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Abstract

The study examines the level of collaboration between special education and general education Greek language philologists who implement co-teaching in inclusive classrooms in secondary education in Greece. The main purpose of this research is to study the opinions of special education philologists who implement the program of parallel support in Greek schools regarding their collaboration with general education philologists in the context of co-teaching. This study included 276 special education philologists who were implementing the program of parallel support in schools all over Greece during the years 2022-23. A quantitative research method using a questionnaire was used. The results of the present research showed that special education philologists consider themselves to have an assistive role in the context of co-teaching with more than half of the participants expressing strong concerns about the agreement of their educational philosophy compared to that of the general education philologists, specifically regarding stereotyped perceptions, beliefs about discipline and classroom management as well as with their general coexistence in the classroom.