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Implementation of assessment policy - Greece

The following activities have so far been implemented by the Ministry of Education:

  • Research and inclusion programmes for educational needs in vision, hearing, autism and special learning difficulties,
  • Training programmes for mainstream and special school teachers of primary and secondary level,
  • Establishment of workshops,
  • Implementation of vocational training programmes within general and technical secondary schools and
  • Establishment of a Data Bank in the Directorate of Special Education and connection of special school units and special classes with the Data Bank http://www.dea.gr).
  • Establishment of Special Vocational Education and Training Workshops (SEN EEEEK) that train pupils 14-22 years of age who are excluded from the other educational structures at special low and upper secondary schools.¬†
  • Special Education TEE, inclusion classes in mainstream lower and upper secondary schools for graduates of primary schools. Namely, 61 EEEEKs are in operation, with 65 specialisations such as gardening, weaving, handicraft, sewing, confectionary etc.
  • Establishment, promotion, downgrading, transformation and merger of Special Needs Education Schools and Inclusion Classes (SMEA) together with the staffing by increasing or decreasing the vacancies of the teaching staff or the special educational staff takes place upon recommendations formulated by the Diagnostic,
  • Evaluation and Support Centres (DESC) and the Prefectural Education Committees to the Directorate of Special Education, which in its turn reports to the competent Minister of National Education and Religious Affairs responsible for special education issues.

All the above activities are planned and implemented on the basis of influencing the society and all school factors toward social and educational integration.

In all types of schools technology has been promoted during the last five years. ICT offers special tailor made curricula according to the individual needs of a child. Hence it is expected by the teacher to be able to use these curricula and to be able to choose assessment tools in order to evaluate the teaching process and results. Flexibility that can be a major element of software allows alternative use of the assessment tool as well as diversification of curriculum application. The outstanding question and the challenge remaining for the teachers, is to be trained to the new technology

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