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

Year 2023, , 202 - 212, 30.09.2023
https://doi.org/10.24289/ijsser.1330844

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.

References

  • Ajzen, I. (1985). From intentions to actions: A theory of planned behaviour. In J. Kuhl, & J. Beckmann (Eds.), Action-control: From cognition to behaviour (pp.11–39). Springer.
  • Althusser, L. (1979). The Crisis of Marxism. In P. Camiller, & J. Rothschild (eds.), Power and Opposition in Post-Revolutionary Societies (pp. 325-338). Ink Links.
  • Androulakis, G., Gkaintartzi, A., Kitsiou, R., & Tsioli, S. (2018). Research-driven task-based L2 learning for adult immigrants in times of humanitarian crisis: results from two nationwide projects in Greece. In J. C. Beacco, H. J. Krumm, D. Little, & P. Thalgott (Eds.), The Linguistic Integration of Adult Migrants. Some Lessons from Research (pp. 181–186). De Gruyter.
  • Apple, Μ. (2001). Modernisation and Conservatism in Education. Metaixmio.
  • Barnes, C., & Sheldon, S. (2010). Disability, Politics and Poverty in a majority World Context. Disability and Society, 25 (7), 771 –782. https://doi.org/10.1080/09687599.2010.520889
  • Bešić , E., & Hochgatterer , L. (2020). Refugee Families With Children With Disabilities: Exploring Their Social Network and Support Needs. A Good Practice Example. Frontiers in Education, 5(61), 1-18. https://doi.org/10.3389/feduc.2020.00061
  • Bottomore, T. (Ed.) (1983). A Dictionary of Marxist Thought. Harvard University Press.
  • Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241—258). Greenwood.
  • Braun, V., & Clarke, V. (2012). Thematic Analysis. In H. Cooper (Ed.), APA Handbook of Research Methods in Psychology (pp. 57–71). https://doi.org/10.1037/13620-004
  • Burns, N. (2017). The human right to health: Exploring disability, migration and health. Disability & Society, 32(10), 1463–1484. https://doi.org/10.1080/09687599.2017.1358604
  • Burns, N. (2019). Boundary maintenance: exploring the intersections of disability and migration. In N. Watson, & S. Vehmas (Eds), Handbook of Disability Studies (pp. 305–320). Routledge.
  • Byram, M., Fleming, M. & Sheils, J. (2023). Quality and Equity in Education: A Practical Guide to the Council of Europe Vision of Education for Plurilingual, Intercultural, and Democratic Citizenship. Multilingual Matters. https://doi.org/10.21832/9781800414037
  • Crock, M., Ernst, C. & AO, R. (2012). Where disability and displacement intersect: Asylum-seekers and refugees with disabilities. International Journal of Refugee Law, 24(4), 735–764. https://doi.org/10.1093/ijrl/ees049.
  • Crock, M., Smith-Khan, L., McCallum, R., & Saul, B. (2017). The Legal Protection Of Refugees With Disabilities: Forgotten And Invisible? Cheltenham: Edward Elgar Publishing. https://doi.org/10.4337/9781786435446
  • Cummins, J. (2021). Rethinking the education of multilingual learners: A critical analysis of theoretical concepts. Multilingual Matters.
  • Dryden-Peterson, S., Adelman, E., Bellino, M. J., & Chopra, V. (2019). The purposes of refugee education: Policy and practice of including refugees in national education systems. Sociology of Education, 92(4), 346–366. https://doi.org/10.1177/0038040719863054
  • Elder, B. (2015). Stories from the Margins: Refugees with Disabilities Rebuilding Lives. Societies Without Borders, 10(1), 1–27.
  • El-Lahib, Y., & Wehbi, S. (2012). Immigration and disability: Ableismin the policies of the Canadian state. International Social Work, 55(1), 95-108. https://doi.org/10.1177/0020872811407941
  • Emke-Poulopoulou, H. (2007). The migration challenges. Papazisis.
