Συνεκπαίδευση μαθητών με νοητική αναπηρία

Abstract

The present paper concerns the inclusion of pupils with Intellectual Disability (ID) in primary and secondary education. The aim of the paper is to highlight the positive effects of the inclusion of pupils with ID and to propose ways of its effective implementation. In addition, reference is made to the difficulties and inhibiting factors that impede the effective implementation of inclusive education in the particular student population. A review of the international literature was carried out to investigate this issue. The review was done in databases (Scopus, Google Scholar, Science Direct) and the most relevant and recent articles were selected based on the date and more specifically from 2005 onwards. The majority of articles, however, are within the last decade. The results of the literature search revealed 20 articles from international scientific journals. Based on the literature, it appears that students with mild / moderate ID can be included more easily in general education classes and their inclusion has no negative effect on the same and the rest of the students. More specifically, in the context of the general classroom, the independence of students with ID, social maturity and the imitation of appropriate behaviors are enhanced. Inclusion also contributes to positive changes in the attitudes of typically developing students, in recognizing the potential of people with disabilities and increasing the social interactions of students with ID with their classmates, in the social acceptance of students with ID and in their integration.