Socio-pedagogical practices towards inclusive education implemented by teachers in their classrooms

Abstract

Social pedagogy is concerned theoretically with new forms of marginalisation and practically with efforts that aim towards integration and inclusion. This article therefore based on the concepts of inclusion and social pedagogy. Supported by the literature available, it explores how often the teachers in an urban state primary school (with Roma and non-Roma students) located in central Greece use socio-pedagogical strategies to implement class inclusion processes. This article examines three types of relationship – classroom climate; the whole-child approach to learning; and forms of inter-school collaboration – proposed by social pedagogy as key elements for inclusion. Structured classroom observations and the findings pointed out that the teachers do not make use of socio-pedagogical practices related to relationships between teachers and their students, group activities and collaboration practices, whereas they are able to control the disruptive behaviour of students successfully. The inclusion presupposes a stable and safe society that protects all human rights and all the values in fairness and equality.