

studied (Guardiola, 2001).

The literature review was followed by the appropriate and sufficient sample detection.

The researcher visited 8 different junior and high schools of Thessaloniki to contact

Greek Literature teachers over the study, its aims and purpose. The researcher insisted on

creating interest and incentives to the sample. The scheduled interviews mainly took

place in the school premises, except for 2 as the participants felt more comfortable to be

interviewed at their houses.

38
Afterwards followed the actual interview conduction as described above. The researcher

enriched the question pillar with several probe questions to achieve in-depth investigation

and then analysis of the subject.

Finally, took place the interview transcription and data analysis of the findings. The

recorded interviews were transcribed and translated from Greek to English. In order to

protect the anonymity of all participants, the interviewees are referenced in the study as

Subject 1, 2, 3, etc. This was the most significant step, because the researcher’s initial

hypothesis should not interfere and affect the study’s results. The researcher should not

scope the upcoming data that prove true their research questions and match his/her

personal views on the topic (Smith & Noble, 2017).

Data Analysis method

The data analysis was based on the interpretative phenomenological analysis. This type of

analysis does not intend to generalize the study’s results and examine the research’s

hypothesis, but aims to the in-depth understanding of a certain phenomenon. At the same

time, the social, cultural and psychological dimensions of the framework that the study’s

subjects belong, are highlighted (Eatough & Smith, 2017). According to this definition,

through the data analysis emerges the identification of meanings. These meanings

(themes) were then aggregated, depending on their content and were categorized in main

(super-ordinate) and secondary (subordinate) themes (Willis, 2017). Miles and Huberman

(1994) also indicated that the researcher spots general themes and afterwards smaller

subthemes during the data analysis process. Moreover, a summary table with the uprising

super-ordinate and their sub-ordinate themes was formed accompanied by the relevant

excerpts that document each theme division. In order to form this table, the repeated

examination of every treatment level, was necessary. Nevertheless, as the researcher

39
interacts with his/her data, the final result is an interpretation of the informants’

experiences. The interpretative phenomenological analysis, even though aims to cover

and reflect people’s experiences, realizes that it cannot be entirely achieved. Especially

when the interpretative research concerns teaching, the analysis turns into a long-term

reflection on the participants’ point of view, experiences and commitments (Erickson,

1985).The researcher attempts to reveal the experience through the interpretative

procedure, but by adopting an idiographic approach, which means that the generalization

is not an end itself (Willis, 2017). The final result should be coherent balanced and

discretely different between what is told and what is interpreted by the researcher (Smith,

2011).

Pilot study

The pilot study is necessary for examining the research protocols, methods and

sample recruitment. It identifies problematic parts of the research and at the same

familiarizes the researcher with the procedure (Hassan et al., 2006). In a qualitative

research, as the present, the pilot study provides a primary awareness with the

phenomenology, grounded theory, and ethnography (Janghorban et al., 2014). In the

current study, the researcher interviewed a 55 year old female High school teacher, in

order to check any mistakes in the expression of the interview questions and also

make more specific, any ambiguous or vague questions. The interview took place in

the High school settings and particularly at the teachers’ lounge, so any environmental

factors (such as the background noise, disruptions, time limitations), that would

undermine the future prosecution of the interviews, would have been checked. The

results indicated that one closed-ended question was vague and guided: e.g. “Do you

40
plan to change something in the future?” The interviewee cautiously responded

“Yes...but, where are you referring at? The instructive routine? If I plan to receive

training?” Through the study’s interview body the question changed as: “what do you

plan to do differently concerning the assessment routine? A second problem that the

pilot study indicated was the chosen location of interview. The teachers’ lounge was

placed by the school yard and teachers attended it during the interview, which caused

pauses, interruptions and loss of concentration by both sides. So, the current study’s

interviews that were conducted in the school settings were carried out in the computer

room, which was quiet and not accessible at the time, by other educators or students.

Ethics in Qualitative Method

Educational researchers aspire that the knowledge they share will contribute to the

improvement of educational practices, policies and student treatment. Thus,

misconducting of the educational research is a serious issue that lead to fabrication,

falsification and plagiarism (Howe &Moses, 1999).Throughout a research

development ethical issues may appear, especially when studying and scoping

individuals’ experiences and emotions, where social values may endanger (Marianna,

2011). The British Educational Research Association involves in its Revised

Guidelines (BERA, 2011), four fundamental ethical principles that every study

conductor has to comply with. The present inquiry was accomplished according to

them.

BERA’s first principle refers to the participants’ voluntary participation and consent.

The researcher firstly receives each participant’s written consent and then proceeds to

the data collection. In addition, the researcher has to respect each participant, inform

41
 them in a clear and detailed way over the study, and of course voluntarily. Plus, in

order to ensure confidentiality and data protection, anonymity has to be preserved at

all points of the study. The researcher should secure that the participants’ real

identities remain private and when is needed to refer to them, use an impersonal style

of indication like the numeric indicators. Another important principal is the fact that

the informants can withdraw from the investigation at any point and demand the

destruction of the information they shared (BERA, 2011).

Demonstration of the study analysis

In this section took part the analysis of the 10 interviews. Through the treatment and

interpretation of the data rise three basic themes with various subcategories. The

relevant table is following:

Table 1-Categorization of the results

Master Theme Superordinate themes Subordinate Themes

The modern Greek reality towards Association between SpLDs and dyslexia

inclusion Lack of education over SpLDs

Surge in dyslexic students

Inclusion of students with Economic crisis

dyslexia in Greek classroom

More versatile former teachers’ education

State support

The desired and ideal school Wise use of technological means

42
 Experience with students with Experiences with dyslexic students in the classroom-

dyslexia feelings

Former experience that lead The school’s principal

to a perspective Experience with operators The Center for Differential Diagnosis, Diagnosis and

concerning the dyslexic student’s Support (KE.D.D.Y).

support Dyslexic students’ parents

Appliance of techniques Improvised techniques Examination discharge, less homework, encouragment

regarding Greek Lnaguage Oral examination, peer reading, multi-sensory teachniques

Scientifically justified interventions

Thereafter, the thorough analysis of the superordinate and subordinate themes is

following ,enriched with the relevant extracts from the interviews. As stated in the

methodology part, all teachers’ real names are secured and referenced as Subject 1-10.

1. Inclusion of students with dyslexia in Greek classroom

In this superordinate theme, the interviwees describe the inclusion policy and how it is

applied in the Greek classroom. This theme is separated in two subordinate themes a)

which is the situation in the modern Greek classroom and b) the desired

circumstances that would form the ideal environment for inclusion. In both

subordinate themes are reffered topics like the inexistnece of teachers’ undersgraduate

or postgraduate education over SEN and Special Education in general and the recent

years’ surprising increase of dyslexic students. Except for these, the last decade’s

economic crisis that had as a result the teachers’ late retirement and the meiosis of

public funds. Plus, the participants express their wish for more in-depth and versatile

education and the state’s funding on postgraduates training seminars. The whole

43
body of participants agreed on these terms, in order to fully endorse diverity and

therefore inclusion. This superordinate theme aims to highlight the current situation

and emphasize the interviewees’ wish over effective inclusive education.

1.1 The current educational situation in Greece

a) Ability to define SEN and dyslexia

A controversial issue that is met in Special Education is the distinguishing of

differences between SEN in general and dyslexia in specific. The sample’s majority

explained that they did not have theoretical knowledge over learning difficulties. The

remaining were holding Master qualifications or may attended workshops.

When they were asked to deliver (only based on their experiences) the definitions of

SpLDs and dyslexia the participants appeared confused and puzzled.

« You want me to define dyslexia? I’m sorry I don’t understand. When you say

educational needs, it is dyslexia in other words right? It is a brain malfunction

associated with reading and spelling issues. I have met students with dyslexia is my

classroom that could not recall easily as well... » (Subject, 1).

«Right… It was explained in a workshop I attended, but to be honest I cannot

remember [laughs] …There are other categories, there is an umbrella comparison»

(Subject 9).

Some participants were not capable of answering this question. They could not define

and tell the difference between the two terms. However, Subject 3 who mastered in

Special education responded:

« Specific Learning Difficulties are a range of learning difficulties like dyslexia,

dyspraxia, dyscalculia, A.D.H.D, Asperger’s syndrome… In the inclusive classroom

I have students mostly with dyslexia and Attention Deficit issues».

44
Consequently, theoretical background knowledge affects how the teachers explain

their reality and the students’ learning needs. If a teacher cannot identify the

differences between dyslexia and the rest learning difficulties and each reading

difficulty is ascribed to “dyslexia”, inclusion is failing.

b) Lack of education over dyslexia

As referenced in the literature review, due to inclusion policies teachers have to

include successfully in theit classrooms SEN students. Since, these policies and the

integration movement in Grecce is very recent and the teachers’ tertiary education

does not provide for expertise theoretical and practical knowledge ( especially in

previous decades), teachers are not familiar with characteristics of different SEN.

« …I studied in the school of Philosophy in Thessaloniki and gratuated in 1988…I

have attended two paedagogical classes..No::, their content was not associated with

SEN or Special Education.» (Subject, 6).

Subject 6 here summarizes all participants’ pre-graduate access in the Special

Education and SEN field.

The content of the Greek Literature school focuses on the theoretical basis-building of

modern and ancient Greek language and litearture. All participants anwered that they

attended two or three paedagogical content classes.

«Yes, I attended two classes..the first was an introduction in pedagogy and second

was related with the Greek curriculums…»(Subject 7).

«…at the first year of the school I attended two paedagogical and one children

phychological classes. The phychological class refered to some emotional

disturbances …»(Subject 3).

