Inclusive education is of great importance in order to face the social and educational inequalities and to maximize access for all students in the educational system (Unesco, 2007). Applying inclusive education programs 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. 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; Vlachou & Zoniou-Sideri, 2010). Collaboration has emerged as a necessity from school reality itself (heterogeneous cultural, linguistic, academic, etc. students’ composition), and also from the complex situation that teachers face at school (Vlachou & Zoniou-Sideri, 2010). Through collaboration, new effective approaches and methods emerge, the development of an inclusion 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 (Dettmer, Thurston & Dyck, 2005; Argyropoulos & Nikolaraizi, 2009).

Collaborative teaching requires changes in stereotypes, roles, responsibilities in order for common goals to be achieved (Lee, 2007; Friend & Cook, 2003). In inclusive education the teachers in the classroom collaborate in terms of planning, teaching and assessment, by eliminating the need to maintain "authority" and "power” (Vlachou, 2006;). It is believed that the educational policy that is applied may promote or undermine the development of inclusive collaborative practices. Is the development of inclusive collaborative practices favored in Greek inclusive settings? Which is the role of the educational policy which is  applied?

Even though the declaration regarding the education policy in Greece is based on the principles of inclusion, the practices that are being applied do not contribute to that direction (Nteropoulou, 2012). 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 attend the individualized educational program. The responsibilities, the roles, the forms of collaboration and the ways the two teachers intervene have not been clearly stated by the legislative framework. According to the special educators’ official task book, their responsibilities are focused on disabled children (Law 3699/2008, 449/2007).

Moreover, in the curriculum, a brief reference included about the cooperation and the need of developing collaborative practices. This reference is not determined or promoted by the subject that surrounds it. Besides, while curriculum theoretically includes disabled students in all structured phases, simultaneously separates them to special settings to meet the needs of disabled (P.I., 2003). Finally, regarding the training activities undertaken, the development of inclusive collaborative practices, is not included.

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

1. Which are their views on educational policy that applied regarding the collaboration among the educators in inclusive preschool education?

       1a. Do the legislative arrangements promote collaboration and educator’s training regarding     

              collaboration issues and how?

       1b. Do the content and the goals of the curriculum give opportunities for the development of    

             collaborations?

2. Which are the challenges and the perspectives arising from the educational policy regarding   

     collaboration among the educators?

        2a. Which are the changes that must be done in legislation, in order to promote collaborative

               culture in schools?     

         2b. What hinders the implementation of collaborative practices and how these barriers could

                be faced?

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