Complete national overview - Greece

Legal System

The rendering of free education to all citizens and at all levels of the State education system is a constitutional principle of the Greek State. Education is compulsory from 6 up to 15 years old.

National laws issued both by Parliament and by Presidential Decrees and Ministerial Acts prevail within the educational system. The central Administration Agency of the state education system is the Ministry of National Education and Religious Affairs, which also oversees the evaluation and the support services of people with Special Educational Needs. The administration of education is allocated to the general authorities of the aforementioned Ministry, which in turn is distributed to specific authorities e.g. the General Directorate of Studies in Primary and Secondary Education which is divided into separate offices such as Administrations of Primary Education, Special Education etc.

A number of public services report directly to the Ministry and contribute in fulfilling its functions, such as the Pedagogical Institute, the Centre of Educational Research and others. In addition, the pre-school education advisors, the primary and secondary education advisors and the special education advisors belong to the Ministry of National Education and Religious Affairs. The schools are directly administrated by the local authorities of education with the Directors of Education coordinating and supervising the schools in their responsibility area.

General Provision within the Greek Legislation

The Greek Constitution has provided insurance, protection and equality for all Greek citizens. According to the Greek constitution:
 Article 4 [Citizenship and Equality] 
(1) Greek citizens are equal against the law, 
(2) Greek men and women have equal rights and obligations.

Additional relevant articles:
 Article 21 [Family] 
(2) Large families, war victims, disabled people in general, widows, and orphans who lost their parents in war, including those who suffer from mental or physical illness are under special state care. 
(3) The State deals with health issues and applies special protective measures regarding youth, old age, disabled and those who are destitute. 
A great number of Laws and Decrees issued by the Ministries (Ministry of Education, Ministry of Health and Welfare, Ministry of Labour and Social Affairs) provide options for the best way of living of people with disabilities. 

Those which bear great significance are the following:

1. L.2817/2000: The categories of pupils who are considered as those with SEN are the following:

    • Pupils with mental retardation
    • Pupils with severe visual or hearing impairment
    • Pupils with severe neurological or orthopedic impairment or severe health problems
    • Pupils with speech and communication difficulties
    • Pupils with special learning disabilities such as dyslexia, etc.
    • Pupils with severe cognitive, emotional and social difficulties, autism and developmental disorders (par. 1, article 1)
.

Pupils with special educational needs can be also pre-school aged children or adolescents who do not match with one of the above categories but they do need special education and care for a small period or even throughout all their lives (par. 3, article 1).

2. L.2286/1999 and L.2817/2000: People with disabilities have the right to get their free diagnosis from a Diagnostic Assessment and Support Centre or from a Medical- Pedagogical centre or from a Public Hospital.

3. M.D G6/102357/10.10.02: Parents have the right to choose the appropriate school for their child providing that the stage of diagnosis has been preceded. Therefore a set of services collaborate with parents informing them for the most suitable education and the Individual Education Plan (IEP).  

4. L.2686/1999: The insurance of children with SN is inscribed into their parents' social insurance. The type of social insurance depends on the type of parents' work and gives them the right to claim appropriate medical services, therapies, support technical services etc.

5. L.1434/1984 and MDG4a/F224/2001: Youngsters with disabilities receive a special public assistance after the ascertainment of their disabilities. 
Other decrees ensure protection of people with disabilities, accessibility to public buildings, rehabilitation, etc. The Greek Government has also adopted and implemented the United Nation's Laws in terms of equal opportunities by all means. The Greek government also implements the legislation of the European Union, which refers to education, medicare, provision, and vocational rehabilitation for the people with disabilities.

6. Law 3699/2008 'Special Education and education of people with disability or special educational needs' where special needs are defined as follows: 

  • The difficulties in learning, due to sensory, intellectual, cognitive, developmental, mental and neuropsychiatric disorders which are localized after a scientific and pedagogical evaluation. These difficulties influence the process of learning and school adjustment. Pupils who have disabilities in motion, vision, hearing, who suffer from chronic diseases, disorders in speech, attention deficit, and all pervasive developmental disorders are considered as having special educational needs.
  • As special needs are also considered behaviours due to complex factors, i.e. cognitive, sentimental, mental and social disadvantages deriving from the family and social environment.
  • Difficulties in learning that derive from the social and economic background of the learner as well as low achievers are not considered pupils with special needs. 

