The Ministry of Education is attempting to make amendments to eight basic and extremely important chapters of the Special Education legislation, which, it should be noted, counts 27 years of implementation without any changes, through the bill it is processing. The issue is on the table of dialogue as the Ministry has recently been holding meetings with stakeholders.
In the context of these meetings, the Ministry of Education has presented its basic positions on important issues, which it considers to be special and crucial to change the current situation and modernize the current framework of the pedagogical process.
Specifically, reports are made in the following areas:
>> Terminology
>> Role and involvement of parents
>> Improvement of the operation of District Committees for Special Education and Training (EEEAE)
>> Differentiation of teaching and assessment
>> Awarding a diploma to children
>> Reinforced support programme
>> Special Schools
>> School assistants/escorts
In detail, what the ministry has before it refers to as follows:
- In terminology: A start is made by updating it. From a "child with special needs" that exists in the existing legislation, to a "child with disabilities and/or special educational needs" on the basis of the UN Convention on the Rights of Persons with Disabilities.
- The role and participation of the parents: It refers to the child's attendance in a specific educational context after evaluation by the EEEAE and only with the consent of the parents/guardians. It is also provided for the participation of parents/guardians in the sessions of the EEEAE, if they wish. Specifically, the change will provide that all children, during the first phase of their admission to the education system, will be enrolled in the general class, if their parents also wish. The EEEAE will then re-evaluate the child's needs within a reasonable period of time.
- To improve the operation of EEEAE:
–Referral procedure: Obligation to immediately notify the EEEAE of any case of a child who may have a disability and/or special educational needs, by parents and competent professionals.
–Documented referral to EEEAE through a certificate from a competent professional (doctor, psychologist or speech therapist).
–Evaluation/re-evaluation: Institutionalization of re-evaluation after the completion of the first year of study in the general class, as well as every three years or more often, if there are serious reasons or at the request of the parents/guardians, in order to monitor the progress and improve the services provided to the child. This change aims to avoid unnecessary psychological burden and suffering for children. At the same time, it allows the collection of more essential data on children's development, before each step change and respects their growth rate.
–Referral schedule: Submission of referrals by the end of February, for timely implementation of decisions from September of the next school year. Exception for serious and emergency incidents, which will be examined throughout the school year.
– EEEAE decisions: Replacement of a report with a detailed and reasoned decision. Specifically, instead of the report, it is proposed that a detailed reasoned decision be prepared by the EEEAEs, in order to ensure the documentation of the recommendations and the transparency of the process.
– Participation of parents in EEEAEs: Evaluation in the school context and participation of a representative of KYSOA in EEEAE meetings, if the parent wishes.
4. The differentiation of teaching and evaluation: The basic parameters of this specification set by the Ministry are the strengthening of differentiation, the teacher bank for differentiated material, the training by academics, specialists, etc. as well as differentiated and different writings in Secondary Education. As has been said, differentiated teaching and assessment is a crucial aspect of inclusive education. It is noted that the Ministry has already proceeded with the training of a portion of teachers in matters of differentiated teaching and evaluation. The seminars will be intensified, with the aim of training all teachers.
5. On the baccalaureate: A baccalaureate and an indicative should be given to all children. Today it is not given, while in her recent statements the Minister of Education, Athena Michailidou on this issue, stated that this is another innovation. He pointed out that all children will receive a diploma in Secondary Education, as long as they attend our schools and at the same time, he said that the Ministry of Education is in consultation with the Ministry of Labour, so that jobs can be granted to children, with payment to have their place in our society really.
6. The Enhanced Support Program (PES): The Ministry refers to a flexible and individual program for each child, to the enrolment of everyone in the general class, with PES hours, depending on the needs of each child, as well as to the modernization of the framework of the Special Units. The units are being upgraded and improved to function as centers of enhanced support.
- In Special Schools: It is stated that their operation remains as it is but a Detailed Program with guidelines for Special Schools is given.
- For school assistants/escorts: The Ministry of Education is oriented towards their compulsory training twice a year, the training of new school assistants/escorts at the beginning of the school year, the upgrading of the training program, the upgrading of payroll and employment conditions as well as better control during recruitment.
However, in addition to the above, which are presented in the basic planning of the Ministry of Education for the bill, which she intends to submit soon, Ms. Michailidou has recently referred several times to actions that have been taken in the direction of creating an inclusive school, mainly in the last two years. Specifically, the competent Minister in her statements focused on strengthening the human resources in schools by increasing the number of school assistants/escorts and special teachers, the establishment of the compulsory training of school assistants/escorts satisfying a request of years, the expansion of the operation of summer special schools, so that children and their families have continuous support, investing in the targeted training of teachers on issues of differentiated teaching as well as in the institutionalization, following an announcement by the President of the Republic, of extending the attendance of children with disabilities until the age of 22, a measure that responds to an essential need of many families.
