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2
The enhancement of social integration of students with specific learning
disabilities after the attendance of a integration class: mothers perspectives.

Summary:

The main objective of this study was to investigate the perspectives of mothers
of children who had been diagnosed as having specific learning disabilities, on
possible changes of their childrens behavior and social relationships after the
diagnostic process. Furthermore, this study investigated whether the attendance of an
integration class enhanced the childrens social behavior and social integration. The
participants were fourteen mothers of children with learning disabilities that had been
identified in KEDDY (Differential, Diagnostic and Support Centers for Children with
Special Educational Needs) and had attended the integration class for at least six
months. For the purposes of the study, semi-structured interviews were conducted.
Data were analyzed with the use of qualitative content analysis. Results showed that
in many cases, before the diagnosis, the children had experienced teasing, bullying,
and isolation and some others reacted with aggressive behavior. In most cases the
attendance of the integration class had positives outcomes for the children. According
to the mothers reports, the children were calm and more organized and self-
confident, which, contributed to the improvement of the childs peer relationships. An
important finding of the study is that the childrens classmates regarded attendance at
integration class as positive. The mothers attributed this attitude to the special
teachers ability to help the children with learning disabilities develop their social
skills and to enhance their social integration. The mothers suggested that more
integration classes should be established - especially in junior high schools - and that
the special teachers should receive better training to meet the needs of children with
learning disabilities.

1. :
1.1. .,9
1.2. ......13
1.2.1. : ..13
1.2.2. .15
1.2.3. ..16
1.2.4. - ...17
1.3. .18
1.4. .........22

2.
2.1. ..26
2.1.1. ..27
2.1.2. ...31
2.2.
35

3.
3.1. ...40
3.2. .44
3.3.
.47
3.4. . ...52
3.5. ..57

4. 63

5.
5.1. ...63
5.2. .64
5.2.1. .65
5.2.2. ...67

6.
6.1. 66
6.2. .72
6.3. 78
6.4. ...86
6.5. 90
6.6. ...99
6.7. ..104

7.
7.1. ..120
7.2.
121
7.3.
.124
7.4. ..126

............................................................................................................130

..141

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(Kavale & Forness, 2000: 240,
2007: 6, 1995: 139).
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1. Strauss Lehtinen
,
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(Strauss & Lehtinen
1947: 4 1995: 139). , Strauss
Kephart (1955) ,
Strauss. 1965
, , Kirk,
National Advisor Committee on Handicapped Children
(1967). :


.

1
,
( 2007: 6-7).

9
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( & 1991: 15).

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, Kirk (1969)
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1995:143).
( 1995: 143,
& 1991: 15).
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1975-1985
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( 2007: 6).

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Hammill (Hammill 1990

10
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, 1991,
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1991: 15, 1995: 145, Mercer, 1987, Kirk & Gallagher, 1989
2000: 19, - 2002: 19).
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11
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1991: 16, 2000: 23, Kavale & Forness, 2000: 242-243).
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387). , ;

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(discrepancy)
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(
2007: 9-10, - 2002: 20-21).
, , 1985

, .

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( 2007: 7, Kavale, Forness, Lorsbach 1991: 263).

12
1.2.

1.2.1. :

( 2003: 23, - 2002: 21).
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1997,
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2
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(, & 2006: 34-39).

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3

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15
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(text generation)
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Swanson 1994 & 2007: 47).
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16
 1991: 42-44). Geary (2004: 10 2007: 50)
:
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(1991: 51)
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17
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18
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,
( 2003: 85-87, 1992: 82-
83)

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19

( 1997: 34,
2003: 101-104, 1992: 85).

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6 15
(Grigorenko et al., 1997 , & 2006:
25). , ,
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85-87).
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Orton (1937) ,
(.. 3- , -),

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20
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( 2003: 124-125).
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( 2003: 148, 150).
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( 2003: 146-148).

(Wagner, Torgesen & Rashotte, 1994
Stanovich, 1988 Wagner, & Torgesen, 1987 &
2007: 8, 1997: 35).
,

21
 .

(Vellutino, Fletcher, Snowling & Scanlon, 2004 Snowling, 2000
& 2007: 8, 2003: 158-159).

,
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( 1998), ,
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( 1998: 26-26, ,
& 2006:32).

1.4.

.
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(
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2817/2000,
( 10 .. 603/82)
(, & 2006: 57).
.
,
, (
), ,
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(, & 2006: 55,
& 1991: 67, & 2007: 1, Pumfrey
1997: 331).

22
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(, & 2006: 53-62,
& 1991: 67).
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23

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2006: 71-73).
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24
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( &
2007: 1).
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(Higgins, Marshall,
Raskind, Goldberrg & Herman 2002: 3-4, Adelman 1979: 5-8).