Innovative elements in the Law 3699/2008

The new Law 3699/2008 'Special Education and education of people with disability or special educational needs' regulates all the issues concerning the degree of the learning difficulties that pupils may meet during the everyday education process either in the mainstream or in the special system of education. 

The new Law made a codification of the existing laws, it is updated, having incorporated the former existing laws, and leads to a form of legal unity with the general national policy for education. It is based on the internationally recognised characteristics of 'a school for all' and on the European Union principles for inclusion and equal opportunities. In addition it simplifies the existing presidential decrees and facilitates the implementation of educational reforms.

According to the new Law, the teacher of the mainstream classroom is expected to evaluate the need and eventually to seek assistance from the Services of the Ministry of Education (Centres of Assessment, School Advisers, teacher of special education), in order to organise the Individual Teaching Programme of the pupil. Pupils and their families are accepted by the Centres of Assessment and Evaluation who, according to the Law, are responsible for estimating the character of the special need and the educational support pupils expect to receive a)  in the mainstream classroom with a specialised teacher, b) in a unit of inclusion for some hours per week (i.e. classes of inclusion), parallel to the mainstream programme, or c) in a special school when severe special needs co-exist and parents decide so, according to the national categorisation system  and the resources’ provision in each learning environment.  

The main focus and aim

The Hellenic educational policy supports the full inclusion of the pupil in the mainstream classroom as the best means for the development of relationships of joint liability, among pupils with special educational needs, and their classmates. The main elements of the Law are:

  • Education for all children with special needs is mandatory.
  • The political decisions support the substantial inclusion of people with special needs in society by ‘securing equal opportunities’ for learning, independent living and financial sufficiency. 
  • It places emphasis upon the functionality and capabilities of the pupil for participation, and incriminates the educational environment instead of the disability of the child.
  • It clarifies the scope of special education towards full inclusion according to international definitions for disability as an extension of the human being.
  • Clearly states that education must be provided in the mainstream school for all pupils with special needs and in schools of special education for pupils with severe special needs.
  • Defines who are people who need special education on an individual bases and not on categories of disability, though some categories are clearly stated.
  • A new detailed reference is made to individuals of pre-primary, primary and secondary education who do not belong to any of the stated  categories but “need a special educational approach and care for some period of time or during their school life”. This paragraph includes also educational needs that pupils may meet because of a weak socio-economical situation.
  • It introduces for the first time an official definition concerning students with special abilities and talents as needing also educational support. In the past no reference had been made in the previous Laws, neither those of Special Education (1143/1981, 1566/1985, 2817/2000) nor the Laws or Presidential decrees, concerning the general educational system. The issue has been broadly discussed for the first time during the ID Plenary Session of the Hellenic Parliament on 29 October 2003 and led the Committee to the decision to add a clause to the previous Law of Special Education (FΕΚ Α'78/14.03.2000, Law 2817/2000), stating the following: 'In article 1, par. 2 of the Law 2817/2000 a clause is added: 'Special educational support can be offered to individuals who have special abilities and talents'. This clause has been further formulated making reference to 'pupils who have one or more mental abilities developed to a degree that overcome a lot the expected abilities of their age range'. Later it was included in the new Law 3699/2008 'Special Education and education of people with disability or special educational needs' as Chapter A’, Article 3, Paragraph 3.   

The implementation of special education is based on two structures:

A. Diagnostic and support services

The new Law reconsiders and reorganises the operation and services of the Directorate of Special Education. It also reconsiders the operation of the Diagnostic Evaluation and Support Centres (ΚΕDDΥ) and reorganises their framework aiming at their functional and scientific upgrading, e.g. introducing services of consultancy and support with early intervention programmes.

  • Enacting the principle of intra-scientific evaluation of special educational needs, introducing the responsibility of composing individual reports for every pupil with the participation of parents.
  • Introducing the institution of annual evaluation of the Centres of Evaluation and Support based on their annual report.
  • Demonstrating procedures of assessment of a child's special educational need by a committee made up of five pedagogical experts where the participation of parents is needed.
  • Participation of parents is enhanced: parents are encouraged to collaborate with the educational team of the ΚΕDDΥ in organising the particular educational programme of the child, thus participating in the framework of planning special programmes of education for special school units.

