COMPLETE NATIONAL OVERVIEW

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, when also oversees the evaluation and the support services of people with Special Educational Needs.

The administration of the education is allocated to the general authorities of the aforementioned Ministry, which in turn are apportioned 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 of 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
Relevant articles also refer to:
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 bare 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 preschool 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 for 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 collaborates 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 parent's social insurance. The type of social insurance depends on the type of parents' work and provide them the right to claim appropriate medicine 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. Greek government also implements the legislation of the European Union which refers to education, medicare, provision, and vocational rehabilitation for the people with disabilities.

Early years education
Preschool 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 materialised by the Diagnostic Assessment and Support Centre or by a Day care- Pedagogical centre.

Compulsory Schooling
Under the terms of the recent Law (2817/2000), students/pupils with special educational needs are classified into six categories which are the following:  
1. Mental retardation
2. Severe visual or hearing impairment
3. Severe neurological or orthopedic 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 their personality b) the improvement of their abilities and skills in order to integrate them to the mainstream school system and to succeeding their full integration to 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, at 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 the 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

Introduction
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 programs 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 measure and services are also provided free at schools. Appropriate supporting measures can be characterized 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, counseling, 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 this direction financing the employees who offer full or part time job to people with disabilities. The co-financing of Greek government with the European Union, provide people with disabilities the economical basis to develop their enterprising skills. 
 
Identification of Special Educational Needs

Introduction
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 orthopedic 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

In the population of people with special educational needs are also inscribed infants, children and adolescents who do not belong in one of the above mentioned categories but they 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
The most severe congenital disabilities are identified by doctors or other health services from the prime age of the child. Special services suggest to families that they should participate in early intervention programmes when there is a need 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 assessment and constitute a suitable for the child an early intervention programme.

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 to 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 Individualized Educational Programme (IEP) and foresee its implementation as well as the re-evaluation of the pupil. According to the Individualized Educational Programme, appropriate technical aids and educational materials can be provided for the education of the pupil. Counselling and support for families can be provided by professionals working with the pupils and the psychologists of Diagnostic Assessment and Support Centres.

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

Introduction
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 organizations 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
The most severe congenital disabilities are identified by doctors or other health services from the prime age of the child. 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 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 offering early intervention programmes.

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

Special kindergardens
There are pre-school children with SN who cannot follow mainstream school or inclusion 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). In this occasion 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 stuff 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. Inclusion Classes in mainstream schools of primary, secondary, or vocational educational level

The attendance of pupils with SEN at Inclusion 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 inclusion classes are according to the pupil's IEP. Pupils receive invidualised 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 inclusion 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 occasion, special education teacher support the pupils one by one in the mainstream class and at the same time facilitates the mutual interaction between the students, assist 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 more 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 build up in such a way that ensures 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 regular schools complete a two years 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 Integration/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 supports 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.
 
Quality 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 in order to ensure a high quality provision for special education, has established a system of services that operate in such a way as to achieve successful inclusion. The description of the system can be summarised as follows:
- Free public education for all students with SEN
- Free services for diagnosis, assessment, counseling 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.

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