45
The peadagogical content subjects that participants attended were mostly

introductional or explained analytically the Greek school curricula. Two of the

participants have attended the optional class of the Phychology sector and gained

some elementary theoretical knowledge over emotional disorders.

At the same time, 5 of the interviewees answered that while studying, they attended

only Literature classes ( Classic, Medieval) and no paedagogical classes whatsoever.

«…the curriculum included only theoretical classes… Uhm…no I do not recall

attending subjects with the refering to pedagogy…» (Subject 1).

Half the sample’s size attended only theoretically based subjects while studying and

the rest had general and introductory pedagogical classes, without specific reference

to SEN.

Except for the theoretical knowledge a student gains at post-secondary school, some

are provided with empirical as well, as students work as interns.

«..I have graduated from the school of Philosophy and Pedagogy. The curriculum

included three internship circles with everyday school attendance, teaching…No, the

school I worked as an intern did not have inclusive classroom, but I met students

with learning difficulties…» (Subject 3).

«..My internship was in a junior High school at a Thessaloniki’s region where no

other High school had inclusive class... The special Greek Literature educator who

worked there was really descriptive and informed me about each SEN student’s

history» (Subject 7).

Greek Literature studies are accomplished either in the school of Philosophy and

Pedagogy or the Classic Greek Literature department. Two of the participants

attended the first department, whose curriculum includes internship. From their

46
narratives, they familiarized with school settings, learning difficulties and the context

within SEN students are included. The rest 8 participants did not have the chance to

obtain similar pre-graduate empirical knowledge.

«.. I graduated at the age of 24 and then acquired the pedagogical competence and

was appointed to public education… I remember the first subject to teach was

Ancient Greek... », Subject 5 recalls. He did not visit any school premises, while

being a tertiary student, the only pedagogical associated knowledge he gained was

via the pedagogical and teaching workshops. The same pre-graduate experiences

have the rest teachers.

Greek Literature teachers that were appointed after 1980 had to obtain a pedagogical

competence. They mentioned that they had to be qualified with some theoretical

knowledge in order to enter the profession. The absence of empirical knowledge was a

fact that all interviewees who acquired a pedagogical competence steted.

After the above interview questions, which allowed a more general perspective on

teachers’ undergraduate theoretical and practical experience, followed questions

specifying their education (pre- or post-graduate) over SEN and dyslexia.

« After the completion of my Greek Literature studies in Thessaloniki, I applied at

the University of Nicosia in order to attain the Masters’s degree in “Special

Education”…I wanted to develop pedagogical skills, since the two courses at post-

graduate degree refered to curriculum practices…Yes, it was my first choice, since it

had the form of open and distant learning.. » (Subject 3).

« I attended the interdisciplinary Master’s degree in the Physical Education

department, which had a Special Education course… After the completion of my

studies, I was appointed as an inclusice educator in Thessaloniki» (Subject 4).

«I wanted to expand my knowledge and attended the School Consultive Master

program in University of Thessaly..The courses were assossiated with children

47
 phychology, inclusive policies and the essays enabled me to learn about SEN,

dyslexia,… » (Subject 7).

The above participants were the only that owned a Master degree in general and

Special Education studies. By the time they graduated from university, wanted to

expand their knowledge on subjects that were not sufficiently developed and

expained.

«No, I do not own a Master degree in Education. But, I have attended several

seminars, trainings…they were organised by certified organnizations […]I had no

choice::, I worked for many years as a home tutor and had to plan personalized

interventions…» (Suject 6).

«Throughout my career I have met students with various difficulties. Sadly, I did not

master my knowledge, but back when I was studying dyslexia was not such a

cultivated field..I attended seminars, meetings, workshops that helped me

understand and form a perspective… » (Subject 1).

This is the image that the rest of the participants have given. Since SEN is an

upcoming field in Greece, teachers did not feel the need to master their knowledge.

As years went by, felt the need to familiarize with it by private initiative and attend

seminars and workshops that would ensure a theoretical basis and understanding. But,

except for their own initiative, they were also asked over the govermental provision

and support.

«…No, all of the training I received was after my initiative… It is money and time

consuming, because it was not sponsored by govermental funds […] It was

necessary and enlightning.. » (Subject 9).

«A school counselor visits the school every now and then and updates the teachers’

body over alterations and provides new guidelines… I think that this is the substitute

of special training and information (laughing) » (Subject 5).

48
Participants presented a disappointment towards the governmental support. All of

them referred to the absence of organized training that can help them obtain

knowledge, skills, views and questionings in order to be able to teach with

responsibility and efficacy students with various disabilities. They are not provided

with the chance to attend specified pedagogical programs so as to critically detect

ways to attach theory to practice, balance cognitive with pedagogical strategies and

identify and support each disability. So, they try on their own initiative and money

support to be informed.

c) Surge in dyslexic students

A common thesis that all participants referred to when informed over the study’s

subject was the past decade’s sudden surge in dyslexic students.

«… Through the last 25 years that I have been working as a state teacher…After the

2008 law, inclusive classrooms were funded in specific schools that would support

students with learning difficulties, autism, attention deficiency…No, the school I am

working at does not have, but I am constantly hearing from colleagues that a great

number of dyslexic students attend them» (Subject 9).

«..I am working as a Greek Literature teacher in an inclusive classroom for three

years now… The majority of my students have dyslexia or another SEN» (Subject 7).

As also stated in the literature review, the percentage of and particularly dyslexic

students has dramatically risen over the past years. Participants’ answers included

several reasons.

«I believe that this rise is in response to the general grade-grabbing orientation that

the Greek schooling systems has...Developmental disorders cause SEN, but the

school’s character hinders students from overcoming them. Except for that, the

49
 provided oral examination is tempting...you know how parents exaggerate… »

(Subject 2).

« Children with learning difficulties are assessed by KEDDY or Child Guidance

Centers or EDEA (Special Diagnostic Evaluation Committee). Only these

committees are certified and their opinions are expert and valid. I have seen parents

presenting certifications from private speech therapists and demanding their

children to be omitted from written exams… Let alone that their criteria are not

specified... » (Subject 10).

All participants agreed to the above outlooks and gave similar answers. Since dyslexia

diagnosis criteria are not strictly determined, the diagnostic authorities apply

subjective methods and criteria. The committees are free to lay down the diagnostic

criteria. Since the committee is not composed by the suitably qualified experts, false

diagnoses may occur.

All of the participants implied that the sudden growth of dyslexic students’ number

especially in the last classes of senior High (aged 16-17) school aims to written

examination exemption. According to the Greek Ministry of Education, dyslexic

students have the right to be orally examined at the final high school exams. So,

students with poor school performance choose to present fake certifications that allow

them to be orally examined. Of course, dyslexia appears at the early school classes of

secondary school and not at the last of senior High school. Fake dyslexia certifications

are an important matter that troubles teachers.

d)Economic crisis

The Greek economic crisis had ramifications on education as well. The lack of special

training, the sudden surge in dyslexic students in combination with the restricted

50
governmental funds over education and specifically over supportive and inclusive

activities has deteriorated the situation.

« …Sadly, yes. As an inclusive class teacher, I cannot find the time to schedule

personalized strategies. Over the past year, for some weeks I did not have the time

to have class with some of the dyslexic students… We had a lot of refugees at our

school…» (Subject 3).

«I am willing to accommodate each student and enable their participation…for

instance screen a movie or a documentary but, our whole school has one laptop and

it needs to be shared…» (Subject 10).

Inclusive classes are attended by students of a wide range of learning difficulties. As a

result they tend to be overcrowded, special educators that work in them feel incapable

of supporting each student the way the wished to and their efficacy ends up being

undermined.

Teachers also describe that due to parents’ meager means or ignorance due to heavy

work schedules, lead to several problems. Dyslexic students may have never been

diagnosed, or in some cases they cannot be supported and guided outside the school

context. So the only guidance they receive derives from school, from the inclusive

class teacher who is overwhelmed, by the range of difficulties he/she deals with and

has to be encouraging and beneficial.

Moreover, schools are lacking meaningful technological means that are able to enrich

the lesson, make it more intriguing and of course help students with dyslexia equally

participate in it. Many participants complained that the schools they work in do not

have up to date computer rooms and interactive whiteboards, while laptops, video

projectors and televisions exist in only specific classrooms.

51
1.2 The desired and ideal school

In the current superordinate theme, teachers described the ideal school context. After

they narrated over the current situation in Greek education and the existed lacks in

specified teacher training, in technological means and private provision they confess

their aspirations and changes they wish to see coming.

a)Versatile teachers’ training

All interviewees agreed that a more versatile pre-graduate education would be

necessary and helpful. After they demonstrated their education and training

background they all admitted that the inclusive changes in education had formed a

field that needs to be covered by the cooperation of mainstream and special educators.

They first have to be in the place to recognize the persistent behavior that indicated

learning difficulties and the later to support it. The current study focuses on

mainstream teachers, so an emphasis was given on their enriched education.

So, the first idea that all participants supported had to do with higher education

schools. They should include in their curricula both theoretical and practical classes

that will allow teachers to build a first perspective of the schooling context and not

begin their careers with zero pedagogical knowledge. On the other hand,

governmental funded obligatory seminars have to be organized at least once a year, so

that teachers are updated over new study findings, strategies, techniques and

alterations in curriculum. According to some participants, these workshops should end

up in assessment and examinations.

