Tsikolatas A. (2014) Inclusive Education in Greek Education System.

Challenges and
prospects. Athens
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University of Athens

DEPARTMENT OF EDUCATION

POSTGRADUATE STUDIES IN SPECIAL EDUCATION

Cross-cultural Perspectives of Educational Exclusion and Inclusion

Inclusive Education in
Greek Education System.
Challenges and prospects

Professor: Roger Slee

Student: Tsikolatas Alexandros

Athens 2014

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Tsikolatas A. (2014) Inclusive Education in Greek Education System. Challenges and
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Table of Contents
Introduction ............................................................................................................................... 3
Conceptual framework of inclusive education .......................................................................... 4
Inclusive education principles ................................................................................................... 5
1st principle ........................................................................................................................... 5
2nd principle ........................................................................................................................... 5
3nd principle ........................................................................................................................... 5
4th principle ............................................................................................................................ 6
Integration Distinction by law ................................................................................................... 6
Generally ............................................................................................................................... 6
Diagnostic services ................................................................................................................ 7
Attendance Structures ........................................................................................................ 10
Operation of Special Education ........................................................................................... 10
Education of teachers working in Special Education........................................................... 12
Dimensions of inclusive education and criticism .................................................................... 12
Historical.............................................................................................................................. 12
Legislative - Institutional ..................................................................................................... 13
Pedagogics ........................................................................................................................... 13
Politic ................................................................................................................................... 14
Inclusion approach Levels ....................................................................................................... 14
Conditions and requirements of inclusion education ............................................................. 15
Teaching Differentiation.......................................................................................................... 16
Prospects Discussion ............................................................................................................ 17
Bibliography............................................................................................................................. 17

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Tsikolatas A. (2014) Inclusive Education in Greek Education System. Challenges and
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Introduction
Modern societies are distinguished by the diversity and composition of its
members. Globalization as a tendency and need has become discernible even in
conservative Greece. The mixture of traditional Greek society has changed radically
and permanently. Greeks that belongs to low social and economic order, have
disabilities, diverse sexual preferences, different ethnic backgrounds, religious beliefs,
has been increased.
The school, as known, is an extension of society and therefore the dynamics of
the ideas and attitudes are transported and operated in an identical manner in the
school environment. Occasionally adjustments to state laws are made in order to
absorb all pupils, but something seems to go wrong and this integration is not
achieved.
As we said, the inclusive education concerns everyone, regardless of social
class, economic opportunity, race, sex, religion, nationality, disability. For the
purposes of this assessment we will focus on inclusive education of persons with
disabilities in Greek education. We will study the way that approximates the Greek
society, the state and the educational system. We will try to criticize this approach and
analyze the reasons why it fails.
As teachers in special and typical education in the last four years, I worked
with children who are diagnosed by medical state agencies with autism, mental
retardation and various syndromes, in social education (independent living, money
management, etc.), technological education (computers, electronic and electrical
appliances, etc.) and economic general education courses. This year I work in typical
education, at high school, where I practice the task of teaching accounting and other
economic subjects to students with autism, mental retardation, learning difficulties,
Rom and other ethnic groups.
This mixture in classrooms is the field of personal observation and research,
and an attempt to determine whether there exist inclusion and if it applied.

