In the modern globalised environment, the extended immigrant and refugee crisis is at the centre of the scientific, social, and political debate. Meanwhile, the field of Intercultural Education is of paramount importance for social cohesion as the education system is affected by the aforementioned crisis. Against this complicated backdrop, the double challenge of the promotion of educational inclusion of students with diverse cultural backgrounds and disability should be the focus of attention for teachers and policymakers. The present study examines the issue of inclusion of immigrant and refugee students with disability. It employs the qualitative method of thematic analysis, collecting data through semi-structured interviews with teachers who work in Reception Classes and Typical Classes of Intercultural schools in the Prefecture of Epirus, Greece. The data analysis revealed that the participants highlighted the need for restructuring the Greek education system on two levels: the macro level and the micro level. This study underlines the need for systemic change and cooperation to create an environment without exclusion.

Author Keywords: Intercultural education, Special education, Immigrant/refugee background, Disability, Inclusion

Source: European Journal of Special Education Research

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DOI: 10.46827/ejse.v10i2.5259

ISSN: 2501-242