52
 « I agree with the thesis that constant training will guarantee an improvement in the

inclusive movement. If we are provided with detailed instructions and theoretical

information of the learning difficulty we should integrate, our job would have been

much easier» (Subject 8).

b)State support

When participants were asked to visualize the ideal school premises and teaching

procedure that would fully cover all different students’ needs and particularly students

with dyslexia, the state support was a commonplace among their responds. The

inclusion movement requires a reform in ideology and perspective of modern society

and education. This spiritual reform and rehabilitation needs plenty of time, curricula

alterations and innovative teaching methods and techniques that are more interesting

and intriguing to all students’ needs. All these changes require a review in the

educational framework that of course needs to be supported by governmental

financing.

« A wish for the future? I wish that the teacher-centered methods are replaced by

child-centered methods, where the teacher’s role is only to guide and point at the

right a direction…The state has to embrace such changes, fund training programs, I

mean how they expect to achieve inclusion under such circumstances? » (Subject 2).

Teachers seemed to be positive over the inclusion movement. Although 3 of the

participants have mastered in Special Education and two of them work either in an

inclusive classroom or as a parallel supporter, all of them mentioned the changes that

need to be done. Inclusion of students with dyslexia affects all kinds of educators and

they all wish for furtherer, more organized and child-centered support (material,

moral and intellectual).

d) Wide use of technological means

53
Finally, it is worth referring that all participants suggested the use of up-to-date

technological means. Teachers appeared being keen on projecting videos associated

with each class. According to them, students with learning difficulties who often at

High school stop trying and accept failure would find the learning procedure more

intriguing and interesting. When they visualized this supportive technology especially

designed for students with dyslexia they responded:

«Imagine writing on a computer that fixes any spelling mistakes and compare it to

struggling to hand-write a composition» (Subject 4).

«The best thing is that the reading problem is bypassed. If the student with dyslexia

hears the text via headphones during a test, he/she would feel autonomous» (Subject

2).

By introducing images, spelling correctors, reading checking tools or

software specially designed to accommodate each student’s with dyslexia

personalized difficulties, is a huge advantage. They are appealing, amusing

and the student feels confident.

2. Former experience that lead to a perspective

Throughout the previous Master Theme the participants expressed described the

Greek school reality in association with the dyslexic students’ support and their

aspirations. In this Master Theme the interviewees narrated their experiences with

SpLDs (Specific Learning Difficulties) and dyslexia in particular and factors that lead

them to form their current perspectives.

2.1 Experience with students with dyslexia

54
As already stated in the previous Theme the majority of the participants did not attend

special education oriented classes in university and have never undergone some

training. Basically, some teachers had never attended a classroom before. This

Superordinate theme and the following Subordinate are enriched with descriptions of

the cognitive and social status of students with dyslexia in the mainstream classroom.

Moreover, this Theme contains reflections of some of the worthy of mention teacher’s

experiences.

a) Experiences with dyslexic students in the classroom

After teachers described the struggles that a student with dyslexia faces in the

classroom, they were asked to narrate a worthy of mention experience. Due to the

sudden increase of dyslexia is Greece, each teacher is speculated that has some

striking experiences to describe, that affect his/her perspective. The teachers were

asked to share a perfect example, followed by probe questions in order to shed light

on their feelings and reactions and ask them to reflect over them.

«About a decade ago I was working at Selection Board for final high school

exams and examined the physically weak students orally. A student with

dyslexia presented himself and as the examination was proceeding he felt

extremely anxious and overwhelmed. I took the initiative to ask him some

personal questions, like which team he supported and he felt more relaxed

and continued on. I was lectured by the second member of the Selection

Board for my “impertinence”… » (Subject 8).

The participant had no theoretical knowledge over dyslexia. He saw the struggling

examinee and felt sympathetic and compassionate for him. He wanted to support him

to proceed on his examination the way he could. As he was unaware of other

strategies, he chose to construct a warmer vibe among them.

55
 « I have the perfect example of a dyslexic student who was being supported through

all his schooling years and managed to attend university! I was tutoring him at

Greek Language class. He is studying to become an English Language Teacher…»

(Subject 6).

The above participant was very ambitious over the potential that students with

dyslexia have. If they are diagnosed at an early age and the educators focus on their

strengths and not weaknesses they would be able to aim high.

«…I ask for translation of some ancient texts or even the summary of it, but:: she

won’t answer! She will maybe try, but rarely correctly. Nonetheless, when she is

examined orally during an examination, well I don’t know how but she responds

very well. When she is alone, when we are just the two of us. So, in order to boost

her confidence I started pushing her to reply, I went above her desk, I insisted. One

day she started slowly crying... » (Subject 10).

The teacher here referenced a negative experience she had with a student of hers. She

explained that while being monitored by her classmates, the student with dyslexia

could not actively participate. When left alone with the teacher, felt confident and

managed to respond. The teacher wanted to help her get over her insecurity, but the

student felt embarrassed and pressurized.

Most of the teachers shared experiences similar to the first and the third. Firstly, they

expressed their confusion about why the student is struggling that hard over

answering and reading. Secondly, they felt the urge to help them and boost their

morale. Thirdly, since they were not familiar with inclusive strategies and

psychological components concerning dyslexia they relied upon their improvisation.

Others feelings that teachers mentioned was the inconsistency of covering needs,

puzzlement over how to react and incapability to accommodate. Only the 2nd extract

teacher referenced a positive experience.

56
Each participant had an experience to share regarding the status of the student with

dyslexia in the classroom, or the relationship the teacher had developed with the

student, or even the student’s future. Everyone had a striking impression of his/her

relationship with the student to describe positive or negative, optimistic or pessimistic

that explain their general attitude over inclusion and reflect their specified knowledge,

training and pedagogical character. What was really interesting here was the case that

each participant chose to share and the fact that nine out of ten teachers, chose to

share a negative one.

2.2 Experiences with operators concerning the dyslexic student’s support

The educators’ perspective over inclusion is formed by many factors. Except for the

experiences with the students per se, operators that regulate the students’ integration

and support like the school’s principal, the Center for Differential Diagnosis and

Support (KE.D.D.Y) and governmental policies also affect their views. These factors

are explained in this Superordinate and Subordinate Themes.

2.1.a)Communication with: The principal

It is very important that all educators of a school can cooperate with the principal and

create a healthy and understanding relationship. Especially when education policies

change and become more inclusive in order to cover each student’s need, educators

have to be carefully guided and supported by the school’s principal. The school’s

principal is the one that has to inform them over each SEN students’ status.

Participants were asked over the relationship and communication they have built with

them.

«A very close relationship. It is my first year working as an inclusive educator and

the principal was from the first day willing to explain everything, gave me the

57
 students’ diagnosis, and at staff meetings is always asking about problems I face…I

consider her as a friend » (Subject 3).

«I would say it is typical, but ok in general. I am informed about the students that

had a KE.D.D.Y. Certification and I feel free to express any issues I am dealing with

» (Subject 9).

Participants generally appeared satisfied by their relationship with the school

principals. They informed the teachers about the existence of the dyslexic student in

their class, transferred parents’ requests and asked for any possible problems. The

inclusive educators had an everyday communication with the principals, as students’

parents wanted to be constantly informed. Generally, the teachers’ experiences with

the school principals were positive and fulfilling.

b) Center for Differential Diagnosis and Support (KE.D.D.Y.)

Afterwards the participants were asked about KE.D.D.Y and the communication they

had developed. If a student has reached High school and had never been diagnosed

with dyslexia, but the class educator recognizes some signs that indicate it, he/she has

to inform the students’ parents and the principal. The first have to contact KE.D.D.Y,

which contacts the educator and take into account his/her Educational Descriptive

Report. In cases that the school has inclusion class, the Special Educator in

cooperation with the general educator redacts the Report.

«They are informative and consultative. I have contacted them in some cases… »

(Subject 2).

Whereas some of the participants seemed to be satisfied by KE.D.D.Y‘s action, others

expressed their disappointment towards the criteria that they assess students with

dyslexia.

58
 « They are consisted by Boards that are not sufficiently qualified and experienced

over dyslexia […]…only one time? I am constantly in contact with them and I

strongly believe that they should not address dyslexia as the declination between

school performance and intelligence...anyway their criteria are vague and

subjective» (Subject 7).

The participant who is an inclusive classroom teacher strongly criticized KE.D.D.Y.

for their diagnosis criteria and poor qualified personnel. Although, most participants

respected its action and support to students with dyslexia and their families, some of

them (as also stated in the previous Master Theme) call into question their assessment

criteria. The teachers’ experiences in this subordinate theme were divided.

c) Parents

Both mainstream and inclusive classroom teachers have to keep contact with the

students’ parents in order to update them over their children progress or any possible

behavior and performance problems. The healthy cooperation between these two adult

groups that surround children, aims its welfare. When it comes to the cooperation

between the student’s with dyslexia parents, the mainstream teacher and any other

expertise, it is important that this relationship is caring and trustful. Nevertheless, the

participants describe this situation as being ideal, but not accomplishable. They

acknowledge parents’ effort and the difficulties they struggle with (financial,

emotional), but featured that their relationship is complicated.

«I have met student’s parents that would not just understand that their child has a

learning difficulty. No! They responded! He is lazy, he is just not trying…Why don’t

they understand that it is not a stigma anymore? Honestly, I believe that they

circumvent their own children’s future» (Subject 8).

59
 «Yes, it is very important because they will explain their child’s history. Especially

from a secondary class to the High school class, when the child is already hesitant

and bashful, let alone facing dyslexia…Parents have to be informed and in thesis to

accept everything. I have many experiences to narrate concerning ignorant

parents..! » (Subject 10).

The above interviewees address another important issue, parental ignorance. Taking

into account all participants references to this topic, the Greek society is narrow-

minded and retrograde. Since the general schooling system aims to university success

and excellence, parents tend to either push their children to the hardest in order to

achieve or behave indifferently. This indifference according to the participants dwells

from the parental belief that their children are just disinterested in school subjects.

