The right to choose the educational context in which the child will attend, during the first phase concerning his integration into the educational system (at the age of about 3-4 years), is given exclusively to the parents, despite the fact that there will be an evaluation and recommendation of the competent District Committee for Special Education and Training (EEEAE).
This is one of the points that are expected to change with the modernization of the Special Education legislation, an effort that aims to transition to a more modern and inclusive education.
It is worth noting that parents at this stage who will be called upon to decide on the framework in which their children will be included, will be able to seek advice and guidance from experts and decide accordingly. In the event that the recommendation of the EEEAE is the inclusion of the child in a special framework instead of the general – formal framework of education, but there is the opposite opinion of the parents, theirs prevails. The child will be integrated into the formal framework and will be evaluated with the aim of improving and supporting him. In the event that the parents find that the framework in which the child was initially included did not help him, they can request a change of framework, while it is noted that this can also be done by the EEEAE in specific cases where it is found that the child's evaluations consider it better for him.
The above was mentioned in the context of a presentation by the Minister of Education, Athena Michailidou, on the subject: "Implementation of actions for the upgrading and pedagogical modernization of special education", at the Presidential Palace, in the presence of stakeholders as well as the director of the European Agency for Special Education and Inclusive Education, Dr. João Costa.
The competent Minister referred to ten pillars, which are expected to shape the future of inclusive education and which are part of an integrated framework of policies, actions and plans. It is noted that its pillars are also in line with those in force in Europe.
"We are leaving the separating practices and moving consistently towards a school that respects diversity and at the same time recognizes it as a strength. We create a framework that substantially and individually supports each child, ensuring equal participation for all. Our policies and proposals are in line with the European directions and the proposals of the European Agency", said Ms. Michailidou, adding that there will soon be a public consultation on the bill that is being prepared and then it will be submitted to the Parliament.
Specifically, he pointed out: "The first phase of the reforms we are promoting concerns, among other things, the modernization of terminology and procedures, the strengthening of the role of parents and guardians, the improvement of the operation of the District Committees for Special Education and Training, as well as the systematic training of teachers and school assistants/escorts. At the same time, we invest in differentiated teaching, modern educational material, digital capabilities and cross-sectoral cooperation, so that support becomes more flexible, more effective and closer to the real needs of each child.
In the next period of time, the amending law and the relevant regulations will be put to public consultation and then the prescribed procedure will be followed, for their submission to the House of Representatives. At the same time, various other changes are being promoted, which do not require regulation, but can directly optimize data for children, families and schools.
We envision an inclusive school. A school of equal opportunities, which respects diversity and places the child at the center of every policy and every decision. The transition to inclusive education is a collective responsibility, but also a clear political choice of our government, which requires stable, organized and documented implementation steps. That is why we continue the dialogue with all stakeholders, so that the changes are based on knowledge, experience and the real needs of society."
The10 pillars
>> Well-being and sense of "belonging" of students
>> Family and Community Involvement
>> Lifelong learning
>> Teacher development and well-being
>> Innovations in syllabus and assessment
>> Digital transformation and artificial intelligence
>> Cross-sectoral cooperation
>> Inclusive governance and leadership
>> Quality assurance and monitoring
>> Funding and resource allocation
One of the most important pillars, the first concerning students, and which very often provoked intense discussions between the bodies involved in the institutional dialogue, includes the following points, which the Ministry of Education considers to be particularly encouraging and supportive to children:
-Support for the attendance of children with disabilities in the general classroom and individualized support
-Replacement of the term "child with special needs"
-Enhanced Support Program, depending on the needs of each child
-Provision of a school-leaving certificate to all children attending general schools
-Strengthening home education and support for children with serious health problems