  • European Agency for Development in Special Education (2009) Multiculturalism and special education: Summary Report. European Agency for Development in Special Need Education. https://www.european-agency.org/sites/default/files/multiculturaldiversity-and-special-needs-education_Multicultural-Diversity-EL.pdf
  • Giavrimis, P. (2022). Sociology and Education. Benos
  • Giavrimis, P., & Dimitriadou, S. (2023). Interculturality in Greek Education: Practices and Challenges of Implementation. Journal of Ethnic and Cultural Studies, 10(3), 72-88.
  • Giroux, H. (1983). Theories of reproduction and resistance in the new sociology of education: A critical analysis. Harvard Educational Review, 53(3), 257–293. https://doi.org/10.17763/haer.53.3.a67x4u33g7682734
  • Gkaintartzi, A., Kiliari, A., & Tsokalidou, R. (2015). ‘Invisible’ bilingualism–‘invisible language ideologies: Greek teachers' attitudes towards immigrant pupils' heritage languages. International Journal of Bilingual Education and Bilingualism, 18(1), 60–72. https://doi.org/10.1080/13670050.2013.877418
  • Goffman, E. (1961). Asylums: Essays on the Social Situation of Mental Patients and Other Inmates. Garden City, NY: Anchor Books
  • Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. London: Penguin.
  • Goffman, E. (2001). Stigma. Alexandria.
  • Gravaris, D., & Papadakis, N. (Eds.) (2005). Education and educational policy: Between state and market. Savvalas.
  • Greek Ombudsman (2015). PORISMA: Problems in implementing the right to education of children with disabilities and special educational needs. https://www.synigoros.gr/resources/porisma - eidikh - agwgh.pdf
  • HelpAge International & Handicap International. (2014). Hidden victims of the Syrian crisis: disabled, injured and older refugees. https://www.refworld.org/pdfid/538855b24.pdf
  • Iosifidis, T. (2017). Qualitative research methods and epistemology of social sciences. Tziola
  • Kessidou, A. (2008). Teaching approaches in multicultural school: Principles of Intercultural Didactics, including Palestinian and foreign children in school (Gymnasium). In A. Kessidou (Ed.), Teaching and learning in the multicultural school. Teaching approaches and educational materials (pp. 11–27). Proceedings of the conference, 10-11 December 2007. Lithography.
  • Knauf, J. (2019). Labelling of Disabled Refugees. Espacios Transnacionales, 6(12), 88–97.
  • Longmore, P.K. (2003). Why I burned my book and other essays on disability. Temple University Press.
  • Macionis, J. (2007). Society: The basics. Prentice Hall.
  • Marx, K. (2008). Capital: An Abridged Edition (D. McLellan, Ed.). https://doi.org/10.1604/9780199535705
  • Mirza, M . (2011a). Disability and Humanitarianism in Refugee Camps: The case for a travel-ling supranational disability praxis. Third World Quarterly, 32(8),1527–1536. https://doi.org/10.1080/01436597.2011.604524
  • Mirza, M. (2010). Resettlement for disabled refugees. Forced Migration Review, 35, 30–31. https://www.fmreview.org/sites/fmr/files/FMRdownloads/en/disability/mirza.pdf
  • Mirza, M. (2011b). Unmet Needs and Diminished Opportunities: Disability, Displacement and Humanitarian Healthcare. New Issues in Refugee Research (No. 212). https://www.unhcr.org/media/unmet-needs-and-diminished-opportunities-disability-displacement-and-humanitarian-healthcare
  • Mitits, L. (2018). Multilingual students in Greek schools: Teachers’ views and teaching practices. Journal of Education and e-Learning Research, 5(1), 28–36. https://doi.org/10.20448/journal.509.2018.51.28.36
  • Mukherji, P. & Albon, D. (2014). Research Methods in Early Childhood. Sage.
  • National Confederation of Disabled People of Greece (2019a). Refugee crisis and disability: Protection policies and measures to remove double barriers and discrimination. ESAMEA. http://139.144.147.121/publications/books-studies/4989-prosfygiki-krisi-kai-anapiria