They cannot easily accept the fact that despite the children’s struggle, they fail. But,

this failure is caused probably by a learning difficulty, like dyslexia. Again, due to the

excellence oriented schooling system, parents demonize SpLDs and will not accept

and support it. All participants shared similar experiences with parents and expressed

their worriment and wish for more open-minded, supportive parental guidance and

cooperation with the school teacher.

3. Appliance of techniques

The participants shared their experiences over students with dyslexia and as well as

their background theoretical and empirical knowledge. The last interview questions

concerned the techniques that teachers apply in order to accommodate and support

students with dyslexia in the mainstream classroom regarding Greek Language. The

Superordinate Themes are separated in spontaneous techniques that teachers use and

scientifically effective proven interventions.

3.1. Improvised techniques

60
In the following section, are analyzed the spontaneous strategies mainstream teachers

use, due to their lack of training over dyslexia. The most common answers formed the

following list.

Less homework, Encouragement, Other techniques

A technique that was mentioned by both mainstream and special educators was the

fact that they assign less homework and exercises to students with dyslexia.

«..like less homework. Less exercises, or at subjects that learning by heart is

required, I ask them to paraphrase the lesson...To explain what they understood »

(Subject 9).

As all participants agreed upon, there is no need to overwhelm a student that already

struggles to keep up to the pace of a difficult and grade oriented curriculum.

Secondly, encouragement is less of a technique as a pedagogical manner. It is worthy

mentioned since all participants suggested that constant encouraging and patience can

alter the inner world of a student with dyslexia. As participants mentioned, a student

with learning difficulties who is dealing everyday with poor grade performance, may

be involved in athletic, musical or artistic occupations. Either while at school or as

extracurricular activities they will inspire children with dyslexia and make them feel

useful and successful.

Thirdly, some of the participants referred to techniques that they improvised and use.

A very characteristic technique that was mentioned was that during the assessment

procedure, the test that the dyslexic student has to complete has a fully multiple

choice form. The student recalls only the significant lesson parts and circles the

correct answer, without being forced to read texts and provide written answers.

Another worthy of sharing technique was mentioned by a History teacher:

61
 «I provide the students with layouts of the lesson. Dates, names, places… I ask them

to underline them in various colors and name only these» (Subject 5).

The multicolored underlining of significant parts of the lesson was included in other

participants’ answers as well. They suggested that students’ with dyslexia brain is

intrigued by the diversity of colors and it is easier for them to memorize the spelling of

words.

Teachers here tried to share their spontaneous and pedagogical oriented techniques

they have adopted in order to secure children with dyslexia self-esteem. Their purpose

is mostly to relieve the students from the constant stress of high grade achievements,

encourage their efforts and develop their critical thinking.

When asked which ones were proved to be the most efficient, their answers were

versatile. None of the participants could guarantee that only by encouraging a student,

or by assigning less homework inclusion is achieved.

3.2. Scientifically proven interventions

Although, some of the sample’s teachers have never attended training programs (as

explained in a previous Theme) they were asked if they were familiar with an

expertise technique that would comfort students with dyslexia in their classrooms. It is

important here to state that mainstream teachers cannot draw personalized

interventions, because only special educators in inclusive classrooms or external

supporters can do so. In the following Sub-ordinate theme, mainstream teachers

explain some of the techniques they use. Among the sample participants were three

who mastered in Special Education and Consulting. Their responses were not taken

into account in this section. Emphasis was put in mainstream teachers’ familiarization

with expertise techniques.

62
Oral examination, peer reading, repetition model practices

The assessment procedure in final and midterm examinations of students with

dyslexia is regulated by govermental law to be oral. Students read the exam questions

and reply orally both open and closed type questions. The same procedure happens in

lessons where analytical composition of ideas in needed like Greek Language and

Greek Literature.

«In my school, we have many students with dyslexia and…At final examinations

some of them complete the questions on their own to have an idea and then I re-read

to them and examine them in person orally…Of course I don’t take into account any

written answers» (Subject 1).

Oral examination was described by participants with posistive and negative feelings.

From one hand, it allows discharge from the writing procedure and probe questions

that explain deeper the topic, but on the other hand students it promotes favoritism and

subjectivity. This is mainly the reason why most students are diagnosed with dyslexia

at High school age. Generally, oral examination permits equality among differentated

students’ needs.

Peer reading is an intervention model where the dyslexic student who has reading

difficulties is paired to a classmate, who reads texts for him/her and guides the student.

«I was informed over Peer reading at a training workshop I took part over

dyslexia.It is easy to apply it in the mainstream class.. I tried it…It worked at some

points» (Subject 2).

Other 2 participants referenced peer reading as an intervention that can easily enable

students with dyslexia comprehend written speech and develop social skills and

understanding at the same time.

63
Finally, another teacher mentioned multi-sensory techniques. They enhance a

student’s memory by combining vision, movement, sounds and touch. As dyslexic

students are facing diffyculties in absorbing and recalling data, multisensory teaching

techniques use motion, graphs, sounds and experiential learning.

« Many gestures, or turning key words into poems, or… projecting a movie about

life of Odysseus, or bringing replicant of a historical artefact to be touched and

observed…Many… Multi-sensory techniques are concentration-catching» (Subject

6).

The participant continued on suggesting that Greek Language assossiated subjects are

very easy combined with multi-sensory techniques. They require a great amount of

remembering by-heart, grammar rules and analytical thinking, which can be

subrogated by pictures, composing key-word songs and tasks that require searching

for information and activate dyslexic students curiosity and initiative.It is important

here to state that some of the participants were unwaware of any expertise technique

due to the absense of SpLDs training. Thus, the techniques that Greek Literature

teachers use are mostly teachniques that they improvised and observed that are

efficient.

64
Research Results

After the interviews were analyzed, the following results emerged concerning

teachers’ pegagicical theoretical and empirical knowledge :

 Except for the participants who mastered in Special Education and Consulting,

the rest teachers’ body could not define and outline basic differences between

Special Education, SEN and dyslexia.

 The curricula of the universities the sample majority attended and studied

Greek Literature did not involve specified theoretical subjects concerning SEN

or internship training.

After the teachers stated their background knowledge and experience were asked over

the situation in the Greek classroom, especially regarding the inclusion of students

with dyslexia. Their answers involved issues associated with:

 The ignorance concerning SEN that has a result their everyday struggling to

include successfully students with dyslexia in the classroom.

 All participants mentioned the tremendous surge in dyslexic students over the

last years, due to the school’s excellence oriented nature.

 The Greek economic crisis deteriorates the current situation, as students with

dyslexia whose parents cannot privately support their needs have to be

educated in overcrowded inclusive classrooms, who lack material equipment.

On the other hand the teachers revealed their goals over a successful and beneficial

inclusive school. All participants desired:

65
  Carefully designed and versatile teacher education, better state support and

insertation and use of technological means.

Their views and perspectives over inclusion were formed by their experience with

students, the school’s principal, KE.D.D.Y and the students’s parents. They stated

feelings like:

 Ignorance,incapability,exhaustion

The reasearch indicated a general negative feeling over inclusion and experience with

dyslexic students. Teachers’ main excuse was the absense of educative workshops.

Finally, the techniques that are used in the Greek Language associated classes are:

 improvised by teachers like less homework assignment and encouragemnet

 are scientifically proven like: peer reading and multi-sensory techniques.

The study did not take into account the anwers of special educators here, in order to

highlight what mainstream teachers apply. They all agreed upon the fact that Greek

Language and associated subjects can be easily enriched by teachniques , but they

were not aware of scientific methods. The participants’ gender, working experience

and age didi not affect the results.

Discussion

Main goal of the current study was the exploration of perspectives of Greek Literature

teachers over the inclusion of students with dyslexia in the mainstream classroom.

More specifiacally, the qualitative analysis of the 10 teachers’ interviews revealed

findings concerning the situation in the Greek classroom and the ideal circumstances

in which inclusion can be achieved. Plus, the teachers expressed their experiences

66
they had in the classroom and reflected on them by mentioning their feelings. Their

responses were enriched by the experineces they have with other school operators.

They also described the everyday status of a dyslexic student in the mainstream

classroom. Another theme that was demonstated was the unawareness of valid

strategies they can encompass in the teaching procedure. Finally, they shared some of

these strategies and whether they were scientifically proven or techniques that they

improvised and used. In the following unit, a discussion of the study’s outcomes is

following,enriched with literature references.

A main finding that the data highlighted was the fact that the majority of the

participants could not easily define Special Education, categorize and distinguish

SEN. More specifically, some participants had a confusing and distorting idea of what

learning difficulties, even though they include SEN students in their classrooms

daily. According to literature, many students are often faslely identidied as having

dyslexia, whereas they may have any othern SEN (Cappa, Muzio & Giulivi, 2012) or

even mild mental retardation (Riga, 2012).

Another important finding of the study was the absence of pedagogical associated

subjects from the Higher Education curricula. As the participants mentioned, the basic

theoretical knowledge they gained was after they acquired they pedagogical and

teaching competence diploma. Sónia (2012) agreed with the above thesis and

indicated the fact that teachers do not obtain the sufficient knowledge while studying

at university. Mills and Clarke (2017), also describe as disappointing the fact that

universities do not prepare teachers in order to help dyslexic students.

