摘要：AbstractSchool and classroom teachers play a critical role in improving pupils’ social-emotional skills. Furthermore, inadequate handling can amplify the social-emotional deficits of children at risk. For the purposes of this study, a quantitative and qualitative approach was used in order to study teachers; perceptions on pupils’ social dysfunctions within Greek elementary schools. More specifically, the Revised Social Dysfunction Scale (R-SDS) (Greek version) was employed to evaluate elementary school pupils’ social dysfunctions within educational settings in the area of Crete, Greece. The focus group method was employed to gain insight into teachers’ perceptions of individual and systemic factors which are related to pupils’ social dysfunctions, as well as of methods of managing critical situations within school contexts. It was confirmed the urgent need of teachers to be supported and guided in meaningful ways in their work with pupils who present challenging behavior. Based on the research findings, authors suggest a series of inclusive practices aiming at responding to teachers’ actual needs and to concrete shortfalls in the school inclusive system.
关键词：Pupils’ social dysfunctions;teachers’ perceptions;qualitative and quantitative approach;inclusive practice