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Tsikolatas A. (2014) Inclusive Education in Greek Education System. Challenges and
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Conceptual framework of inclusive education
The definition will be given to the integration has to do with how disability is
defined by those who shape the policy of the state with the content and interpretation
of laws, teachers, professionals, academics and researchers. The definition even up to
the concept of disability determines the framework to build the inclusive education. In
India and Palestine, for example, the term disability is different from that in Greece
because the citizens of these countries are all potentially disabled because of everyday
martial ceasefire. For example, in Syria able-bodied children will play with the
handicapped children and the tools of them, because where they focus there is the
child and not at the problem, in Sweden all the work would fall into the hands of
assistants, while in Greece we neglect. The educational system must be adapted to the
socio-political reality.
Thus, the pedagogy of inclusion or inclusive education is not just a theory or a
technique but is the set of organized actions. Responsibility for the implementation of
inclusive education has all entities (such as state, society, family) but the burden falls
more to teachers who are spearheading our education system.
Merser (1973) demonstrated that the declared number of persons in the
population with mental retardation is more function of age rather than any mental
status, because the vast majority of people diagnosed as mentally retarded are not
recognized before entering school and later disappear when that group reaches
adulthood and in the labor market (Bogdan, 1986).
This means that the school with this way of operation, reinforces the
construction of disability and puts obstacles in an equitable education for all. In what
ways does this? At first, good school considered that which students have high
academic achievement; school is competitive and is made only for the gifted. On the
other hand, programs that have purely knowledge-based philosophy leave out a large
percentage of abilities and skills of children. Student assessment is one-sided and
focuses on performance without assessing the qualities of personality and other
parameters.
Obstacles seems to be removed through to the implementation of inclusive
education. But where it is based?

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Tsikolatas A. (2014) Inclusive Education in Greek Education System. Challenges and
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Inclusive education principles
1st principle
The inclusive education is not re-naming and repositioning the traditional
special education. It becomes obvious that integration does not mean placing or
moving a child from one context to another or abandonment of children in an
environment without prior scheduling. Here should be mentioned that the term
integration means that students will not lose its special identity as does the term
integration.
In the last Law of special education (3699/08), there is a separation in the
program that offered for inclusive education and specifically calls it "integration
classes".

2nd principle
The inclusive education concerns all students (poor, foreigners, from another
language or religion, with learning difficulties or other disabilities) not only
physically disabled.
The Law of 2008 in Article 3 does not include all students, it just naming
those with disabilities. Also it contains which disabilities are excluded. We see thus a
distinction in the distinction.

3nd principle
The inclusive education puts the relationship between expert professionals and
disabled on a new basis. It promotes cooperation and focuses on the individual, not at
the disability.
This contrasts with specific parts of the Law 2008 content where expert
opinion (KEDDY) is stronger than parent or teacher. Furthermore the role of the
parent in the child's education is limited or sidelined. Role of the family should be
equally strong and decision must be taken from all together (parents - experts
disabled) on the objectives which will be made each time.

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Tsikolatas A. (2014) Inclusive Education in Greek Education System. Challenges and
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4th principle
The inclusive education negotiates the dominant architecture of education
enrollment (curriculum, pedagogy, assessment). It is appropriate to mention that
Detailed Curriculum of special education does not exist and shall not be adopted that
of general education.

Integration Distinction by law

Generally
As mentioned in the recent specials education Law (2008), students with
disabilities and special educational needs are considered students who, for all or a
certain period of their school life show significant school learning difficulties due to
physical, mental, cognitive deficiencies and / or mental disorders according to the
multidisciplinary evaluation affect the learning process. Students with disabilities and
special educational needs are those with mental disability, sensory vision deficiencies
(blind, partially sighted with low vision), sensory hearing impairment (deaf, hard of
hearing), physical disabilities, chronic incurable diseases, speech-language disorders,
special learning difficulties (eg dyslexia, attention deficit with or without
hyperactivity), pervasive developmental disorders (autism spectrum), mental
disorders and multiple disabilities.
Pupils with special educational needs are the students with special mental
abilities and talents. As students with special mental abilities and talents, considers
those who have one or more abilities developed to a degree that goes far beyond the
expected for their age group. Those student who statistically rise about 5% of the
student population, form a heterogeneous group with a wide range of different skills
and talents.
Therefore, diagnose of special educational needs is complex and multi-
layered. The Minister of Education creates and assigns evaluation models and special
educational programs for students with special abilities and talents at universities that
have expressed interest upon invitation.

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Tsikolatas A. (2014) Inclusive Education in Greek Education System. Challenges and
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Not included in the category of students with disabilities and special
educational needs pupils with poor school performance that is causally linked to
external factors (eg language or cultural differences).

