Inclusion classes (IC) are one of Greece's most crucial educational inclusion policies. This paper explores the institution of inclusion classes as a supportive educational framework for students with special educational needs and/or disabilities (SEND) for their inclusion in the mainstream education system through teachers' conceptualisations. In this research, interpretive phenomenological analysis was used. Nine teachers of inclusive education in primary schools were involved in the study. The results showed that teachers had approached inclusion classes as closed structures with specific clinical criteria for selecting students with SEND and facing institutional barriers. At the same time, participants stressed through their discourse that the attitudes of school community members depend on the characteristics of students with SEND, which sometimes leads to their stigmatisation and categorisation and raises issues of educational and social exclusion. An implication of existing policies is the necessity to incorporate fully inclusive education principles and establish a learning framework of functional emancipatory pedagogical practices.

中文翻译：

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希腊教育中的包容性课程：政治和社会表达。解释性现象学分析

包容性课程（IC）是希腊最重要的教育包容性政策之一。本文探讨了包容性课程的制度，作为有特殊教育需要和/或残疾的学生（SEND）的支持性教育框架，以便通过教师的概念将他们纳入主流教育体系。在这项研究中，使用了解释现象学分析。九名小学全纳教育教师参与了这项研究。结果表明，教师将包容性班级视为封闭结构，具有特定的临床标准来选择患有 SEND 并面临制度障碍的学生。同时，与会者在发言中强调，学校社区成员的态度取决于SEND学生的特征，这有时会导致他们受到污名化和分类，并引发教育和社会排斥问题。现有政策的含义是必须纳入完全包容性的教育原则并建立功能性解放教学实践的学习框架。