Inclusion or Exclusion? The Role of Special Tutoring and Education District Committees in Special Secondary Education Units in Cyprus

dc.contributor.author	Charalampous, Constantia
dc.contributor.author	Papademetriou, Christos
dc.date.accessioned	2021-04-20T07:30:38Z
dc.date.available	2021-04-20T07:30:38Z
dc.date.issued	2018-06
dc.identifier.issn	2348-0033 (Online)
dc.identifier.issn	2249-4944 (Print)
dc.identifier.uri	http://hdl.handle.net/11728/11932
dc.description.abstract	The paper examines the role of the Special Tutoring and Education District Committee (STEDC) in moving children in, as well as out of, Special Secondary Education Units (SSEUs) in Cyprus. SSEUs were introduced as part of the effort to make mainstream education inclusive. By law, the STEDC is the body responsible for children with special needs attending these SSEUs, including the initial decision to place them in the system. To better understand the STEDC’s role, this paper performs a case study of two separate high school SSEUs in Cyprus.	en_UK
dc.language.iso	en	en_UK
dc.relation.ispartofseries	Internation Journal of Education and Applied Research;
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	en_UK
dc.subject	Special Secondary Education Units	en_UK
dc.subject	Special Tutoring and Education District Committee	en_UK
dc.subject	Inclusive Education	en_UK
dc.title	Inclusion or Exclusion? The Role of Special Tutoring and Education District Committees in Special Secondary Education Units in Cyprus	en_UK
dc.type	Article	en_UK

Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/4.0/