B. Educational services

The new Law describes systematically all possibilities and conditions for learning and studying in the existing structures, offered - for free - by the State, to all pupils, at all levels of education with the following innovative measures:

  • Enacts the measures of early intervention in pre-primary education.
  • Introduces the validation and accreditation of certificates for all levels of special education similarly to those of the mainstream educational levels.
  • Validates the professional rights and certificates from the special vocational schools with those of the mainstream system.
  • Extends the existing age limit of studies after the 22nd year and introduces Life Long Learning programmes for people with special needs, outside the school framework under the responsibility of the General Secretariat of Life Long Learning.
  • Enacts, for the first time, all specialisations in the teachers’ profession according to category of special need and disability and introduces new fields of specialisation.
  • Determines concrete qualifications for teachers who are going to be employed in special education and enacts their scientific training and re-educational programs with a minimum of 400 hours training, specialisation in autism, in sign language, Braille, giving the right to disabled teachers (who wish to be employed in special education) to work in special education (for a percentage of 20%).
  • Facilitates the application of new teaching individual and mainstream teaching programs.
  • Develops a strategy for life learning programmes for people with SEN integrated in the framework of the general education system.

Early years education

Pre-school aged children with special educational needs, according to the Greek legislation receive supporting services, medical provision, therapeutic services, etc. They also receive the support of early intervention programmes realised by the Diagnostic Assessment and Support Centre or by a Daycare - Pedagogical centre.

Compulsory Schooling
 Under the terms of the recent Law (2817/2000), students/pupils with special educational needs are classified into the following six categories:   

  1. Mental retardation
  2. Severe visual or hearing impairment
  3. Severe neurological or orthopaedic impairment or severe health problems
  4. Speech and communication difficulties
  5. Special learning disabilities such as dyslexia, etc.
  6. Severe cognitive, emotional and social difficulties, autism and developmental disorders
.

Special education in the system of primary, secondary and technical vocational education aims at: a) the development of the pupils personality, b) the improvement of their abilities and skills in order to integrate them to the mainstream school system and to enable their full integration into society, c) their vocational training and their participation in the productivity and d) their acceptance from the society as also their equal social development. In order to achieve the previous aims the state takes care and offers the appropriate services to people with SEN until their 22nd year, for all classes of school of primary and secondary education. (Paragraph. 6, 7 article 1)

Pupils with SEN are educated in primary and secondary educational settings. Schools are organized, stuffed, supplied and supported with the appropriate ways in order to secure the necessary didactic and psycho-pedagogical support of these pupils (paragraph 11, article 1). 
Pupils with SEN may receive education in the following settings:

  • Mainstream school with the co-teaching model applied by a specialized teacher
  • Integration classes within mainstream schools
  • Special schools, schools in hospitals, at home, when the pupils cannot attend any kind of the previous mentioned educational setting. (Paragr.12, article 1)

Transition period 

Decrees and laws ensure vocational rehabilitation for people with disabilities and also prepare the grounds for the labour market in order to welcome the people with disabilities.
 Some of these decrees are the following:

  • Participation in work constitutes a right and is under the protection of the State. Additionally the state applies measures from the perspective of establishing appropriate conditions for the full employment joined with moral, ethical and financial support for the working agricultural and urban population (Greek Constitution, Article 22 [Work, Social Security]).
  • Disability is not considered as a prevention of employment since the employee is responding satisfactorily to his duties with the appropriate technical support (L. 2683/1999, article 7 and L.2839/2000, Article 3).
  • The total number of the employees who have a disability constitutes 5% of the total number of employments. The procedure for their election takes place without an official competition (L. 2643/1998).
  • Employers who provide work to people with disabilities are funded (MD 30278/23.02.2002).
  • People with disabilities are funded to participate in free labor (MD 30278/23.02.2002).
  • The opposition for the rejection of people with disabilities from the labour market is secured by the MD 33605/15.06.1999.
  • The arrangement of the working environment of people with disabilities is funded from European Programmes which are integrated in general financial programs (MD 30278/23.02.2000).

Financing 

Public schools are funded exclusively by the Greek State. The annual budget of the Ministry of National Education and Religious Affairs provides funds to the education local authorities according to their needs. The Directors of the local education authorities undertake the handling of those funds and their proper allocation to the schools. They also cover the extra costs of the educational demands of the schools in their area. 
In addition, special schools and integrated classes are included in the public school system and are funded by the Greek State. Students are provided government-funded supporting services according to their diagnosis, assessment and IEPs. This procedure, if necessary, may start at pre-school education. The Ministry of Education funds all special schools and also special educational settings. Special supporting services, usually founded by parent's association with SEN or by people with disabilities, are funded by their founders, the government, and the European programmes.