All participants agreed upon the sudden rise of dyslexia students. The study’s

participants “blamed” the grade oriented schooling system that leads many student

67
parents’ to endorse oral examination that dyslexic students are entitled. Kirkwood

(2015) highlighted the fact that parents in Greece “buy” certificates that discharge

their children from written examinations and guarantee university entrance via oral

examinations. Anastasiou & Polychronopoulou (2009), also expressed concerns over

the dramatic rise of dyslexia in Greece and Pavlidis & Giannouli, V. (2013)

characterized dyslexia as the most common learning difficulty in the Greek territory.

The study’s participants “blamed” the grade oriented schooling system that leads

many student parents’ to endorse oral examination that dyslexic students are entitled

Moreover, the study underlined how important the lack of pedagogical education in

general and regarding Special Education and SEN over teachers’ training is. Some of

the participants had no pre or post-graduate training on how to integrate and include

SEN students. Others attended some seminars, workshops and meetings from where

they received some basic theoretical knowledge. According to Elias (2014), teachers

who lack theoretical and practical knowledge are unaware of if and how they may

alter the classroom, lesson and curricula. The participants agreed with Colson (2013),

who stated that teachers could provide for each student if were familiar with

techniques and procedures. Finally, Bendová & Fialová, (2015) also underpinned that

any negative and prejudiced views over dyslexic students dwells from this

unfamiliarity.

The experiences and the feelings of teachers formed their perspectives. Mostly they

had negative experiences to narrate, that caused feelings like confusion and

puzzlement that are formed not only by their experiences with the dyslexic students,

but also, with the school’s principal, the students’ parents and other operators like

KE.D.D.Y. These feelings are described in other researches’ participants and match

other studies’ results. Papalouka (2011) stated that Greek teachers have always been

68
skeptical over inclusion. Elias (2014), proved that teachers’ exhaustion and

incapability towards including students with dyslexia successfully, while Horne &

Timmons, (2009) explained this negativity as stress to manage and provide for each

student. In Mngo & Mngo’ s study(2018) the vast majority of the teachers participants also

stated negative and skeptical views over the effectiveness of inclusion due to their poor

previous training. The participants stated the great significance of the supportive

parents in dyslexic student school performance, while the majority of them shared

negative or problematic experiences. But, according to Elias (2014), teachers have

positive overall experiences with parents and that they do not overreact and hide poor

performance behind dyslexia. On the other hand McGhie-Richmond et al., (2013)

resulted in teachers’ positive feelings over dyslexia due to a healthy and steady

relationship they built wish their colleagues and parents. The participants who had

already mastered in Special Education also narrated negative experiences which

contrast Avramidis and Kalyva, (2007), who suggested that further educational

training provides positive attitudes over inclusion.

The study also summed up the techniques that mainstream teachers use in order to

support, include and guide effectively students with dyslexia. Their answers were

divided in two categories, based on the special training they underwent. The teachers

who were not aware of valid techniques were mostly based on improvised strategies

that proved to be efficient. Teachers who attended some workshops or mastered in

Special Education referred to multi-sensory techniques, like dramatization, projecting

movies and pictures or peer-reading techniques. Thomson (2010) also promoted

multi-sensory techniques for dyslexic students as observing, hearing and using

kinesthetic incentives can improve learning. Mobinizad (2018) also agreed and

suggested the use of technology, for enhancing reading, writing and fluency.

69
Literature and participants also agreed on the use of peer reading technique. One of

the participants suggested the use of peer tutoring, where the dyslexic student is

boosted by a non-dyslexic while reading texts. Rahmasari (2017) also supports peer

reading model, as it boosts the student’s confidence and enables his/her active class

participation and comprehension. On the other hand, improvised methods were

mainly associated to homework reduction and attempt encouragement. This thesis

confirms Riga’s (2012) who indicated that only 5% of mainstream teachers innovate

their teaching techniques. The attempt encouragement by providing additional time

and less or modifies assignments was endorsed by Sanderson et al. (2013).

Finally, teachers envisaged the ideal inclusive education. All the participants agreed

upon their constant special training and also the state’s continuing interest and

introduction of ICT use. Diraä (2009) confirms the efficiency of ICT and assistive

technology at dyslexic students. On the other hand, Mobinizad (2018) underlined the

importance of the parent-teacher cooperation for eliminating any barrier in inclusion.

Limitations of Research

The current research gathered a small sample of 10 Greek Literature teachers of

Thessaloniki, that was chosen because of the accessibility it provided to the

researcher. Consequently, there are some reservations concerning the validity of the

arising results. A more noumerous teacher sample would confer an extra parameter

and would lead to potential convergence or divergence of the teachers’ perspectives

over dyslexia. Furthermore, the demographic data of gender, age and working

experience diversity as an evaluating factor of a possible perspectives differentiation

between the teachers was not taken into account. Another parameter that restrained

the research’s width was the purposeful absence of referenece at the parallel support

70
policy, neither at the way they work, nor at the teaching methodology that teachers

use in such circumstances. This way, an exploratory and reconnaissance approach was

adopted that purely highlighted teachers’ perpectives over SEN and dyslexia.

Conclusions and reccomendations for further research

The study’s results agree with the rationale and highlight the negative aspects that

Greek Literature teachers have formed over inclusion and need for “investment” in

education stakeholders. This can be achieved by :

 the promotion of SEN and dyslexia seminars and workshops

 enriching the Higher Education institutions with versatile curricula.

 The wide use of teachnological means

All the previously stated data, can be seized for future evolution of the current

inquiry. Absolutely, a comparative inventory and study of secondary and high school

teachers’(mainstream and special education) perspectives would be interesting.

Another highly intiguing study would be a comparative research that examines the

views of educators’ and parents over children with dyslexia. Generally, as the

research proved, there are not important differences in educators perspectives over

dyslexia. Their descriptions, regardless their experiences focus on the difficulties the

students deal with while writing, reading and comrehending a text’s meaning. Even

though, most people agree that dyslexia belongs in the Learning Difficulties group,

some report that it is a brain malfunction, due to its inherent nature. What is important

here is their poor and modest scientific training and information, especially if

educational interniships in SEN , or personal interest are excluded.

71
References

Al-Lamki, L. (2012). Dyslexia: Its impact on the Individual, Parents and Society.

Sultan Qaboos University Medical Journal, 12(3), 269–272.

Albert, B. (2004). Briefing Note: The social model of disability, human rights and

development. Disability KaR Research Project, 1-8.

American Psychiatric Association. (2013). Diagnostic and statistical manual of

mental disorders (DSM-5). American Psychiatric Publications

American Speech-Language-Hearing Association. (1998). Operationalizing the

NJCLD Definition of Learning Disabilities for Ongoing Assessment in Schools.

Anastasiou, D., & Polychronopoulou, S. (2009). Identification and

overidentification of specific learning disabilities (dyslexia) in Greece. Learning

Disability Quarterly, 32(2), 55-69.

Angelides, P. (2003). Using collaborative models of inquiry for teacher

professional development. Improving Schools, 6(1), 20-26.

Angelides, P., Charalambous, C., & Vrasidas, C. (2004).Reflections on policy and

practice of inclusive education inpre-primary schools in Cyprus. European

Journal of Special Needs Education,19(2), 211–224

Armstrong, A., Armstrong, D., & Spandagou, I. (2010). Inclusive education. Los

Angeles: SAGE.

Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and

professional development on Greek teachers’ attitudes towards inclusion.

European Journal Of Special Needs Education, 22(4), 367-389.

72
Ballard, K. (2003). The analysis of context: Some thoughts on teacher education,

culture, colonization and inequality. In T.Booth, K. Nes, & M. Stromstad (Eds.),

Developing inclusive teacher education, London: Routledge/Falmer.

Ballhysa, N., & Flagler, M. (2011). A teachers’ perspective of inclusive education

for students with special needs in a model demonstration project.

Barton, L. (1997). Inclusive education: Romantic, subversive orrealistic?

International Journal of Inclusive Education,1(3),231–242

Bendová, P., & Fialová, A. (2015). Inclusive Education of Pupils with Special

Educational Needs in Czech Republic Primary Schools. Procedia-Social and

Behavioral Sciences, 171, 812-819.

Berg, B. L. (2004). Methods for the social sciences. Qualitative Research Methods

for the Social Sciences. Boston: Pearson Education.

Booth, T. (2003). Views form the institution: Overcomingbarriers to inclusive

teacher education? In T. Booth, K.Nes, & M. Stromstad (Eds.), Developing

inclusive teacher education London: Routledge/Falmer

Booth, T.& Ainscow, M.(2002). Index for inclusion. Bristol: Centre for Studies on

Inclusive Education.

Brandén, M., Birkelund, G. E., & Szulkin, R. (2016). Does school segregation

lead to poor educational outcomes?: evidence from fifteen cohorts of swedish

ninth graders.

British Educational Research Association Revised Guidelines.

URL:http://www.bera.ac.uk/guidelines.html [14 May 2018].

73
Cappa, C., Muzio, C., & Giulivi, S. (2012). Understanding Dyslexia.

Chambers, E. R. (1934). Congenital Word-Blindness. Bristol medico-chirurgical

journal 51(191), 41.

Chhabra, S., Srivastava, R., & Srivastava, I. (2009). Inclusive Education in

Botswana: The Perceptions of School Teachers. Journal Of Disability Policy

Studies, 20(4), 219-228.

Cohen, D., & Crabtree, B. (2006). Qualitative research guidelines project.

Colker, R. (2011). The learning disability mess. Am. UJ Gender Soc. Pol'y & L.

Colson, J. M. (2013). Teacher Training on Teaching Students with Dyslexia.

Cottrell, J. M. (2014). The Definition, Identification, and Cause of Specific

Learning Disabilities: A Literature Review.

