After many discussions, public positions and a long delay, the bill on Special Education was submitted to the Parliament.
This is an amending bill on the current legislation on the Education and Training of Children with Special Needs that dates back 27 years (since 1999), and which attempts to shift the focus from the diagnosis and categorization of the child to the safeguarding of his rights, his meaningful participation, the removal of obstacles and the provision of personalized support.
The bill is expected to soon occupy the Education Committee of the Parliament, which is noted that it has repeatedly referred to it, sending a message from time to time to the Ministry of Education that it expects it.
According to the introductory report of the bill, the Ministry of Education considers it necessary to modernize the legislative framework, maintaining the positive elements and structures that have been developed, but also by introducing new and clearer rights approaches, with the aim of further aligning it with the principles and obligations arising from the United Nations Convention on the Rights of Persons with Disabilities.
For the implementation of the above, amendments are proposed, among other things, concerning the modernization of the terminology used in the legislation, so that it is in line with international standards, the introduction of the concept of "reasonable accommodation" as defined in the United Nations Convention on the Rights of Persons with Disabilities.
Proposals for the establishment of priority attendance in the general class, the provision of a Baccalaureate to all children attending general schools, the strengthening of evaluation mechanisms, the upgrading of structures and benefits, as well as the institutionalization of individualized educational support, through the transformation of the framework of Special Units into Enhanced Support Programs.
At the same time, the following are promoted:
> The improvement of procedures.
> The institutionalization of the obligation for reasoned decisions and clear timetables in the examination of cases and decision-making.
> The strengthening of cooperation between school, family and specialists.
> The targeted training of the teaching and support staff.
> To strengthen the meaningful participation of parents/guardians, the children themselves, and experts in the decision-making processes that concern them.
Regarding the estimated expenditure for the implementation of the proposed regulations, it is pointed out that "it is expected to be covered within the existing ceilings of the budget for special education and training, through a reallocation of available appropriations, and without requiring an additional budgetary burden".
Before reaching this legislation, the Ministry of Education consulted with all stakeholders, with the aim of formulating proposals for amending the existing legislation and the pedagogical modernization of special education, with the aim of transitioning to inclusive education and harmonizing with the provisions, principles and obligations arising from the Convention on the Rights of Persons with Disabilities.
As pointed out, the stakeholders expressed a generally positive attitude towards the need to modernize and rationalize the institutional framework, pointing out the importance of forming a modern, clear and functional framework, which meets the needs of children with disabilities, as well as the educational system.
At the same time, individual concerns were expressed regarding specific provisions of the proposed legislation and the way they are implemented, while bodies expressed the view that, instead of amending the existing legislation, new legislation should be drawn up for inclusive education.