Early years education

Families with children below 4 years with SEN can cover the expenses of all necessary supportive programmes via their social insurance. Pre-school aged children with SEN (4-7 years old) are provided free special education coupled with supporting services by the Ministry of Education.

Compulsory schooling

The Ministry of Education has funded a number of international programmes and courses for pupils with SEN in all educational settings (mainstream and special schools). Pupils (aged 4 up to 22) with SEN receive free education, independent of what educational setting is attended, e.g. in mainstream schools, in integration educational settings and special schools. All the appropriate supporting measures and services are also provided free at schools. Appropriate supporting measures can be characterised as: 'planning and implementation of special programs and didactic methods, educational material, devices and equipment and any other appropriate facilitative and ergonomic arrangement.' Appropriate supporting services are: 'diagnosis of special educational needs, assessment, pedagogical, social and psychological support, physiotherapy, speech therapy, counselling, transportation, measures or services which had the orientation of equality regarding people with special needs' (paragraph 1, article 1, L. 2817/2000).      

Transition period 

People with disabilities are funded from services of the social welfare during their transition period. Government also aims at financing the employers who offer full or part time jobs to people with disabilities. The co-financing of Greek government with the European Union, provides people with disabilities the economical basis to develop their enterprising skills.

Identification of special educational needs

According to the Law 2817/2000 students with special educational needs are:

  • Pupils with mental retardation

  • Pupils with severe visual or hearing impairment

  • Pupils with severe neurological or orthopaedic impairment or with severe health problems
- Pupils with speech and communication difficulties

  • Pupils with special learning disabilities such as dyslexia, etc. 

  • Pupils with severe cognitive, emotional and social difficulties, autism and developmental disorders.

The population of people with special educational needs also inscribed includes infants, children and adolescents who do not belong in one of the above mentioned categories but do need a special educational approach and care for some period of time or throughout their schooling (Paragraphs 2 and 3, article 1, law 2817/2000)
. The tools used for detection and evaluation of students' special educational needs are considered to be valid when they are approved by the Ministry of Education.

Early years education

Doctors or other health services, beginning at the prime age of the child, identify the most severe congenital disabilities. Special services advise families that they should participate in early intervention programmes when there is a need and any available means. However, early intervention is not compulsory in Greece. When a family shows interest to participating in such a programme, special services work out appropriate assessments and find a suitable early intervention programme for the child.

Compulsory schooling

The greatest proportion of pupils with Special Educational Needs is usually identified during pre-school education or during the first primary school years by the child's parents or teachers. Additionally, in order for students with Special Educational Needs to be identified as early as possible, the local Diagnostic Assessment and Support Centres implement a screening test system on the entire student population at the beginning of each school year. 
Following the above identification students with Special Educational Needs, are assessed by the Diagnostic Assessment and Support Centres and are placed in the appropriate school setting based on the assessment. Specialists from the Diagnostic Assessment and Support Centres in co-operation with the special education advisor and the student's teacher design the Individualised Educational Programme (IEP) and foresee its implementation as well as the re-evaluation of the pupil. According to the Individualised Educational Programme, appropriate technical aids and educational materials can be provided for the education of the pupil. Professionals working with the pupils and the psychologists of Diagnostic Assessment and Support Centres can provide Counselling and support for families.

Transition Period

During the transition period experts assess primarily the individual transition program and not the pupil's special educational needs, which have already been assessed at previous educational phases.

