The Role of the Teacher in the School of Inclusive Education and the Rights of Students

Abstract

The main purpose of this  paper is to investigate the conditions that must be taken  in order for the inclusion of students of different and diverse cultural characteristics to take place in the Greek school. The 'school of inclusive education' is a reality, as in recent years a large number of students have different cultural backgrounds. Education is called to ‘include’ the specific students in the Greek school not by accidental or ineffective manipulations, but by taking measures that meet not only the needs but also the rights of both students and teachers. It is a fact that the coexistence of students distinguished by cultural heterogeneity requires the revision and reformulation of methodological approaches and practices based on the differentiation and individualization of teaching and the implementation of experiential and empathetic activities.