De Boer, A., Pijl, S., & Minnaert, A. (2011). Regular primary schoolteachers’

attitudes towards inclusive education: a review of the literature. International

Journal Of Inclusive Education, 15(3), 331-353.

Diamanti, V. (2006). Dyslexia and dysgraphia in Greek in relation to normal

development: cross-linguistic and longitudinal studies(Doctoral dissertation,

University of London).

DiCicco‐Bloom, B., & Crabtree, B. F. (2006). The qualitative research interview.

Medical education, 40(4), 314-321.

Diraä, N., Engelen, J., Ghesquière, P., & Neyens, K. (2009). The use of ICT to

support students with dyslexia. In Symposium of the Austrian HCI and Usability

Engineering Group. Springer, Berlin, Heidelberg.

74
Drossinou-Korea, M. (2011).(Oral Presentation), The inclusion of students with

dyslexia. Proposals for good practices. Fedora, Summer University in Ioannina,

Greece, June 16-18

Eatough, V., & Smith, J. A. (2017). Interpretative phenomenological analysis.

The SAGE Handbook of Qualitative Research in Psychology. London: Sage

Publications Ltd.

Edwards, R., & Holland, J. (2013). What is qualitative interviewing?. A&C Black.

Elias, R. (2014). Dyslexic learners: An investigation into the attitudes and

knowledge of secondary school teachers in New Zealand. Unpublished Master

Dissertation, University of Auckland.

Erickson, F. (1985). Qualitative Methods in Research on Teaching. Occasional

Paper No. 81.

Exley, S. (2003). The effectiveness of teaching strategies for students with

dyslexia based on their preferred learning styles. British Journal of Special

Education, 30(4), 213-220.

Farreras, I. G. (2017). History of mental illness. Noba textbook series:

Psychology. Champaign, IL: DEF publishers.

Fletcher, J. (2009). Dyslexia: The evolution of a scientific concept. Journal Of

The International Neuropsychological Society, 15(04).

Forlin, C. (2001). Inclusion: identifying potential stressors for regular class

teachers. Educational Research, 43(3).

Frith, U. (1999). Paradoxes in the definition of dyslexia. Dyslexia, 5(4).

75
Gabriel, R., & Lester, J. N. (2013). Community Performances and Performative

Texts as Tools for Critical Exploration: the practice of being labeled disabled.

Power and Education, 5(2).

Gachocho, M. (2017). An Examination of Teachers’ Perspectives on Inclusive

Education: A Case Study of Thika East District, Kenya (Doctoral dissertation,

University of Manitoba).

Gardner, P. (2012). Strategies and resources for teaching and learning in

inclusive classrooms. New York: Routledge.

Guardiola, J. G. (2001). The evolution of research on dyslexia. Anuario de

psicologia, 32(1).

Gwernan-Jones, R., & Burden, R. (2010). Are they just lazy?Student teachers'

attitudes about dyslexia. Dyslexia, 16(1).

Hallahan, D. P., & Mercer, C. D. (2001). Learning Disabilities: Historical

Perspectives. Executive Summary.

Harrell, M., & Bradley, M. (2009). Data collection methods. Santa Monica, CA:

RAND.

Hassan, Z. A., Schattner, P., & Mazza, D. (2006). Doing a pilot study: why is it

essential?. Malaysian family physician: the official journal of the Academy of

Family Physicians of Malaysia, 1(2-3).

Horne, P., & Timmons, V. (2009). Making it work: teachers’ perspectives on

inclusion. International Journal Of Inclusive Education, 13(3).

76
Howe, K. R., & Moses, M. S. (1999). Chapter 2: Ethics in educational research.

Review of research in education, 24(1), 21-59.

Ingesson, S. (2007). Growing up with dyslexia. Lund: Department of Psychology,

Lund University.

International Dyslexia Assossiation (IDA).(2017). Dyslexia In the Classroom

What Every Teacher Needs to Know, Baltimore.

Jamshed, S. (2014). Qualitative research method-interviewing and

observation. Journal of basic and clinical pharmacy, 5(4), 87.

Janghorban, R., Latifnejad Roudsari, R., & Taghipour, A. (2014). Pilot study in

qualitative research: The roles and values. Journal of hayat, 19(4), 1-5.

Kaufman, A. S. (2008). Neuropsychology and specific learning disabilities:

Lessons from the past as a guide to present controversies and future clinical

practice. Neuropsychological perspectives on learning disabilities in the era of

RTI: Recommendations for diagnosis and intervention, 1-13.

Kavale, K. A. (2004). Inclusion: Rhetoric and reality surrounding the integration

of students with disabilities. FINE (First in the Nation in Education) Foundation.

Kavouni, K. (2016). Primary School Teachers’ Perceptions onInclusive

Education for Students with MentalDisabilities: A Comparative Case Study

between Greece and Sweden.( Dissertation essay, University of Stockholm).

Kirk, S. A. (1968). Special education for handicapped children, first annual

report of the national advisory committee on handicapped children.

77
Kirkwood, M. (2015). Validity testing in child and adolescent assessment. New

York: The Guilford Press.

Konstantia, D. (2014). ‘Conceptualising Inclusion as a Practice: A Critical

Analysis of the Greek SEN Laws and the ‘inclusive classes’ within a Greek

Mainstream Primary School’.

Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age

International.

Koutrouba, K., Vamvakari, M., & Theodoropoulos, H. (2008). SEN students'

inclusion in Greece: factors influencing Greek teachers' stance. European Journal

of Special Needs Education, 23(4), 413-421.

Kuittinen, E. (2017). Inclusive education from teachers' perspective: Exploring

Chilean teachers' attitudes and self-efficacy.

Kvale, S. (1994). Ten standard objections to qualitative research

interviews. Journal of phenomenological psychology, 25(2), 147-173.

Labaree, R. V. (2009). Research Guides: Organizing Your Social Sciences

Research Paper: Qualitative Methods.

Liakopoulou, M. (2011). Teachers' Pedagogical Competence as a Prerequisite for

Entering the Profession. European Journal Of Education, 46(4), 474-488.

Lianeri, I. (2013). Inclusive education in Greece: official policies alternative

discourses and the antinomies of inclusion (Doctoral dissertation, Institute of

Education, University of London).

78
Liljequist, L., & Renk, K. (2007). The relationships among teachers’ perceptions

of student behaviour, teachers’ characteristics, and ratings of students’ emotional

and behavioural problems. Educational Psychology, 27(4), 557-571.

Magombo, F. B. (2015). Teaching Children with Reading and Writing Difficulties

in Regular Schools (Master's thesis).

Marianna, M. (2011). What are the major ethical issues in conducting research? Is

there a conflict between the research ethics and the nature of nursing?. Health

Science Journal, 5(1).

Mastropieri, M. A., Sweda, J., & Scruggs, T. E. (2000). Putting mnemonic

strategies to work in an inclusive classroom. Learning Disabilities Research &

Practice, 15(2), 69-74.

Mays, N., & Pope, C. (1995). Qualitative Research: Rigour and qualitative

research. BMJ, 311(6997), 109-112.

McGhie-Richmond, D., Irvine, A., Loreman, T., Cizman, J. L., & Lupart, J.

(2013). Teacher perspectives on inclusive education in rural Alberta,

Canada. Canadian Journal of Education, 36(1), 195.

McDonnell, J., & Brown, B. E. (2010). Inclusion in general education

classes. Successful transition programs: Pathways for students with intellectual

and developmental disabilities, 149-173.

McLeod, S. A. (2017). Qualitative vs. quantitative.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded

sourcebook (2nd ed.). Thousand Oaks, CA: Sage.

79
Mills, J., & Clarke, M. (2017). Dyslexia and the Need for Teacher Training: A

Collaborative Three-Pronged Approach between a University and a Community

Partner. Leadership And Research In Education, 4(1), 77-89.

Mngo, Z., & Mngo, A. (2018). Teachers’ Perceptions of Inclusion in a Pilot

Inclusive Education Program: Implications for Instructional

Leadership. Education Research International, 2018, 1-13.

Mobinizad, M. M. (2018). What Are Dyslexia and Its Effects on Teaching

Language Skills?. Theory and Practice in Language Studies, 8(2), 218-225.

Mulinge, D. (2016). Teachers'perceptions towards inclusion of children with

special educational needs into mainstream classrooms in kenya(Master's thesis).

Nes, K. (2000, July). The inclusive school and teacher education:About curricula

and cultures in initial teacher education. In Proceedings of the fifth international

special education conference, Manchester, UK.

Nes, K., & Stromstad, M. (2003). Creating structures forinclusive development in

teacher education. In T. Booth, K.Nes, & M. Stromstad (Eds.), Developing

inclusive teacher education, London: Routledge/Falmer.

Oltmann, S. (2016, May). Qualitative interviews: a methodological discussion of

the interviewer and respondent contexts. In Forum Qualitative

Sozialforschung/Forum: Qualitative Social Research 17,(2).

Papalouka, A. (2011). Secondary teachers' understandings of dyslexia in England

and Greece (Doctoral dissertation, University of Nottingham).

Patton, M. Q. (2005). Qualitative research. John Wiley & Sons, Ltd.

80
Pavlidis, G. T., & Giannouli, V. (2013). Linking ADHD–Dyslexia and Specific

Learning Difficulties. P. Garner K. James & E. Julian The SAGE handbook of

emotional and behavioral difficulties, 221-235.

Peterson, R., & Pennington, B. (2012). Developmental dyslexia. The Lancet,

379(9830), 1997-2007.

Phellas, C. N., Bloch, A., & Seale, C. (2011). Structured methods: interviews,

questionnaires and observation. Researching society and culture, 3.

