Guralnick, M.J., Neville, B., Hammond, M.A. and Connor, R.T (2008) Continuity as Change from Full-Inclusion Early Childhood Programs through the Early Elementary Period. Journal of Early Intervention, 30, 237-250. https://doi.org/10.1177/1053815108317962

has been cited by the following article:

• TITLE: Preschool Teachers’ Views on the Outcomes of Preschool Inclusive Education for Students with Special Educational Needs and Typically Developing Students

  AUTHORS: Nektaria Megapanou

  KEYWORDS: Inclusion, Inclusive Education, Preschool Education, Integration

  JOURNAL NAME: Open Access Library Journal, Vol.9 No.3, March 11, 2022

  ABSTRACT: The purpose of this study is to examine the views of preschool general education teachers regarding the social, learning, and developmental benefits of inclusive education for both typically developing students and students with special educational needs. The present research was carried out through the conduct of the quantitative method and the use of the standard questionnaire. The research involved 60 teachers from 8 different structures of pre-school general education in the prefectures of Attica, Ioannina, Fokida, Heraklion, Lesvos, and Thessaloniki. The research questions were about the benefits of inclusive education for students with special educational needs, the consequences of inclusive education for students with special educational needs, the benefits of inclusive education for typically developing preschool students and the consequences of inclusive education for preschool students with special needs. According to the research results, all students studying in mixed educational settings seem to benefit in all the areas examined.