Diagnostic services
At Educational services of special education are included diagnosis,
differential diagnosis, assessment and mapping of special educational needs,
systematic pedagogical intervention from specialists, educational tools and programs
that are implemented by public health and educational services and the Centers of
Differential diagnosis and Support of Special Educational Needs (KEDDY). Includes
schools of special education with appropriate building infrastructure, inclusive
programs, teaching home programs and the necessary diagnostic, evaluative and
supportive services.
The special educational needs of students with disabilities are investigated and
recorded by KEDDY, Special Diagnostic Evaluation Committee and certified by the
Ministry of Education and other Ministries.
The Special Diagnostic Evaluation Committee works in special schools for
monitoring and evaluating the progress of pupils who attend them. The Committee
composed, as specified by the Director of School Unit, following the opinion of the
association of school staff, and includes a psychologist, a special education teacher
and a social worker. The group can be enlarged by adding persons of other specialties,
according to the assessment cases, by decision of its members. The special education
teacher receives the grant of special education teaching, Article 8, Law 3205/2003.
Pupils who require individualized education program, this program is designed
by the KEDDY, taking into account the above evaluation, and - if parents agree -
provided by KEDDY Individualized Education Program at least once a week at the
student and according to the existing problem.
The KEDDY assess students up to 22 years old. The evaluation is carried out
by a five interdisciplinary team, composed of a special education teacher (preschool
or primary or secondary), a child psychiatrist or pediatric neurologist, a social worker,
a psychologist and a speech therapist or occupational therapist. We must mention that
graduates older than 18 years old who have not been evaluated as people with
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disabilities and special educational needs, are not in the responsibility of KEDDY.
These cases are assessed on adult diagnostic services, operating in mental health
centers and hospitals.

KEDDY have the following responsibilities:

a) detection and confirmation of the type and degree of difficulties of people
with special educational needs in all school and preschool children. Within their
competences, KEDDY cooperate with regional Health Services and Welfare of the
Regions.
b) proposal for recording, classifying and studying in the appropriate school
unit or other educational setting or program of special education, and the monitoring
and assessment of educational progress of students, in collaboration with school
counselors, competent as appropriate school counselors preschool education, primary
and secondary general education, the special educational Personnel consultants of
schools directors, school staff responsible for implementing the program and the
special education staff employed by special schools.
c) To suggest to compile custom personalized or group psycho-educational
programs and learning support and creative activities, in cooperation with class
teachers and the Teaching Staff and implementing other scientific social and other
supportive measures for people with disabilities and special educational needs, in
schools, at the headquarters of KEDDY or at home. For all of the above meets the
interdisciplinary team three times at least a month.
d) Provide ongoing counseling and information to teachers and others
involved in the educational process and vocational training throughout the training
and organizing information and training programs for the students and their parents
exercising parental authority, at least one once a year in their area of competence, in
the form of information sessions, organized under the responsibility of KEDDY
concerned.
e) In determining the type of teaching aids and technical instruments that
facilitate access to the site and in the learning process needs child in school or at home
and that do not require medical opinion and prescription and proposals for improve
access and retention of students in education. As for devices or instruments that
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enhance sensory functions and mobility, those are defined by medical reports which
identify the problem and which are necessary to provide devices from their insurance
carrier. For devices that require medical opinion need not suggest the KEDDY.
f) The proposal to replace the written tests for pupils with special educational
needs in oral or other tests on promotion and graduation exams of primary and
secondary education and for entry to higher education. Contributions to replace the
written tests with other forms of primary and secondary education examinations
concern other than students attending special schools, and students attending schools
of general education. Especially for students with learning difficulties (eg dyslexia,
dyscalculia, etc.), advocates teaching and assessment method for testing and
certification of student's knowledge in the subjects examined, according to
curriculum.
g) To suggest to the competent services for the creation, abolition, promotion,
demotion, conversion or merger of special schools and integration departments,
adding sectors and segments specializations, their staffing and the increase or
reduction of posts.
h) Annual activity report, which is submitted to the Directorate of special
education of Ministry of Education.
i) Reporting or proposals for any Building and / or logistical assistance to be
made in special education competence area of each KEDDY, so they can
accommodate and support students with disabilities in their learning environment and
program. Proposals submitted to the Agency of School Buildings, which has the
responsibility for their implementation with the cooperation of local governments
concerned.
j) Drafting customized reports - proposals for all pupils within each KEDDY,
showing all educational aids, innovative advanced technology products or services or
the modern educational approaches that can support the functionality and the
participation of each student with disability separately, in the process of inclusive
education with students of general educational framework.
k) The proposal for the implementation of early educational intervention
programs as required.

