DISABILITY STIGMA. GREEK PRIMARY EDUCATION TEACHERS’ EXPERIENCE
DISABILITY STIGMA. GREEK PRIMARY EDUCATION TEACHERS’ EXPERIENCE

Summary/Abstract: The present study attempts to explore the views of primary school teachers. Teachers in primary schools are crucial agents of school mediation, support, and enhancement of processes of empowering social interaction with people with disabilities. Participants of the research were 32 primary school teachers. Fourteen persons were male. The research instrument chosen was a semi-structured interview. The results of our study revealed that (a) the majority of primary school teachers considered that stigmatisation of people with disabilities is real in education, (b) the inclusion policy has no impact at all, and that there is a contradiction between the institutional discourse which is expressed and the policies implemented in the school context, and (c) the characteristics attributed to people with disabilities contribute to their social stigmatisation and (d) hinder the establishment of a functional personal and social identity. The results highlight the need for educational policy reforms for people with disabilities.

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