"Since 2023, we have been working intensively to submit a modern, pedagogically documented amending bill for children with disabilities and special educational needs. Through the collection of opinions, study, evaluation of the positions of the stakeholders - often conflicting - we form a new framework with the main focus on the well-meaning best interests of children. The vision and design of the Ministry of Education is an inclusive school for all children. But this transition requires time, consensus and, above all, a change of perceptions and culture. It cannot be achieved overnight. We must build on solid foundations and not on ephemeral impressions," Ms. Michailidou said recently.
KYSOA: Participation in the consultation but with... red lines
Recently, during which the discussion of this important issue is underway and in view of the Ministry's intention to submit an amending bill, the presence of the disability movement in the whole effort is continuous and fruitful. It is recalled that the Cyprus Confederation of Disabled People's Organizations (KYSOA), which in cooperation with other organizations, associations and bodies, came up with a multi-page position paper for amendments to the existing legislative framework, has long taken a position on the issue. However, in addition to the positions she has submitted since May 2025, she is currently expected to send updated positions again to the competent Minister. As the president of KYSOA, Themis Anthopoulou, mentioned, initially what was announced was a legislative framework for Inclusive Education. However, this has changed along the way and now the competent Ministry is discussing amendments to the existing legislation, which concerns Special Education. Ms. Anthopoulou clarified that even with this development, KYSOA participates in the process to submit opinions, without giving a blank check for manipulations and decisions that will not ensure the well-meaning interest of each child.
Speaking to "F", Ms. Anthopoulou referred, among other things, to points that for KYSOA and not only, are red lines. Some of them are:
>> The role and competence of EEEAEs. The position of KYSOA is that these Committees will not segregate children in the context of study but to evaluate and decide on the reasonable adjustments and facilities that each child needs, so that he can study equally in the general framework of education.
>> Awarding an equivalent school-leaving certificate to children graduating from Secondary Education. As the president of KYSOA explained, the Ministry may have included this point that is her request, among the changes it proposes, however it has not yet presented a baccalaureate sample, which has been expected for a long time. Clearly, KYSOA prefers the awarding of an equivalent baccalaureate, which will not include any point or parenthesis that leads to stigmatization of children with disabilities or educational needs.
>> Regarding the gradual implementation of provisions and procedures, which is recommended by the Ministry, KYSOA points out that turtle rhythms should not be followed, which will have a negative impact on children's development.
>> For the participation of a representative of KYSOA in the procedures of EEEAE, institutionalized participation is clearly requested and not left to the discretion of parents.
In conclusion, Ms. Anthopoulou said that we have a system that has been proven not to always work for the benefit of the well-meaning interests of children, as even today about 1/3 of children attending Special Schools should have attended the general education framework without this separation. Regarding the change that is needed, Ms. Anthopoulou also focused on the need for the Ministry of Finance and the state in general, to be willing to invest the necessary funds.
An essential reform goal is the transition to inclusive school
The Minister of Education, Sports and Youth, Dr. Athena Michailidou, in her statement to "F" underlines:
The transition from the model of special education to a modern and inclusive school is one of our most essential reform goals. It was set from the beginning of our government as a key pillar of the modernization of the school, the President of the Republic has repeatedly stated it and on this basis we work as the Ministry of Education, Sports and Youth. We are promoting a new legislative framework that puts the child and his needs at the center, with substantial and practical improvements on many levels.
With this reform, the essence is shifted to pedagogy, giving the opportunity for individualized education programs to children and a specific role to their parents. This is the core of political thought and the starting point for further development in the field of Special Education.
The bill that is being prepared focuses on the child-centred nature of education. We have worked systematically, in depth, utilizing scientific data, experiences of other European countries and, of course, the positions of all parties and especially parents. Our goal is to create a new institutional basis, where every child will have access, support and the prospect to develop their potential.
It improves existing practices, such as the operation of the District Committees, modernizes and puts children and their individual needs at the center of the educational process, reshapes the units as places of support and empowerment of children's individual programs, etc. We promote innovations, such as the fact that all children will receive a diploma in Secondary Education, as long as they attend our schools. In addition, we invest in empowering and supporting our teachers in matters of promoting diversity in the teaching and learning process. It is a substantive reform, which not only solves chronic problems, but at the same time creates new possibilities.
Let me focus on the following: for 27 years we have been operating within the same legislative framework. In a context that is not adequate, that does not meet the needs of children, that does not work in a supportive way with parents and much more. This is what we want to change. It is a government priority, it is our commitment to society and we are in the process of implementation, with the Parliament as the first stop. However, we must remember that these changes are not made by automation. We have proven that we work methodically and with documentation. We focus on the essence and the result.
We are within the timetables, we have before us a framework of substantial changes, on which we will build the future.
It is very important that a serious start is being made, a reform in the field of special education, which we all want to embrace and we will evaluate step by step so that we can support and expand it even more in the future.