  • National Confederation of Disabled People of Greece (2019b). Human Rights and People with Disabilities. Alternative Report - Greece 2019. National Confederation of Disabled People of Greece. http://139.144.147.121/publications/books-studies/4300-anthropina-dikaiomata-kai-toma-me-anapiria-enallaktiki-ekthesi-ellada-2019-teliki-ekdosi-kai-apantiseis-ston-katalogo-thematon-kai-systaseis
  • Oliver, M. (2004). The social model in action: If I had a hammer? In C. Barnes, & G. Mercer (Eds.), Implementing the Social Model of Disability: Theory and research (pp. 18–31). Leeds: Disability Press.
  • Oliver, Μ. (1990). The Politics of Disablement. Basingstoke; Macmillan.
  • Papapostolou, A., Manoli, P., & Mouti, A. (2020). Challenges and needs in the context of formal language education to refugee children and adolescents in Greece. Journal of Teacher Education and Educators, 9(1), 7–22. https://doi.org/10.18848/2327-0020/cgp/v20i02/57-68
  • Petrakou, H. & Xanthakou, G. (2003). Migration and Education in Greece. In Proceedings of the 2nd Panhellenic Conference (Vol. II, pp. 905–921). Pedagogical Society of Greece.
  • Pisani, M., & Grech, S. (2015). Disability and forced migration: Critical intersectionalities. Disability and the Global South, 2(1), 421-441.
  • Provi, F. (2022). Annual Report of the Disability Observatory for the year 2022. National Confederation of Disabled People of Greece. https://www.paratiritirioanapirias.gr/storage/app/uploads/public/646/5f3/af8/6465f3af89ffe094737639.pdf
  • Rimmerman, A. (2013). Social inclusion of people with disabilities: National and international perspectives. Cambridge University Press.
  • Schnell, R., Hill, P. & Esser, E. (2014). Methods of Empirical Social Research. Propompos
  • Schuerkens, U. (Ed.). (2010). Globalisation and transformations of social inequality (Vol. 53). Routledge.
  • Soldatic, K, Somers, K, Buckley, A, & Fleay, C. (2015). ‘Nowhere to be found’: Disabled refugees and asylum seekers within the Australian resettlement landscape. Disability and the Global South, 2(1), 501–522.
  • UNHCR (2011). UNHCR Resettlement Handbook. UNHCR. www.unhcr.org/resettlementhandbook
  • UNHCR (2014). Global Trends 2013. UNHCR. http://www.unhcr.org/5399a14f9.html
  • United Nations (2006). Convention on the Rights And Dignity Of Persons With Disabilities. United Nations
  • UPIAS (1976), Fundamental principles of disability. The Disability Alliance.
  • Walton, E. McIntyre, J., Awidi, S.J., De Wet-Billings, N., Dixon, K., Madziva, R., Monk, D., Nyoni, C., Thondhlana, J. & Wedekind, V. (2020). Compounded exclusion: Education for disabled refugees in Sub-Saharan Africa. Frontiers in Education. https://doi.org/10.3389/feduc.2020.00047
  • Whitehead, S. (1992). The social origins of normalisation. In H. Brown, & H. Smith (eds), Normalisation: A Reader for the Nineties (pp. 47–69). Routledge.
  • Whitty, G. (2007). Sociology and School Knowledge: Curriculum Theory, Research and Politics (trans. E. Politopoulou). Epikentro.
  • World Health Organization (2001). International Classification of Functioning, Disability and Health (ICF). W.H.O.
  • World Health Organization (2016). Disability and health. http://www.who.int/mediacentre/factsheets/fs352/en/
  • Yeo, R. (2015). Disabled asylum seekers?… They do not really exist’: The marginalisation of disabled asylum seekers in the UK and why it matters. Disability and the Global South, 2(1), 523–550. https://doi.org/10.1080/09687599.2019.1639688
  • Zajda, J., Biraimah, K., & Gaudelli, W. (Eds.). (2008). Education and social inequality in the global culture (Vol. 1). Springer Science & Business Media.
Year 2023, , 202 - 212, 30.09.2023
https://doi.org/10.24289/ijsser.1330844