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As can be seen, many of these do not occur or where they performed, it is a
standardized routine. For example, in order to detect a student's difficulty there isnt a
multidisciplinary team assembled to examine the student's potential for improvement
but a mixture of experts that study that examines medical the students to identify and
record the weaknesses against the majority defined as normal. Also monitoring the
school environment is not taking place, the responsibility passes to the teachers, who
they are influenced by the findings and they have low expectations in the provision of
learning and other student benefits. By extension, there isnt substantial cooperation
between teachers, so the students problem either remains or intensifies. Also many
times, even teachers who have different educational philosophy, do not have the tools
or support to pursue their work.

Attendance Structures
Students with disabilities and special educational needs can be attended in the
usual classroom, in the case of students with mild learning disabilities, supported by
the class teacher, who works with KEDDY and with school counselors and special
education and Special Education Staff consultants.
In a specially organized and appropriately staffed integration classes operating
within the general schools in the form of two different types of programs: Common
and specialized program, established on the proposal of KEDDY relevant for students
with milder forms of special educational needs, which each student will not exceed 10
hours per week and Specialized extended hours program, established on the proposal
KEDDY relevant for students with more severe special educational needs that are not
covered by corresponding to the type and degree of independent schools. The
specialized program can be independent of the public, consistent with the needs of
students. In these cases the co-teaching is taking place in accordance with the
proposals of diagnostic services.

Operation of Special Education

Special education, like general education is compulsory, as written in Law of
2008, operates as an integral part of the single public and free education and provided
by the state in public primary and secondary education. Exclusive provider of special
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Tsikolatas A. (2014) Inclusive Education in Greek Education System. Challenges and
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education is the Ministry of Education. The type and degree of special educational
needs determine the form, type and category of special schools. In Special School
Units and in inclusive programs, special education programs are taking place,
according to the disabilities and special educational needs of students, as long as it is
necessary, or for the entire duration of their school life. On special schools also
applied systematic intervention programs, such as assessment, pedagogical and
psychological support, physiotherapy, occupational therapy, speech therapy and any
other service that supports the equal treatment of students, which are mainly provided
through special schools and alternatively from the KEDDY.

Aims of special education

Students with disabilities and special educational needs, as stated in the Law
of 2008, special education is provided, in primary, secondary, tertiary, non-formal and
lifelong education and it aims to develop pupils personality and make them more
autonomous in life. Particularly, special education aims:
a) The all-round and harmonious development of personality of students with
disabilities and special educational needs.
b) The improvement and development of their capacities and skills to enable
the integration or reintegration in the mainstream school, where and when possible.
c) On corresponding to their potential inclusion in the educational system, in
social life and professional activity.
d) The mutual acceptance and harmonious coexistence with society and
equitable social development.

These objectives are achieved by:

a) The early medical diagnosis.
b) The early diagnosis and evaluation of their special educational needs in
public child guidance centers and KEDDY
c) Systematic intervention performed by the preschool age at special schools
by creating early intervention sections. The implementation of specific educational
programs and rehabilitation programs, adapting educational and teaching materials,

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the use of special equipment and provide all kinds of facilities and ergonomic
arrangements of special schools and KEDDY.
Practice are far away from theory. Sometimes the law itself is not inclusive, in
many places it wants to present itself as such.

Education of teachers working in Special Education

As stated in Law of 2008, scientific training of teachers is compulsory and
continuous in all sectors serving in special education. This is achieved by teaching
special education and training courses in all university departments that produce
teachers, as well as establishing graduate programs in these schools, the annual
seminars of at least 400 hours, on the Special Education.