2.

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. Rutter Yule (1970)
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25
Hinshaw (1992b) ,
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(- 2002: 59, 2003:
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Pfeiffer, Gerber Reiff (1985 & 2002: 269)
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( 2000: 120).
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(- 2002: 69,
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(Goor et al., 1995 2002:
129). (2004: 98)
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26

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2002: 65).
Beck (1987) Lazarus (1966, 1991 -
2004: 289)
.
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,
(Lazarus, 1991 -
2004: 289).

27
 , (Poulou &
Norwich 2000 - 2004: 291).
, ,

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Thomson (1995: 36-39 - 2002: 69-71),
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(2003: 117)

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28
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(- 2004:
291).
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2004: 291).
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2006: 173). , ,
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2002: 72-73).
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(Chinn & Crossman, 1995: 50, Fawcett, 1995: 17-19, Thomson, 1995:
33 - 2002: 73).


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( 2004: 356). , ,
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29
 ,
. DSM-IV,
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( 2004: 356-358).
Murray Little (1981 -
2002: 83)
, ,
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2002: 85),

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(Bosworth & Murray, 1983 2002: 88).
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(Gresham, 1988: 287-289 - 2002: 89).
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(, 1995: 31-32, Rutter, 1974 - 2002: 61).
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( 2004: 330-332).

30

. ,
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( 2002: 74-75).

2.1.2.

,
,
- (/ ),
.
, (acting out), ,
. ,
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- ) (.../)
,
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( 2004: 65).
,
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, .. (Altepeter & Breen, 1992, Hinshaw, 1994, &
, 2000 - & 2004: 225).
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: ) ,
(), )
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( 1997: 617).
DSM-IV,
7 6 ( &
2006: 67).
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31

( & 2006: 85).
Smith Adams (2006)

,
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(Smith & Adams 2006: 101).

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1988: 53, Willcutt & Pennington, 2000 - 2002: 95-96).
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( 1988: 54),
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( 2002: 96, 100).
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32
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( 2002: 106, -, & 2004: 266).
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2006: 139). /
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& 2004: 257).
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-, & 2004: 260),
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33
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)
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Williams McGee (1994),

698 (364 334 )

, . , Prior
, 1999,
, (11-12 )
, 30%,
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Buckwalter Catts (2000), ,
(581 ) .
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(1998) , 41 ,

34

.
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, (
2011: 163).

.
,
(Rome, 1971, Vigilante & Dane, 1991
, 2002: 112- 113).
,

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( 2002: 107, 111).
,

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2.2.

(Coor et al., 1995: 103). Rubin, Bukowski Parker
(1998: 644)

35
 (tasks)
.
Rubin (1998: 648)
, ,
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(- 2002: 129-130).
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(Bryan et al., 1983, La Greca & Mesibov, 1981).
.

36
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(.. ,
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) (Gresham & Reschly 1986 - 2002: 131).
Conderman (1995),
1.053 12 ,


.

(Conderman 1995: 14-15, 18).
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(Pearl et al. 1998: 168).
, Kistner Gatlin,


.

.
(acting out) ,
(Kistner & Gatlin 1989: 137-138). ,
Bryan ,
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(Pearl,
Donahue & Bryan 1986 2011: 166).
Wiener (2004) , ,

.

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37
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(Wiener 2004: 22-23). ,
10 20%
,
(Pepler & Craig, 1995 Wiener 2004: 23).
Nabuzoka Smith (1993 Pearl et al. 1998: 168)

,
.
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: ,
(.. , ,
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(.. , , ..) (
Margalit & Al Yagon, 2002 Wiener 2004: 23-24).

Bender Wall,
,
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(Bender & Wall, 1994: 335).
59
Pearl 1. 538 ,
198 .
,
.
21%
.
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38
 ,

(Pearl et al. 1998: 167,
180).
,
.

(Black, 1989; Carter &
Sugai, 1989; Kohler & Stain, 1993; Nelson, 1988; Sugai, 1992q Warger, 1990
Bender & Wall, 1994: 330). , ,


(Forness & Kavale, 1996; Mathur & Rutherford, 1996; Zaragoza,
Vaughn, & McIntosh, 1991 Pearl et all 1998: 168).



(Pearl et al 1998: 168).

39
3.

3.1.

,
,
. ,
.
,
, , .. , ,

.
,
, ,
(.. , )
. ,
.
, :
(integration) (inclusion).
4
.

, ,

(Hegatry, Pocklington & Loukas, 1981 Kobi, 1983
2006: 48-49).
Integration (,
), Mainstreaming () Normalisation ( ).