Porpodas, C. (2006). Literacy acquisition in Greek: Research review of the role of

phonological and cognitive factors. Handbook of orthography and literacy, 189-

199.

Putnam, J. W., Spiegel, A. N., & Bruininks, R. H. (1995). Future directions in

education and inclusion of students with disabilities: A Delphi

investigation. Exceptional Children, 61(6), 553-576.

Rahman, M. S. (2016). The advantages and disadvantages of using qualitative and

quantitative approaches and methods in language “testing and assessment”

research: A literature review. Journal of Education and Learning, 6(1), 102.

Rahmasari, B. S. (2017). Peer Tutoring: An Effective Technique To Teach

Reading Comprehension. KnE Social Sciences, 1(3), 245-258.

Riga, M. (2012). Teacher Beliefs about Teaching Children with

Dyslexia/Learning Difficulties in Mainstream Primary Schools in Greece

(Doctoral dissertation, University of Manchester).

81
Sanderson, M. C., Berenst, H. C., & Jones, A. C. (2013). Dyslexia in Mainstream

Teaching: Teachers’ and Students’ Opinions of the Dyslexia Protocol in English

Classes (Master's thesis).

Shaywitz, S. E., Morris, R., & Shaywitz, B. A. (2008). The education of dyslexic

children from childhood to young adulthood. Annu. Rev. Psychol., 59, 451-475.

Sideridis, G. D., Antoniou, F., & Padeliadu, S. (2008). Teacher biases in the

identification of learning disabilities: An application of the logistic multilevel

model. Learning Disability Quarterly, 31(4), 199-209.

Siegel, L. S. (2006). Perspectives on dyslexia. Paediatrics & child health, 11(9),

581-587.

Simple Random Sampling. (2012). Wiley Series In Probability And Statistics, 9-

37.

Smith, J. A. (2011). Evaluating the contribution of interpretative

phenomenological analysis. Health psychology review, 5(1), 9-27.

Smith, J., & Noble, H. (2014). Bias in research. Evidence-based nursing, ebnurs-

2014.

Sónia, L. (2012). Dyslexia through the eyes of primary school teachers. Procedia-

Social and Behavioral Sciences, 69, 41-46.

Sourtzi,M., Ioakimidou,B., Vlachos,N., Koutsospirou, H., & Hatzimichailides, b.

(2013). A classroom for all. 7th International Conference in Open & Distance

Learning - November 2013, Athens, Greece

82
Stampoltzis, A., & Polychronopoulou, S. (2009). Greek university students with

dyslexia: an interview study. European Journal Of Special Needs

Education, 24(3), 307-321.

Sutton J, Austin Z.(2015). Qualitative Research: Data Collection, Analysis, and

Management. The Canadian Journal of Hospital Pharmacy. 68(3),226-231.

Thomazet, S. (2009). From integration to inclusive education: does changing the

terms improve practice?. International Journal Of Inclusive Education, 13(6),

553-563.

Thomson, J. (2010). Good Practice in interventions for teaching dyslexic learners

and in teacher training in English-speaking countries. Dyslexia in the UN Literacy

Decade, 1-13.

Thomson, M. (2007). Supporting dyslexic pupils in the secondary curriculum.

[Stirling]: Dyslexia Scotland.

Tomlinson, C. A. (2000). What is differentiated instruction. Fundamentals of

gifted education: Considering multiple perspectives, 287-300.

Tønnessen, F., & Uppstad, P. (2015). Defining ‘Dyslexia’. Can We Read Letters?,

31-43.

Tsakiridou, H., & Polyzopoulou, K. (2014). Greek teachers’ attitudes toward the

inclusion of students with special educational needs. American Journal of

Educational Research, 2(4), 208-218.

83
Tshililo, M. E. (2016). Challenges of teaching children with dyslexia at

intermediate phase in mainstream schools in the District of Vhembe, Limpopo

Province (Doctoral dissertation).

Τzouriadou, Μ. (1995).Children with Special Educational Needs: A phycho-

pedagogical approach. Thessaloniki: Prometheus

Tzouriadou, M.(2011). Pedagogical programs for children with learning

difficulties. Thessaloniki: Prometheus

Tzouriadou, M., Vouyoukas, C., Anagnostopoulou, E., & Menexes, G. (2015).

Greek teachers’ knowledge and opinions over dyslexia. Scientific Annals-School

of Psychology AUTh, 11, 175-211.

UNESCO (1994). The Salamanca Statement and Framework for Action on

Special Needs Education. Adopted by the World Conference on Special Needs

Education: Access and Quality. Salamanca, Spain, 7-10 June. U. (2014).

Vislie, L. (2003). From integration to inclusion: focusing global trends and

changes in the western European societies. European journal of special needs

education, 18(1), 17-35.

Walliman, N. (2017). Research methods: The basics. Routledge.

Wanderi, P. G. (2015). An Assessment of Teachers Attitudes and Their

Commitment to Inclusive Educational Settings in Bahati Sub-County,

Kenya (Master's thesis).

84
Ware, L. (2003). Understanding disability and transformingschools. In T. Booth,

K. Nes, & M. Stromstad (Eds.),Developing inclusive teacher education

London:Routledge/Falmer.

Willis, A. (2017). An Interpretative Phenomenological Analysis of teaching

assistants’ experiences of forming relationships with pupils who have Autistic

Spectrum Disorder in mainstream primary schools (Doctoral dissertation,

Tavistock and Portman NHS Foundation Trust/University of Essex).

Worthy, J., DeJulio, S., Svrcek, N., Villarreal, D., Derbyshire, C., & LeeKeenan,

K. et al. (2016). Teachers’ Understandings, Perspectives, and Experiences of

Dyslexia. Literacy Research: Theory, Method, And Practice, 65(1), 436-453.

Wright, P. W. (2004). The Individuals with Disabilities Education Improvement

Act of 2004.

Young, B. (1975). Introduction to qualitative research methods.

Zhang, Y., & Wildemuth, B. M. (2006). Unstructured interviews. Applications of

Social Research Methods to Questions in Information and Library Science, 000-

060.

Zoniou‐Sideri, A., Deropoulou‐Derou, E., Karagianni, P., & Spandagou, I. (2006).

Inclusive discourse in Greece: strong voices, weak policies. International Journal

Of Inclusive Education, 10(2-3), 279-291.

Zoniou-Sideri, A., Karagianni, P., Deropoulou-Derou, E., & Spandagou, I. (2005,

August). Inclusive classes in Greece: New names, old institutions. In Inclusive

and Supportive Education Congress (ISEC) .

85
86
Appendices

1. Teachers’ Information Sheet

TEACHERS’ INFORMATION SHEET

Dear colleague,

My name is Maria Kafe. I am a Greek Literature teacher and I tutor High school
students. Over the past two years I have attended the Master’s degree of: Special
Educational Needs and Disabilities at the University of Derby .The current interview
is important for collecting information and writing my dissertation. The dissertation
investigates Greek teachers’ views over including students with dyslexia in
mainstream classroom settings and their perspectives and techniques regarding Greek
language. The present study cannot be completed without your participation and
sharing of information.
What should be made clear is that the information shared in the following interview
will only be used by me and shared with University of Derby committee, so your
name, personal details and experiences remain anonymous and confidential. Your
participation is not obligatory and your withdrawal from it can take place any time,
before the analysis of the results occurs. The interview will last for 30 minutes
approximately and in order to save and review the data collected a tape recorder will
be used. Please, answer the interview questions sincerely and honestly.
Thank you for your time and cooperation.
With respect,
Maria Kafe, Greek Literature Teacher

For any further information needed or if you would like to learn the results of the
current study, feel free to contact me. My email is: mariakmm91@gmail.com
My phone number is: +306932849584

87
2.Teachers consent form

TEACHERS’ CONSENT FORM

Study title: Teachers’ views on inclusive education of children with dyslexia: Educational
perspectives and techniques regarding Greek language.

Name of Researcher: Kafe Maria

Dear colleague,
Please read the following, in order to confirm you understood the purpose of the study by
reading the Information sheet and that you agree to the conditions listed below.

 I confirm that I have read and understood the Information Sheet. I had the opportunity
to pose any questions to the researcher and had them answered.

 I understand that my participation in the research is voluntary and my withdrawal

accepted at any part of the interview without giving a reason and that this will not
affect my position, as a Greek state teacher.

 I am aware of the fact that after the completion of the interview I may demand for
the deletion of the data until the end of April of 2018.

 I understand that any personal information shared during the study will be
anonymous and confidential.

 I agree to my answers being recorded, so as their review and analysis be possible.

• I also, agree that the information shared through the interview will be shared with the
University of Derby committee.

Signature

88
3.Gatekeepers’ Information Sheet
GATEKEEPERS’ INFORMATION SHEET
Dear school’s gatekeeper,
My name is Maria Kafe. I am a Greek Literature teacher and I tutor High school
students. Over the past two years I have attended the Master’s degree of: Special
Educational Needs and Disabilities at the University of Derby .The current interview
is important for collecting information and writing my dissertation. The dissertation
investigates Greek teachers’ views over including students with dyslexia in
mainstream classroom settings and their perspectives and techniques regarding Greek
language. The present study cannot be completed without your granting access to me,
to enter the school premises, communicate with the teachers and conduct the
interviews.
All information shared by the teachers, concerning their personal information,
experiences and matters associated with the school will be anonymous and
confidential. Your allowance is not obligatory and by the April of 2018 you may
intercede to demand the destruction of interviews. Each interview is estimated to last
nearly 30 minutes and the location of each conduction will be decided by you,
depending on the provided rooms.
Thank you for your time and cooperation.
With respect,
Maria Kafe, Greek Literature Teacher

For any further information needed or if you would like to learn the results of the
current study, feel free to contact me. My email is: mariakmm91@gmail.com
My phone number is: +306932849584

89
4.Gatekeepers consent form

GATEKEEPER’S CONSENT FORM

Study title: Teachers’ views on inclusive education of children with dyslexia: Educational
perspectives and techniques regarding Greek language.