Dimensions of inclusive education and criticism

Historical
In Greece in 1953 we have the formal integration of women in compulsory
education. Between the 50s and 70s implemented the free compulsory education and
in 70s - 80s we have the democratization of higher education where in universities can
now be imported also the workers' children. Special education is transferred from the
private and charitable work to the Ministry of Education, an effort that lasted six years
(1975-1981) and resulted in Law 1143/1981 which largely is translated from English
Law of 1963. With the Law 2817 / 2000 established the compulsory education for the
disabled.
In 1978 we have the Commission Warnock, from the "architect" of inclusive
education Baroness Mary Warnock in England responsible for the education and
integration. In 1981 in England, the Education Act is the start of inclusive education
(integration). In 1992, in Italy has been achieved the abolition of public schools and
classes.
So we see that the approach to disability and inclusive education comes more
slowly in Greece than in other European countries and there is a tendency to adopt the
practices without any special adaptation to Greek reality and necessity.

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Legislative - Institutional
In Greece we have four laws for special education. Law 1143 / 1981 defines
people as "mentally retarded." Law 1566/1985 which mentions "those who have
mental retardation." Law 2817 / 2000 states "those who have cognitive impairment or
immaturity." Law 3699 / 2008 is standing with the medical term "mental disability".
As perceived, Greek legislation examine disability from the medical
standpoint, it starts by defining people with intellectual disabilities deprived mind,
putting them unable for training or learning living. Greece appears to be 20 years back
after translating and adopts English law of '63 to define disability and the educational
context.
Also the laws that follow seem to consider disability in the light of medical
analysis, the normality of the individual abilities. Separate the education of the
disabled by creating separate educational structures as designated in advance the
criteria and fields of diagnosis, evaluation and input on these structures. Student is
going to reference or forcing the referral to a specialist or medical center in order to
be labeled.

Pedagogics
Through the political and social conditions and perceptions, teachers do not
seem to form inclusive tactics. Also, the low expectations of teachers do not help in
the pedagogical integration. What seems to help is the differentiated teaching.
In the process of differentiated teaching, teachers can differentiate the content
of the activity, the process of the activity and the final result of the activity. In order
for them to became true, readiness of the student must be taken under consideration
(to the point of entry of a student in a particular concept or skill), interest and learning
profile (eg some students better understand a concept in the process of discussion,
others if they work individually, others need more visual, audio-visual material, etc.)
(Nteropoulou. E 2014).
It must take account of the evolutionary rating, for example, that the student
was able to go from ten degree to fourteen and not categorized as a student of
fourteen, that it means a bad student. This evaluation focuses on the recording of

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achieving the goals of individuals, exclusively in terms of their own progress, without
any link with their peers.
All this of course often seem to fail or not made practice due to the degree of
difficulty they have, of insufficient resources, lack of educational adequacy of school
infrastructure.

Politic
The integration began in the US for immigrants and then for the disabled (see
Movement Education For All), which was intended to change existing educational
practices to ensure equal opportunities for all pupils, while in Greece, by the disabled,
is heading for the minorities. In Cyprus there is the term United Education occurring
in inclusive education.
It is fact that the political design is a result of the economic objectives that set
each time the State and thus forms the national education policy and the framework of
the educational process. According to Giroux, (2003) schools are considered as mere
branches of the labor market, and imposed assessment models at competitive
framework that reproduce the wider social inequalities.
So nowdays, attempting integration of mentally retarded children in this
competitive environment and intensified educational framework of general education
is doomed to fail.

