Advocates of inclusive education believe in the right of all learners to education and the many benefits it delivers. Teachers’ attitudes and beliefs toward inclusive education are instantly reflected in their classroom activities and practices. This research will concentrate on special and general education teachers in Greek secondary schools. It will investigate their attitudes toward inclusive education and how these attitudes alter as a consequence of variables such as age, gender, teaching experience, and inclusive education training. Quantitative, main, and correlational research was obtained between groups using a non-experimental technique. The sample was taken from 307 educators, who were almost equally divided between general and special education. The SACIE-R questionnaire was used to assess teachers’ attitudes toward inclusive education. The outcomes of the research demonstrated that attitudes toward inclusive education were impacted by the kind of special education received, as well as age and general education teaching experience. Furthermore, positive attitudes were impacted by gender, but negative sentiments and concerns were influenced by general education and special education teaching experience. Finally, the study revealed low levels of negative sentiments, medium levels of concerns, and high levels of favourable attitudes toward inclusive education.

With schools closed around the world during the pandemic, the use of technology and distance education has solved the problems and dysfunctions that have arisen. Students, their families, and school personnel have all been affected by the numerous challenges and barriers that have arisen because of distance education. This chapter seeks to evaluate school-family collaboration throughout the pandemic period. The study focuses on families with children who have special educational needs and disabilities (SEND) and their experiences with inclusive education. While the COVID-19 pandemic was underway, parents of children with SEND faced a variety of challenges, including a lack of resources, financial difficulties, communication difficulties, and a lack of attention from teachers. Parents believe that economic, social, and language limitations impede the effectiveness of online inclusion, whereas their digital abilities enable them to aid their children on both technical and psychological levels in overcoming distant learning difficulties.

Extreme situations such as the COVID-19 pandemic have revealed important characteristics that can be used to improve inclusion in both face-to-face and distance modalities, such as strengthening connections between those involved and establishing activities in which technologies can be used to support inclusion effectively. This chapter aims to demonstrate that having a computer, tablet, or smartphone during a pandemic is not sufficient to ensure learning. To illustrate this point, several national online resources are inaccessible to students with disabilities, preventing them from participating in e-inclusion. Furthermore, because of a lack of collaboration and communication between classroom and special education teachers during COVID-19, teachers were unable to plan meaningful learning activities for their students. To achieve effective electronic inclusion, activities must be organized in such a way that they meet the needs of students with special needs, and modern, asynchronous tools must be available to assist in this process.