Name of Researcher: Kafe Maria

Dear School Principal,

Please read the following, in order to confirm you understood the purpose of the study by
reading the Information sheet and that you are willing to allow the interviews to take part into
the school settings.

 I confirm that I have read and understand the information sheet. I had the opportunity
to pose questions to the researcher and had them answered.

 I understand that participation of teachers of the school in the research is voluntary

and their withdrawal of the interview procedure accepted at any time. If they change
their mind towards the shared data they can demand for their elimination until the end
of April 2018, without giving a reason and that this will not affect their position.

 I understand that any personal information shared during the study will be
anonymous and confidential.

 I agree for the teachers of the school to take part in the above study.

 I agree upon the conduction of the interviews in the schools premises, in an

unoccupied space.

 I agree to accept the data protection act

Signature

90
4.Interview plan

INTERVIEW PLAN

1. How old are you?

2. How many years have you been working as a teacher?
3. Which is the exact subject of your studies?
4. During your bachelor studies, did you attend pedagogically oriented classes or
internship?
5. Do you have a Master’s degree?
If yes, how is it titled?
6. Have you ever undergone Special Education training programs?
Where? Which operator organized it?
What are your experiences/ feelings over the program?
7. Can you define the following terms? Special Education, Special Educational
Needs (SEN) and Specific Learning Difficulties (SpLDs) - dyslexia.
8. Please describe the current Greek schools’ situation, towards students with
dyslexia.
9. As a mainstream High school teacher, have you ever included in your
classroom students with learning difficulties and more specifically, dyslexia?
Can you recall a striking experience you had with a dyslexic student?
Can you describe your feelings?
10. There is a list of operators that surround the student with dyslexia. Can you
describe your experiences and feelings towards:
a. The school’s principal
b. The Center for Differential Diagnosis and Support (KE.D.DY.)
c. The students’ parents
11. Do you use any learning techniques that may suit the dyslexic student?
a. Are they based on your improvising or you became familiar with them
after special training?
12. Which are your aspirations towards the Greek schooling system?
13. Finally, would you like to add something more?

91
5.Example of a trancript

In the following pages, the interview of Subject 6 is transcribed.

Interview #6

Researcher: Good morning!

Interviewee: [nods] Good morning!

Researcher: Thank you for being here! We will start with some demographic
questions. How old are you?

Interviewee: Of course... I am 47 years old.

Researcher: Which are your specialized studies?

Interviewee: I studied in the school of Philosophy in Thessaloniki and gratuated. in

1988… I have graduated from the Faculty of Philosophy and specialized at the
Classic Greek Language studies.

Researcher: Οk…Did your studies include peadagogical classes?

Interviewee : Uhmm…yes? I believe I have attended two pedagogical classes about

school curricula.

Researcher: Were they associated with special educational needs or special education?

Interviewee: No, no:: their content was not associated with SEN or Special Education.
I would remember..

Researcher: How many years have you been working as a Greek language teacher?

Interviewee: Uhm…. Since 1988. Basically, from July of ’88.

Researcher: So... more or less?

Interviewee: Nearly 30 years.

Researcher: And, by which way have you become a state high school teacher?

Interviewee: Uhm.... Until now, I have not been officially appointed. Since 1993 I am
working contractually every year. At first place, I was promoted by a university

92
lecturer and the following years I was taking the ASEP examinations (Supreme Staff
Selection Council).

Researcher: So... based on your knowledge and experiences all these years, can you
define dyslexia?

Interviewee: Yes..I would say that I am able… because among the students’
population, I have met all these years, the dyslexia sample is :: wide. Dyslexia is a
brain function that… somehow restrains students from learning the way their peers do
and makes reading and spelling difficult to them. But…uhm when it comes to reading
comprehension, when the students grow older, it becomes easier. At younger ages
[dyslexic students] they cannot comprehend, they need help.

Researcher: Are you an owner of a Master’s certficate?

Interviewee: No, but through the years I attend seminars.

Researcher : Special Education seminars ?

Interviewee: I have.., I have attended several seminars, trainings…they were

organised by certified organnizations like Mr Pavlidis’ Dyslexia Center. I had no
choice::, I worked for many years as a home tutor and had to plan personalized
interventions.

Researcher: Were they helpful to you?

Interviewee: Sure they are helpful, right? Theoretical knowledge, uhm explaining of
various conditions, like dyslexia..But, practice is the oner that makes the differnce.

Researcher: Can you define Special Education?

Interviewee: Yes… Special Education is the type of education that refers to students
that are physicaly or mentally… that require different circumstances to be educated.
Better accommodation, techniques, maybe medical support. Students that fall within
Special Education are educated in specially fomed premices…

Researcher: Ok..You described dyslexia before.How do you think that dyslexia is

associated with SEN in general, since it is falling within SEN?

93
Interviewee: Yeah..I think that they are like communicating vessels, since the one
leads to the other. I believe… based on my experience and not on scientific expertise,
that when a child. is struggling to write and read properly, at a higher educational
level somehow leads itself in facing problems like attention deficit, or being restless
while at class…. And all this….Well the one condition deteriorates the other..

Researcher: So you are saying behavioral problems appear at this point?

Interviewee: Exactly...

Researcher: Can you please describe the Greek school situation in association to
students with dyslexia ? Like the number of students with dyslexia, the teacher’s
preparation and training, the govermental support.

Interviewee: The situation is chaotic... Great number of students. not only with
dyslexia, with other learning difficulties, with attention deficit. The junior High
school I teach at doesn’t have inclusive classroom. Neither me nor other colleagues of
mine have the time or the expert knowledge to prepare techniques. These are
applicable only while tutoring…Government on the other side ignores all :: this..

Researcher: Have you ever included in your classroom a SEN student? Can you
recall a striking experience you had with a dyslexic student?

Interviewee: I have the perfect example of a dyslexic student who was being
supported through all his schooling years and managed to attend university! I was
tutoring him at Greek Language class. He is studying to become an English Language
Teacher. His parents I was tutoring, so we had a three times a week conversation, his
parents were aware, punctual and really supportive. In public school settings if you
ask such examples are restricted.

Researcher: Can you describe your feelings?

Interviewee: Well…Generally, after the first written paper I receive from a student I
understand that something is “wrong”. I feel that the child needs to be supported. If
the parents neglect their child’s needs, I feel sad over it…I cannot plan each lesson
separately to suit his or her needs. I feel responsible at a certain point, but I am not an
expert, I can’t fully cover the student..

94
Researcher: There is a list of operators that surround the student with dyslexia. Can
you describe your experiences and feelings towards the school’s principal?

Interviewee: The principal informs for the SEN students who have a certificate
paper…she doesn’t intervene at any other point.

Researcher: The Center for Differential Diagnosis and Support (KE.D.DY.)?

Interviewee : First of all, I have opposition concerning private operators…some

private operators. Since KE.D.D.Y, other public operators and public hospitals access
SEN students, I cannot say something opposing to them. I do not have the expertise ::
knowledge. What is sure is that a great amount of student nowadays are issued such
certificates…in comparison to the past. Right? So, either the problem was already
significant and we were not aware of it, either other factors have led to a such
situation. I strongly believe that this is an issue of the age and the more intensive use
of technology…from a very young age.

Researcher: The students’ parents?

Interviewee: I had a case, where I was tutoring four children of a family. Three of
them had been diagnosed with dyslexia. They dealed with the problem differently.
Just because the mother was suspicious after the first child, of course she and her
husband were very educated…When the second child started attending school and
problems appeared, the child was diagnosed very early and placed supportive
specialists by the child. Before the third child attended school, the specialist that
supported the other two sublings, diagnosed the third one…they all managed to attend
university. Parents should not have great expectations from their children and place
experts by it.

Researcher: Do you use any techniques in your lesson?

Interviewee: Yes… I search the net and after the experience and Mr Pavlidis’
workshop advice, I keep in mind some special techniques.

Researcher: Can you describe some?

Interviewee: uhmm like many gestures, or turning key words into poems,
or::projecting a movie about life of Odysseus, or bringing replicant of a historical

95
artefact to be touched and observed…Many… I keep in mind multi-sensory
teachniques. My experience tells me that multi-sensory techniques are concentration-
catching. But is spite of what I try to do, state support and tecnology are restricted.

Researcher: Can you describe how you specifically, altered the assessment process
towards a SEN student?

Interviewee: In some cases, it is easy to help each student to perform successfully

during a test. For instance, after reading a text, in the Greek language lesson a student
has to answer some comprehension questions. Instead of written development,
multiple choice answers are provided. Generally, when a student takes oral
examination, more time is provided to him/her.

Researcher: Which are your aspirations during the Greek schooling system?

Interviewee: (Laughs)…the whole system has to change.I don’t want to lie, but
inclusion can never be achieved this way in puclic mainstream sector. Under –
equipped teachers, no funding and old bulidings with no accommodation provision
undermine the inclusion goal..

Researcher: Finally, would you like to add something more?

Interviewee: I believe.. I belive that how much we use technology and children
younger that the age of three, monitor fast images and sounds, dyslexia rates will
rise.I think that the children’ bombardment of images and sound leads, has as a result
a disorder. This is how I see things. The kids have to play more.

Researcher : Thank you very much for your time and information!

Interviewee :My pleasure!

96