Inclusion approach Levels

In order to be able to speak of effective implementation of integration, it must
be studied and approached at all three levels.
In micro-level, the attitude to be taken by the family to accept the child's
disability, maintain a positive attitude toward the possibilities and ways of training,
work with stakeholders. We must also take into account the family composition. On
his part, the school must consider the role and attitude towards all students.
In middle-level, the educational system has to consider the structure and the
content of the detailed curriculum. Also the current education policy must consider

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the legislation for the existence of inclusive structures and to press when they
attacked.
In macro-level, there must be a connection of the labor market and peoples
with disability and their lifelong education. Moreover, the society needs to change in
the structure what concerning values, attitudes, perceptions and opinions for the
strengths, weaknesses, threats and risks faced by people with disabilities.

Conditions and requirements of inclusion education

The implementation of inclusive education requires creation of cultural
context where the school community is welcome and support each other with respect
to diversity, where those involved in the educational process will work for social
advancement and integration of all. Where this is not the case, there should be
interventions and other inclusive practices.
The inclusive values should be established in the mind and the philosophy of
all and most, teacher should be alerted and cooperative. It aims to mobilize them to
collide with entrenched truths and prejudices in order to learn, reflect and change.
This is very difficult to implement. If we want to bring a social change in the
perception of disability should primarily come a change in perceptions about
disability and utopia or not the actual accession education. To achieve inclusion,
teaching organization and structure interaction among students is important. Teachers
good is possessed by high expectations for all students, to seek the lifting of all
restrictions encountered by students and to promote equality between all members.
Moreover, within the school unit must seek to exercise integration policy,
either it has to do with building infrastructure, or the workforce. Preparation of
classroom and / or school is needed to accept all people who perhaps needs of one
come in a conflict with the needs of another. Certainly there is no list of specific
changes to be made, since this depends on the individual needs of each student and
the circumstances.
Inclusive practices take account of pupils' participation degree in learning,
collaborative teaching, differentiated teaching and collaboration of teachers in
teaching organization.

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Finally, the required educational evaluation should be equal for all students
and not be suspicious towards mentally retarded children who have or not, a medical
diagnosis. Moreover, if there is a diagnosis, should be written what can be made by
the child, what are his potential, where can be trained and not what are their
weaknesses, what cannot be done or till where they can reach. The first places the
base of the educational process for inclusive education, the second sets of social and
educational barriers. Moreover, after the educational process, labels (as learning
disabilities, mental retardation) can, many times, disappear and this is because in
professional life there arent.

Teaching Differentiation
Differentiation of teaching is recommended on three main structures: module
content, activity process, result of activity.
It is essential to take into account the student's zone of proximal development
(Vygotsky), the special interests and inclinations, his learning profile, ie the way in
which they learn best.
The differentiated teaching proposed as the basis for the planning of the
curriculum or the annual school programming and is based on the student's interests
and inclinations with respect to personality and learning profile. The evaluation within
the differentiated teaching is continuous and presents the evolutionary progress of the
student. Finally leverages multiple and alternative forms of work over a period
adapted to the student.
Furthermore the individual educational plan must be interdisciplinary,
involving all stakeholders, not just the teacher. Includes a comprehensive description,
forms of educational intervention (cognitive, language, social development of the
child). For the zone of proximal development that is drawn up at the first student's
entry month to school, there is collaboration and agreement through all. If there are
obstacles in this context, must be made remodeling and are set short-term goals,
which are a priority for teachers and long-term goals.

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Prospects Discussion
By Law 3699/2008 we see a decline of inclusive education while
strengthening the separation since no mention is made for higher education for people
with disabilities or lifelong learning processes. It takes into account the findings and
diagnoses of students while is purely medically oriented. Also its not checked at all
by the social perspective of the social model of disability approach.
The inclusive education is a system of values that can be studied and
implemented at multiple levels:
Micro-level: teachers must critically examine their current practice
Medium-level: educational institutions to take a differentiated approach
Macro-level: government policies to examine the cases of individuals who
have been sidelined

School reproduce the social construction of disability, so we must be radical

changes in the approach of disability. It is the responsibility of everyone, disabled,
non-disabled people, family, society, state, information rich education.

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2. Giroux, H. (2003). Public pedagogy and the politics of resistance: Notes on a
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3. Marks, D. (1999). The Social Construction of Disadility, Disability:

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[email protected]
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