.

4
, ,

.

40
 (placing),

. ,
, ,
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.
/
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( 2008: 6).
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, -
5 (- 2004: 36-37).
Inclusion, - ,
, .

,
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.

5
- Inclusion
- ,
Includere .
, ( -
2004: 36-37).

41
 ,
() ,
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,
.

. ,

. ,
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(Dyson 2000, Daniels 2000
2006 : 51- 54).


. ,
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(Apple 1986, Bourdieu & Passeron,
1964. 1985 - 2004: 40-42).

, ()-
.
, .
,
,

(nondisabled middle class) (Norwich 2002 :102, Artiles 2003 : 104-105).
,
,

42
 ,
.
,
, .
,
, National Research Council
(NRC). ( )
, ,
(, , ..),
,
. , Artiles
(2003), ,
,

(Artliles & Trent 2000 Artiles 2003 : 108, Cummins
2005 : 210, Slee 1996 Artiles 2003 : 107).
, ,
() (/
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-
.

. ,
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(Norwich 1990, Booth et al. 1998
2006: 54-54.).
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43
 .

.
.

( , .)
,

( 2007: 50, Jacob 1995
Artiles 2003 : 119).

.
Oliver Barnes, ,
,
,
(Oliver- Barnes, 1998: 53).



(Oliver- Barnes, 1998: 56).
, ,
,

(Artiles, 2003: 127).

3.2.

, ,
. ,
1970, ,
(intergration)
.
, , ,
.

44

.
,
, .
:
,
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(Kobi, 1983 1995: 33-35).
...
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( 1995: 38).
, ,
1980 (HELIOS I
II)
. , ,
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.

45
 . , ,
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, ( 1995: 41, 49).
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.


. ,
,
(Meijer, Pijl & Hegerty, 1994
1995: 47).
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.

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( 1995: 41-44).

46
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( 1995: 54-59).
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3.3.

.... (.... 1995: .13)

,
(- 2004: 29). ,
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47
 , 20 ,

. ,
. 1937,
. 453 /1937
, ,
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6,
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(. 1049/1938),
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50
, .
1957, ( . 42400 14/06/1957
),
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(1969) 7,
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8
9.

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6

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. . 453 .1
7
. 101491/1.8.1969, 490 .
8
1980 89 ,
( 1995: 66).
9
. . , . Gutenberg, ,
1991, . 196.

48
10, )
,
,
,
(- 1998: 91- 93).
1981, 1143/81 11,
, - ,

,
(- 1998: 93- 94). ,


. ,


( 1995: 67). , ,
, 2000,
1983. , ,

( 2007: 34).
(.. 603/82)12, ,
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13.

,

10
. 16 ( 4) /74 .
11
. 1143/31 1981, ( 80 . ), ,
,
.
12
.. 603/82 ( 117, .
21/9/1982).
13
. .
: , , 1983, . 13-14

49
 ( )
. ,
,

( & 2005: 9-11).
1566/85
,
,
. (1984: 36)

,
,
(- 1998: 97). ,
.
, 1824/1988
(- ),
1771/1988

. 1995,
, , 2817 2000.
: )

, )
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- (- ,
Braille, ..), )

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50
 14.
(T.E.)
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2008,
(. 3699/2008) .

15. , ,


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16.

17. ,
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, 2817/2000,
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(3-12 ).
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2817,


, , ,
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14
. 2817/14 2000, ( 88 . ), ( - 2004: 33- 34).
15
. 3699/2 2008 ( 1 2)
16
.
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. 3699/2 2008 ( 2 5.)

51
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; ,
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3.4.

, ,
1981 ( 1143).
, , 2000,
1983. ,
,

( 2007: 34).

(- , 1993 , 2004: 66).
,
,
.
(2001: 25) ,
,

52
, (mainstreaming).

, .
(resourse room).

,
.

/ .
, ,
, ,
.

,
,
, , ,

.


.

( 2008: 4-5).


,

. , 61%
81,7% .
22,2%
85,7% . ,
76,45% ( & 2004). ,
62,8%

53
 , 21,5%
15,7%
(, , ,
, & 2001: 29).

.
,
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,

18 (, 2008: 1-3).

.
(2004: 30), ,
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( 2005: 7).

18
18/11/2008 / /
.

54
 ,

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( 2005: 7).
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.
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6).
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(
400 19)
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2003 (

)
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19
400
, . 3699.
31/08/2010.

55

.

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56
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( 2009: 2-3).

3.5.

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( 2009: 1). ,
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.
(, ).

.

.

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5 22 20
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,
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20
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