Abstract

References

  • Ajzen, I. (1985). From intentions to actions: A theory of planned behaviour. In J. Kuhl, & J. Beckmann (Eds.), Action-control: From cognition to behaviour (pp.11–39). Springer.
  • Althusser, L. (1979). The Crisis of Marxism. In P. Camiller, & J. Rothschild (eds.), Power and Opposition in Post-Revolutionary Societies (pp. 325-338). Ink Links.
  • Androulakis, G., Gkaintartzi, A., Kitsiou, R., & Tsioli, S. (2018). Research-driven task-based L2 learning for adult immigrants in times of humanitarian crisis: results from two nationwide projects in Greece. In J. C. Beacco, H. J. Krumm, D. Little, & P. Thalgott (Eds.), The Linguistic Integration of Adult Migrants. Some Lessons from Research (pp. 181–186). De Gruyter.
  • Apple, Μ. (2001). Modernisation and Conservatism in Education. Metaixmio.
  • Barnes, C., & Sheldon, S. (2010). Disability, Politics and Poverty in a majority World Context. Disability and Society, 25 (7), 771 –782. https://doi.org/10.1080/09687599.2010.520889
  • Bešić , E., & Hochgatterer , L. (2020). Refugee Families With Children With Disabilities: Exploring Their Social Network and Support Needs. A Good Practice Example. Frontiers in Education, 5(61), 1-18. https://doi.org/10.3389/feduc.2020.00061
  • Bottomore, T. (Ed.) (1983). A Dictionary of Marxist Thought. Harvard University Press.
  • Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241—258). Greenwood.
  • Braun, V., & Clarke, V. (2012). Thematic Analysis. In H. Cooper (Ed.), APA Handbook of Research Methods in Psychology (pp. 57–71). https://doi.org/10.1037/13620-004
  • Burns, N. (2017). The human right to health: Exploring disability, migration and health. Disability & Society, 32(10), 1463–1484. https://doi.org/10.1080/09687599.2017.1358604
  • Burns, N. (2019). Boundary maintenance: exploring the intersections of disability and migration. In N. Watson, & S. Vehmas (Eds), Handbook of Disability Studies (pp. 305–320). Routledge.
  • Byram, M., Fleming, M. & Sheils, J. (2023). Quality and Equity in Education: A Practical Guide to the Council of Europe Vision of Education for Plurilingual, Intercultural, and Democratic Citizenship. Multilingual Matters. https://doi.org/10.21832/9781800414037
  • Crock, M., Ernst, C. & AO, R. (2012). Where disability and displacement intersect: Asylum-seekers and refugees with disabilities. International Journal of Refugee Law, 24(4), 735–764. https://doi.org/10.1093/ijrl/ees049.
  • Crock, M., Smith-Khan, L., McCallum, R., & Saul, B. (2017). The Legal Protection Of Refugees With Disabilities: Forgotten And Invisible? Cheltenham: Edward Elgar Publishing. https://doi.org/10.4337/9781786435446
  • Cummins, J. (2021). Rethinking the education of multilingual learners: A critical analysis of theoretical concepts. Multilingual Matters.
  • Dryden-Peterson, S., Adelman, E., Bellino, M. J., & Chopra, V. (2019). The purposes of refugee education: Policy and practice of including refugees in national education systems. Sociology of Education, 92(4), 346–366. https://doi.org/10.1177/0038040719863054
  • Elder, B. (2015). Stories from the Margins: Refugees with Disabilities Rebuilding Lives. Societies Without Borders, 10(1), 1–27.
  • El-Lahib, Y., & Wehbi, S. (2012). Immigration and disability: Ableismin the policies of the Canadian state. International Social Work, 55(1), 95-108. https://doi.org/10.1177/0020872811407941
  • Emke-Poulopoulou, H. (2007). The migration challenges. Papazisis.
  • European Agency for Development in Special Education (2009) Multiculturalism and special education: Summary Report. European Agency for Development in Special Need Education. https://www.european-agency.org/sites/default/files/multiculturaldiversity-and-special-needs-education_Multicultural-Diversity-EL.pdf
  • Giavrimis, P. (2022). Sociology and Education. Benos
  • Giavrimis, P., & Dimitriadou, S. (2023). Interculturality in Greek Education: Practices and Challenges of Implementation. Journal of Ethnic and Cultural Studies, 10(3), 72-88.
  • Giroux, H. (1983). Theories of reproduction and resistance in the new sociology of education: A critical analysis. Harvard Educational Review, 53(3), 257–293. https://doi.org/10.17763/haer.53.3.a67x4u33g7682734
  • Gkaintartzi, A., Kiliari, A., & Tsokalidou, R. (2015). ‘Invisible’ bilingualism–‘invisible language ideologies: Greek teachers' attitudes towards immigrant pupils' heritage languages. International Journal of Bilingual Education and Bilingualism, 18(1), 60–72. https://doi.org/10.1080/13670050.2013.877418
  • Goffman, E. (1961). Asylums: Essays on the Social Situation of Mental Patients and Other Inmates. Garden City, NY: Anchor Books
  • Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. London: Penguin.
  • Goffman, E. (2001). Stigma. Alexandria.
  • Gravaris, D., & Papadakis, N. (Eds.) (2005). Education and educational policy: Between state and market. Savvalas.
  • Greek Ombudsman (2015). PORISMA: Problems in implementing the right to education of children with disabilities and special educational needs. https://www.synigoros.gr/resources/porisma - eidikh - agwgh.pdf
  • HelpAge International & Handicap International. (2014). Hidden victims of the Syrian crisis: disabled, injured and older refugees. https://www.refworld.org/pdfid/538855b24.pdf
  • Iosifidis, T. (2017). Qualitative research methods and epistemology of social sciences. Tziola
