Inclusive education is one of the major challenges education systems face to remove social and educational inequalities and maximize active participation and access for all students to education (Unesco, 2007). Applying inclusive education programs is rather complicated and multidimensional as it relates to a set of factors that define the context in which each inclusion is attempted (Barton, 2003).

          Collaboration between education stakeholders constitutes a major factor in education and learning, which admittedly is the cornerstone of inclusive education promotion. Collaborative practices in school can promote inclusion for all students or may lead to stigmatization and exclusion of a large portion of student population from education or even school dropout (Ainscow et all, 2006; Barton, 2003; Vlachou & Zoniou-Sideri, 2010). In inclusive contexts, collaboration has emerged as a necessity from school reality itself (heterogeneous cultural, linguistic, academic, etc. students’ composition), Collaboration has also emerged from the complex situation that teachers face at school requiring synthesis of knowledge, skills, attitudes and ideas (Vlachou & Zoniou-Sideri, 2010; Morocco & Aguilar, 2002). Furthermore, through collaboration, new effective approaches and methods emerge, the development of an inclusion culture and ethos is promoted, many problems are solved, and diversity receives a positive meaning. Corbet, 2001;Ainscow et all, 2006; Lee, 2007). Overall, collaboration is beneficial for all stakeholders in education on a teaching, learning, social, professional and personal level (Dettmer, Thurston & Dyck, 2005; Argyropoulos & Nikolaraizi, 2009). But how is collaboration determined in inclusive education?

          Collaboration as an educational practice is complicated, as it has different meanings by different people, and it is approached using different practices. How everyone perceives real collaboration and what forms of collaboration are thought important, are issues that promote inclusion or exclusion (Vlachou & Zoniou-Sideri 2010). Collaboration refers to all those practices and procedures that contribute to real access and participation of all students in the curriculum. Collaborative teaching requires changes in stereotypes, roles, responsibilities in order for common goals to be achieved (Lee, 2007; Friend & Cook, 2003). The teachers in the classroom collaborate in terms of planning, teaching and assessment, by eliminating the need to maintain "authority" and "power” (Corbet, 2001; Vlachou, 2006; Lee, 2007). Is the development of inclusive collaborative practices favored in Greek inclusive settings?

          In Greece, preschool inclusive settings, according to law, are attended by students with and without disabilities or SEN. Two teachers (one general and one SEN) are provided and also a support classroom where students with disabilities or SEN move and attend the individualized educational program from the special teacher. The responsibilities, the roles, the forms of collaboration and the ways the two teachers intervene and the time students with disabilities remain at the support class, has not been clearly stated by the legislative framework (Public Law 3699/2008 ). Thus, roles are adopted in a silent and informal way reflecting beliefs on inclusion and intensifying even more the segregating organization and functioning style of schools (Zoniou-Sideri & Vlachou, 2006). (Vlachou, 2006).

          This research focuses on exploring the views and experiences of preschool education teachers in inclusive preschool education settings regarding collaboration and collaborative practices. The research questions are:

1. What meaning do teachers give to collaboration?

1a What are their views on the need for collaboration?

1b What is the teachers’ role in collaboration?

2. What are the teachers’ experiences from collaborative practices regarding differentiation, evaluation, accepting diversity, administration and home -school collaboration?

3. What are their views on education policy applied as far as collaboration is concerned?

4. What are the challenges and perspectives for improving collaborative practices?

4a. Do the views of general and special preschool teachers vary?

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