Special Needs Education within the education system

Special education is part of mainstream education. Special programmes are established in different educational levels, in order to provide the appropriate education and vocational training to people with special educational needs. Different special programmes and units are provided for people with different special educational needs. However, the official policy and the main objective is the integration of SEN pupils in the mainstream schools. People with SEN from 4 to 22 years old can attend regular or special nursery, primary, lower secondary, upper secondary, technical high schools and special vocational training schools according to their age, their abilities and their special educational needs. The Diagnostic Assessment and Support Centres provide services to people with Special Needs and their families. These Centres provide their services to special and mainstream schools, in order to support the people with Special Educational Needs and provide early intervention and appropriate educational services or support to children attending inclusive settings. 
In addition, the Medical Pedagogical Centres of the Ministry of National Health and Social Welfare provide Diagnostic and Support Services to children who need them. In order to provide full support to people with Special Educational Needs the Ministry of National Education and Religious Affairs cooperates with the Ministry of National Health and Social Welfare, the Ministry of Labour, the General Administration of Youth, the Prefecture Committees for Adult Education, the organisations of Local Administration and the Church. The aim is the implementation of a common policy towards appropriate services for people with SEN and their families as well towards the most efficient education, vocational training and rehabilitation. The Ministry is also in line and collaboration with the Greek Disability Forum and the Parents Organisations.

Early years Education

Early Intervention

Doctors or other health services, from the prime age of the child, identify the most severe congenital disabilities. Early intervention can help to overcome problems or confront difficulties. However few services can provide early intervention programs in Greece, such as sectors of paediatrician hospitals, day-care counselling centres and Diagnostic Assessment and Support Centres. Children and families have the chance to attend these programmes and the latter group receive training in order to co-operate and confront effectively the new circumstances. The number of services for early intervention programmes is small in Greece even though new services such as the Diagnostic Assessment and Support Centres, which have been established also offer early intervention programmes.

One of the main concerns of the Ministry of Education is the inclusion for pre-school children with special educational needs in mainstream schools. The majority of pupils with special educational needs attend the mainstream kindergartens with the appropriate support mentioned in their IEP.

Inclusive settings in mainstream kindergartens

In some cases pupils with SEN attend an inclusive educational class for some hours or days per week. Inclusive settings operate in the mainstream kindergarten aiming at the support and education of pupils by all means. 

Special kindergartens

There are pre-school children with SN who cannot follow mainstream school or inclusive settings, and as a result they take lessons in special kindergartens. The number of special kindergarten and inclusion settings is not constant because it depends purely on the occurred necessities.

Compulsory schooling

Inclusion

According to the L. 2817/2000 and the MD G6 102357/2002 pupils with special educational needs receive education mainly in mainstream schools. Hence, the inclusion for those pupils operates in two different ways:

1. Inclusion of students with SEN in the classes of mainstream schools at primary, secondary or vocational educational level.  Diagnostic Assessment and Support Centres suggest that inclusion, which takes place in mainstream schools, should be preferred when:

  • Pupils with SEN do not face very severe difficulties and they can attend the curriculum of the school providing they receive assistance from a special education teacher according to a set of prearranged visits.

  • Pupils live in an area where there is not a special education setting (special school or inclusion settings). Under this circumstance a special education teacher is always in the school. The attendance of pupils with SEN at mainstream school is accompanied by the following modifications: 

    • Adaptation of the teaching methods according to the pupil's IEP, which come from the Diagnostic Assessment and Support Centres. This adaptation is a product of the co-operation among special education teacher, mainstream teacher (or teachers) and the advisors of special and general education.
    • Periodical or permanent support executed by a special education teacher, appointed by the Diagnostic Assessment and Support Centres, in co-operation with the advisor of special education. 

Special education educators or other member of the specialised staff of the Diagnostic Assessment and Support Centres are in charge for the duration, the methods and the means of support. The whole responsibility for the successful operation of the applied programmes is the Diagnostic Assessment and Support Centre in co-operation with the advisor of special and general education.

2. Inclusive classes in mainstream schools at primary, secondary, or vocational educational level: The attendance of pupils with SEN in inclusive classes of primary, secondary, vocational education is suggested by the Diagnostic Assessment and Support Centres when:

  • Pupils face special educational needs and they need a systematic support some hours per day or per week from a special education teacher in order to follow the curriculum of their school. 
  • There are more than three pupils with SEN in a school. The Educational programs, which are implemented in the inclusive classes, are according to the pupil's IEP. Pupils receive individualised education or team teaching in particular classrooms according to a pre-arranged programme. The purpose of these sessions is the support of the student so that the latter will achieve a continuity and direct link with educational level curriculum. The total number of hours a student can take in an inclusive class is not more than 10 hours. However, under the presence of special circumstances some pupils may receive lessons more than 10 hours. An indispensable presupposition for the previous case is the suggestion of the Diagnostic Assessment and Support Centres. The attendance of pupils with SEN in inclusion classes implies the following:
    • Adapting the teaching methods according to the pupil's IEP
    • Teaching a set of courses in the inclusion class performed by a special education teacher
    • Attending lessons in the mainstream class with the support of a special education teacher. 