  • Kessidou, A. (2008). Teaching approaches in multicultural school: Principles of Intercultural Didactics, including Palestinian and foreign children in school (Gymnasium). In A. Kessidou (Ed.), Teaching and learning in the multicultural school. Teaching approaches and educational materials (pp. 11–27). Proceedings of the conference, 10-11 December 2007. Lithography.
  • Knauf, J. (2019). Labelling of Disabled Refugees. Espacios Transnacionales, 6(12), 88–97.
  • Longmore, P.K. (2003). Why I burned my book and other essays on disability. Temple University Press.
  • Macionis, J. (2007). Society: The basics. Prentice Hall.
  • Marx, K. (2008). Capital: An Abridged Edition (D. McLellan, Ed.). https://doi.org/10.1604/9780199535705
  • Mirza, M . (2011a). Disability and Humanitarianism in Refugee Camps: The case for a travel-ling supranational disability praxis. Third World Quarterly, 32(8),1527–1536. https://doi.org/10.1080/01436597.2011.604524
  • Mirza, M. (2010). Resettlement for disabled refugees. Forced Migration Review, 35, 30–31. https://www.fmreview.org/sites/fmr/files/FMRdownloads/en/disability/mirza.pdf
  • Mirza, M. (2011b). Unmet Needs and Diminished Opportunities: Disability, Displacement and Humanitarian Healthcare. New Issues in Refugee Research (No. 212). https://www.unhcr.org/media/unmet-needs-and-diminished-opportunities-disability-displacement-and-humanitarian-healthcare
  • Mitits, L. (2018). Multilingual students in Greek schools: Teachers’ views and teaching practices. Journal of Education and e-Learning Research, 5(1), 28–36. https://doi.org/10.20448/journal.509.2018.51.28.36
  • Mukherji, P. & Albon, D. (2014). Research Methods in Early Childhood. Sage.
  • National Confederation of Disabled People of Greece (2019a). Refugee crisis and disability: Protection policies and measures to remove double barriers and discrimination. ESAMEA. http://139.144.147.121/publications/books-studies/4989-prosfygiki-krisi-kai-anapiria
  • National Confederation of Disabled People of Greece (2019b). Human Rights and People with Disabilities. Alternative Report - Greece 2019. National Confederation of Disabled People of Greece. http://139.144.147.121/publications/books-studies/4300-anthropina-dikaiomata-kai-toma-me-anapiria-enallaktiki-ekthesi-ellada-2019-teliki-ekdosi-kai-apantiseis-ston-katalogo-thematon-kai-systaseis
  • Oliver, M. (2004). The social model in action: If I had a hammer? In C. Barnes, & G. Mercer (Eds.), Implementing the Social Model of Disability: Theory and research (pp. 18–31). Leeds: Disability Press.
  • Oliver, Μ. (1990). The Politics of Disablement. Basingstoke; Macmillan.
  • Papapostolou, A., Manoli, P., & Mouti, A. (2020). Challenges and needs in the context of formal language education to refugee children and adolescents in Greece. Journal of Teacher Education and Educators, 9(1), 7–22. https://doi.org/10.18848/2327-0020/cgp/v20i02/57-68
  • Petrakou, H. & Xanthakou, G. (2003). Migration and Education in Greece. In Proceedings of the 2nd Panhellenic Conference (Vol. II, pp. 905–921). Pedagogical Society of Greece.
  • Pisani, M., & Grech, S. (2015). Disability and forced migration: Critical intersectionalities. Disability and the Global South, 2(1), 421-441.
  • Provi, F. (2022). Annual Report of the Disability Observatory for the year 2022. National Confederation of Disabled People of Greece. https://www.paratiritirioanapirias.gr/storage/app/uploads/public/646/5f3/af8/6465f3af89ffe094737639.pdf
  • Rimmerman, A. (2013). Social inclusion of people with disabilities: National and international perspectives. Cambridge University Press.
  • Schnell, R., Hill, P. & Esser, E. (2014). Methods of Empirical Social Research. Propompos
  • Schuerkens, U. (Ed.). (2010). Globalisation and transformations of social inequality (Vol. 53). Routledge.
  • Soldatic, K, Somers, K, Buckley, A, & Fleay, C. (2015). ‘Nowhere to be found’: Disabled refugees and asylum seekers within the Australian resettlement landscape. Disability and the Global South, 2(1), 501–522.
  • UNHCR (2011). UNHCR Resettlement Handbook. UNHCR. www.unhcr.org/resettlementhandbook
  • UNHCR (2014). Global Trends 2013. UNHCR. http://www.unhcr.org/5399a14f9.html
  • United Nations (2006). Convention on the Rights And Dignity Of Persons With Disabilities. United Nations
  • UPIAS (1976), Fundamental principles of disability. The Disability Alliance.
  • Walton, E. McIntyre, J., Awidi, S.J., De Wet-Billings, N., Dixon, K., Madziva, R., Monk, D., Nyoni, C., Thondhlana, J. & Wedekind, V. (2020). Compounded exclusion: Education for disabled refugees in Sub-Saharan Africa. Frontiers in Education. https://doi.org/10.3389/feduc.2020.00047
  • Whitehead, S. (1992). The social origins of normalisation. In H. Brown, & H. Smith (eds), Normalisation: A Reader for the Nineties (pp. 47–69). Routledge.
  • Whitty, G. (2007). Sociology and School Knowledge: Curriculum Theory, Research and Politics (trans. E. Politopoulou). Epikentro.
  • World Health Organization (2001). International Classification of Functioning, Disability and Health (ICF). W.H.O.
  • World Health Organization (2016). Disability and health. http://www.who.int/mediacentre/factsheets/fs352/en/
  • Yeo, R. (2015). Disabled asylum seekers?… They do not really exist’: The marginalisation of disabled asylum seekers in the UK and why it matters. Disability and the Global South, 2(1), 523–550. https://doi.org/10.1080/09687599.2019.1639688
  • Zajda, J., Biraimah, K., & Gaudelli, W. (Eds.). (2008). Education and social inequality in the global culture (Vol. 1). Springer Science & Business Media.
There are 64 citations in total.

