Inclusion of disabled immigrants/refugees in the Greek educational system: Views of primary school teachers.

Abstract

In recent decades, there has been a systematic academic research attempt to analyze issues related to disability. Although disabled people are an essential group of migrants and refugees, and international conventions protect their social inclusion, it is noticeable that migration studies have not dealt with persons with disabilities until recently. The corresponding disability studies do not study the group of migrant/refugee-disabled persons. This study aims to research the teachers' views of the N. Aegean region on including disabled migrants and refugees and the educational policies implemented. A semi-structured interview was the research tool used for this study. The participants in the study were twenty-three primary school teachers. The teachers in our research pointed out that the right of disabled migrants to be included in education is lost in the context of evaluation criteria, inadequate educational policies and the fear of individuals resisting the dominant discourse of ableism and hyper-socialised reality.