Autism education in Greece at the beginning of the 21st century: reviewing the literature

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Abstract

This paper considers recent evidence on autism education in Greece in order to shed light on current developments and attitudes. Given the increase in relevant research in the country, a scoping review to identify topics that have been explored so far and propose areas for future research and implications for practice is timely and necessary. Peer-reviewed papers published between 2000 and 2019 were identified via electronic databases and their main themes were analysed. Themes related to autistic individual (i.e. the voice of autistic individuals and intervention studies), the family around them (i.e. the role of family and stigma), the role of teachers (i.e. teacher training and teacher stress levels) and the wider society (i.e. parent-teacher collaboration, the medical/deficit model of disability and inclusion) emerged from the review. The above themes are discussed in the light of the cultural characteristics of Greece and the recent economic crisis the country underwent as well as similar findings from other European countries.

Bibliographic note

Publisher Copyright: © 2021 The Authors. Support for Learning published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs

Details

Original languageEnglish
Pages (from-to)183-203
Number of pages21
JournalSupport for Learning
Volume36
Issue number2
Early online date7 May 2021
Publication statusPublished - May 2021

Keywords

  • Greece, autism, education, inclusion, stigma

ASJC Scopus subject areas