The concerns and the readiness of the teachers of the Primary Education for the co-education of the students with and without special needs

The purpose of this study was to record, but also to consider critically: a) the concerns and preparedness (effective participatory practice) of practicing teachers in Primary Education in Western Macedonia, to fulfill their role in the inclusion of pupils with and without SEN and b) those factors which, according to their views could improve the effectiveness of inclusion. The sample of our study was 115 practicing teachers of Primary Education in the Regional unit of Kozani. The results indicated a high degree of effectiveness in participatory practice for all the teachers, increased concerns of the teachers mainly in terms of knowledge and skills that should be provided for the education of pupils with SEN and and highlighted their need for additional training and cooperation with the special education staff.