In this situation, a special education teacher supports the pupils one by one in the mainstream class and at the same time facilitates the mutual interaction between the students, assists them, stays with discretion in the classroom, participates in the activities of the class and he/she also urges pupils to participate in events during breaks and school activities. (MD G6 10235/2002)

Special Education Schools

The education of a pupil with SEN at primary or secondary level is proposed by the Diagnostic Assessment and Support Centre under the condition that a diagnosis assessment has been preceded as well as the agreement of the pupil's parents. The pupil attends primary or secondary school in one of the following cases: 

  • When students' special needs are considered to be particularly serious and consequently need special assistance provided by educators and specialists within special schools and with the appropriate infrastructure.
  • When students with SEN seem to be benefited by special school setting. 

The attendance of these students in the above mentioned educational settings could be described as following:

    • The students participate in special educational programmes adapted to their needs executed by special trained educators. This programme is constituted by the Diagnostic Assessment and Support Centres and is in accordance with the students' IEP.
    • The students also participate in socialisation programmes and if it is necessary they are urged to participate in full integration programmes or to move on to another level of Special Education. Students' integration and classification in the appropriate educational settings depend on the assessment which is conducted by Diagnostic Assessment and Support Centre.


The structure of students' schooling and graduation from a specific level of education is built up to ensure the continuation of the student's IEP to the next level of their studies (high schools, lyceum, college, polytechnic schools etc). This procedure aims at the provision of integrated and appropriate programs of education for students with SEN.

 Teacher Training

Nursery and primary school teachers complete a four-year university degree in the departments of education of universities. Teachers in secondary education complete a four-year university degree according to their discipline. 

Special education teachers who work in the area of primary education are university graduates of the departments of education. The latter, having taught in regular schools for a minimum of five years, complete a two year in-service training programme in special education. Many of them have also a postgraduate degree in Special Education. Special education teachers who work in secondary education are university graduates of different subject areas. Some of them also have a postgraduate degree in Special Education. Most primary and secondary teachers working with SEN pupils have attended several training seminars in special education, which regularly are organised by Universities or the Ministry of National Education and Religious Affairs.

Development of Inclusion

The legislation of Special Education clearly implicates the integration of all pupils with Special Educational Needs into mainstream schools. This is materialised by a number of measures and directives. The establishment of local Diagnostic Assessment and Support Centres, the provision of IEP, the establishment of integration classrooms and peripatetic services are part of the mainstream policy.
 According to the recent legislation (L.2817/2000), special education is provided from 4 to 22 years old, mainly in mainstream schools. The first choice of placement for pupils with special educational needs, according to L.2817/2000 is the regular classes with a support of a peripatetic teacher from the Diagnostic Assessment and Support Centres. Pupils can also be placed in integration classes, but they receive most of their education in the mainstream class. 
The whole process of the integration of a student with SEN is a result of collaboration between Diagnostic Assessment and Support Centres, mainstream school and family. The components of this process consist of the students' IEP, the appropriate services, counselling and means that help and support successful integration of the student. 

Integration and inclusive education of people with SEN is completed through vocational training programmes, which are drawn up according to pupils' abilities and needs and aim towards their vocational rehabilitation.

Indicators for Special Needs Education

The rights of children with Special Educational Needs are outlined in the Law 2817/2000 and are guaranteed by Presidential Decrees and Ministerial Acts. People with Special Educational Needs have the right for free diagnosis, evaluation and education according to their individualised education programmes based on their Special Needs. All necessary support is provided to people with SEN in order to facilitate their entry to higher education. As well as their appropriate vocational training and rehabilitation programmes. The Greek State has established a system of services that operate in such a way as to achieve successful inclusion, in order to ensure a high quality provision for special education. The description of the system can be summarised as follows:

  • Free public education for all students with SEN

  • Free services for diagnosis, assessment, counselling and facilitating procedures such as interpretation into Greek Sign Language, courses to acquire Braille, etc.

  • Provision of support services for mainstream settings

  • Ongoing programs which support early intervention

  • In-service training for teachers, practitioners, educationalists, social workers, psychologists etc.

 

 

Last modified Jan 18, 2011