skip to main content
Language:
Search Limited to: Search Limited to: Resource type Show Results with: Show Results with: Search type Index

Examining the legislative and institutional framework for special units in Cyprus

Journal of Pedagogy, 2021-12, Vol.12 (2), p.5-29 [Peer Reviewed Journal]

2021. This work is published under http://creativecommons.org/licenses/by-nc-nd/3.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2719-5651 ;ISSN: 1338-1563 ;EISSN: 1338-1563 ;EISSN: 1338-2144 ;DOI: 10.2478/jped-2021-0008

Full text available

Citations Cited by
  • Title:
    Examining the legislative and institutional framework for special units in Cyprus
  • Author: Constantia, Charalampous ; Christos, Papademetriou
  • Subjects: Administrator Attitudes ; Education policy ; Educational Legislation ; Educational Practices ; Foreign Countries ; Guidelines ; Inclusion ; Inclusive education ; institutional framework for special units ; Parent Attitudes ; Pedagogy ; Qualitative research ; Secondary School Students ; Special Education ; Special Needs Students ; special units ; Teacher Attitudes
  • Is Part Of: Journal of Pedagogy, 2021-12, Vol.12 (2), p.5-29
  • Description: This paper aims at examining the institutional framework within which Special Units (SUs) in Cypriot secondary education operate. The establishment of SU targets to facilitate the education of pupils defined as having special educational needs (SEN) in mainstream schools, and their operation is governed by the 1999 law and subsequent amending acts and circulars. Neither the operation of the SUs and the institutional framework that guides their operation have yet been investigated. The main aim of our research was to investigate teachers’ and parents’ views of the way in which SUs function, as well as their opinions of the legislative sections relating to the special units. This process led to the creation of a critical approach called the Institutional Framework for Special Units in Cyprus. Lastly, the participants were asked to propose ways in which the SUs could operate an inclusive environment. This paper presents qualitative research conducted in three secondary schools in Cyprus. Our sample consisted of 52 participants (heads, special education associate administrators, assistant heads, teachers, parents) over a five month timespan (September 2017-February 2018). The results lead to the conclusion that immediate action for further improvement and change is imperative, primarily for the benefit of pupils defined as having SEN.
  • Publisher: Warsaw: Sciendo
  • Language: English;Czech
  • Identifier: ISSN: 2719-5651
    ISSN: 1338-1563
    EISSN: 1338-1563
    EISSN: 1338-2144
    DOI: 10.2478/jped-2021-0008
  • Source: Education Resources Information Center (ERIC)
    AUTh Library subscriptions: ProQuest Central
    Walter De Gruyter: Open Access Journals
    ROAD: Directory of Open Access Scholarly Resources
Back to results list
INSPIRE LIBRARY - TON DUC THANG UNIVERSITY (84-028) 37 755 057 Feedback
19 Nguyen Huu Tho St. Dist.7, HCM thuvien@tdtu.edu.vn

Copyright © 2017 INSPIRE LIBRARY - TON DUC THANG UNIVERSITY

Searching Remote Databases, Please Wait