Parallel support as an institution for tackling social and educational inequalities: Functioning and barriers in the Greek education system

Abstract

The present research aims to investigate teachers' views as critical factors in the success of inclusive education on the Parallel Support (PS) institution in Greece and the educational policies implemented. PS is an educational support provided by a special education teacher, alongside the mainstream teacher, in the classroom, exclusively for a child with a SEND. The research questions focus on teachers' attitudes and conceptualisations of implementing parallel support in N. Aegean and the policies adopted. A semi‐structured interview was used as a methodological tool. The semi‐structured interview supports an in‐depth study of the topic and captures the participants' views through their derived discourse. Twelve primary school teachers from the region of N. Aegean with at least 2 years of teaching experience in PS were selected. Three of them were women. Most teachers working in PS in the Greek education system are men. Findings revealed that the teachers in our research stated that they were positive about PS operation, but this should depend on the nature of special education needs and/or disabilities (SEND). Some participants said that PS would help all pupils. In addition, teachers were concerned about working together to support students with SEND and education policy issues. Problems such as inadequate logistical infrastructure, shortages of qualified staff, insufficient training of teachers in inclusive education and curricula designed for the mainstream student population highlight insurmountable challenges for the effective implementation of PS.