The current study explores the parental perspectives of children with intellectual disabilities (ID) on the effectiveness of inclusive education in Greek mainstream schools. The participants were 83 parents, whose children had different degrees of ID and all of them were attending mainstream schools at the time of the study. They completed a questionnaire examining their perspectives with regard to (a) the most effective educational placement in mainstream schools (special class, mainstream class or co-teaching), (b) their satisfaction with the inclusive mainstream education, (c) their cooperation with the teachers, (d) the perceived benefits of their children’s educational placement and (e) their suggestions regarding the improvement of the inclusive educational model. Results indicated that most parents of children with ID would like their child to attend a mainstream class with a co-teaching arrangement. The perceived benefits are mostly related to the development of their children’s social skills. Significant considerations regarding cooperation with the teachers, lack of individualized information and guidance, administrative and organizational issues were expressed.

This study investigated Developmental Coordination Disorder (DCD) and social competence—such as cooperation, interaction, and independence—in young children, along with the relationship between these factors. The sample included 150 preschool children (66 boys and 84 girls) aged between 50 and 70 months. No significant differences were found in motor difficulties based on gender or age. Most children exhibited adequate social skills in areas like cooperation, interaction, and independence, with only a few showing deficits. A relationship was observed between performance on the Movement Assessment Battery for Children (MABC) Test and social skills, although it was not statistically significant. The findings were consistent with some previous studies but contradicted others, indicating the need for further research due to the study's small sample size. Article visualizations:

Children with autism manifest detection first, then parallel behavior, cooperation, autistic behavior, and communicate less with other children. Higher autism functioning was associated with probing, parallel, cooperative and partnering behavior and lower with autistic behavior. Children had more difficulty in tests where the children were stationary and the environment was changing, followed by tests where the children were moving, and better performance was observed in tests where the children were stationary, and the environment was stable. Psychomotor clumsiness produced negative effects on socio-emotional behavior, while physical activity within school and group play produced positive effects. Autism functionality emerged as a moderator in the relationship between psychomotor clumsiness and socioemotional behavior. Article visualizations:

The study examines the level of collaboration between special education and general education Greek language philologists who implement co-teaching in inclusive classrooms in secondary education in Greece. The main purpose of this research is to study the opinions of special education philologists who implement the program of parallel support in Greek schools regarding their collaboration with general education philologists in the context of co-teaching. This study included 276 special education philologists who were implementing the program of parallel support in schools all over Greece during the years 2022-23. A quantitative research method using a questionnaire was used. The results of the present research showed that special education philologists consider themselves to have an assistive role in the context of co-teaching with more than half of the participants expressing strong concerns about the agreement of their educational philosophy compared to that of the general education philologists, specifically regarding stereotyped perceptions, beliefs about discipline and classroom management as well as with their general coexistence in the classroom.

Pupils with learning difficulties attending general classes face a plethora of thorny situations both during their learning processes and socialization. General education teachers are to support and actively engage pupils with learning difficulties in classroom settings by employing a range of teaching strategies, while they, sometimes, face difficulties to this end. The qualitative research presented in this article aims to explore general education teachers’ perceptions regarding pupils with learning difficulties. Under this rationale, 21 General education teachers participated in semi-structured interviews, focusing on their perceptions regarding education and treatment of learning difficulties. The study data suggest that participants recognize certain features as far as it concerns the causes of learning difficulties and highlight their potential actions during the teaching process even though they sometimes feel unprepared to facilitate this aim. They, also, emphasize the need for communication between all school agents as well as appropriate teaching means and infrastructure as determining factors for their educational work when it comes to pupils with learning difficulties. Further, implications are offered for the necessary actions that need to be taken for General education teachers’ better preparation and support, namely a scientific network of psychologists and school counselors as well as the need for in-service professional development.