Details

Primary Language English
Subjects Educational Sociology
Journal Section Research Articles
Authors

Panagiotis Giavrimis 0000-0001-7368-3533

Early Pub Date September 19, 2023
Publication Date September 30, 2023
Published in Issue Year 2023

Cite

APA Giavrimis, P. (2023). Inclusion of disabled immigrants/refugees in the Greek educational system: Views of primary school teachers. International Journal of Social Sciences and Education Research, 9(3), 202-212. https://doi.org/10.24289/ijsser.1330844
AMA Giavrimis P. Inclusion of disabled immigrants/refugees in the Greek educational system: Views of primary school teachers. International Journal of Social Sciences and Education Research. September 2023;9(3):202-212. doi:10.24289/ijsser.1330844
Chicago Giavrimis, Panagiotis. “Inclusion of Disabled immigrants/Refugees in the Greek Educational System: Views of Primary School Teachers”. International Journal of Social Sciences and Education Research 9, no. 3 (September 2023): 202-12. https://doi.org/10.24289/ijsser.1330844.
EndNote Giavrimis P (September 1, 2023) Inclusion of disabled immigrants/refugees in the Greek educational system: Views of primary school teachers. International Journal of Social Sciences and Education Research 9 3 202–212.
IEEE P. Giavrimis, “Inclusion of disabled immigrants/refugees in the Greek educational system: Views of primary school teachers”, International Journal of Social Sciences and Education Research, vol. 9, no. 3, pp. 202–212, 2023, doi: 10.24289/ijsser.1330844.
ISNAD Giavrimis, Panagiotis. “Inclusion of Disabled immigrants/Refugees in the Greek Educational System: Views of Primary School Teachers”. International Journal of Social Sciences and Education Research 9/3 (September 2023), 202-212. https://doi.org/10.24289/ijsser.1330844.
JAMA Giavrimis P. Inclusion of disabled immigrants/refugees in the Greek educational system: Views of primary school teachers. International Journal of Social Sciences and Education Research. 2023;9:202–212.
MLA Giavrimis, Panagiotis. “Inclusion of Disabled immigrants/Refugees in the Greek Educational System: Views of Primary School Teachers”. International Journal of Social Sciences and Education Research, vol. 9, no. 3, 2023, pp. 202-1, doi:10.24289/ijsser.1330844.
Vancouver Giavrimis P. Inclusion of disabled immigrants/refugees in the Greek educational system: Views of primary school teachers. International Journal of Social Sciences and Education Research. 2023;9(3):202-1.

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