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Recognition of diversity and special educational needs within the contemporary educational system is regarded as a significant practice which promotes accessibility and full participation for all. The purpose of this study is: (a) to propound all the important parameters related with coeducation between typically and non-typically developed children within the elementary school, and (b) to infer useful conclusions concerning the attitude, knowledge, and capability of Greek elementary school teachers regarding inclusive co-education. In the current study, the aspects of 303 teachers from the Epirus Region, Greece, were analyzed on issues concerning co-inclusive education and educators’ retraining. The educators state that they are due for support in order to correspond to all students’ needs in the general school. They correlate co-inclusive education with the retraining of the educators as well as with the collaboration between all members of the faculty.

Aspects of Greek Teachers Concerning Teaching Within Co-educational Classes: An Exploratory Approach to Elementary School