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People involved in assessment - Greece

How CDES’s personnel work

  • They make sure that there is constant collaboration between CDES and referred pupils, their parents and teachers. Their services are offered according to each particular pupil’s psychosomatic characteristics, speech and language abilities, pace of learning and learning style and social aptitudes. CDES’s personnel also take into account cultural or any other aspects, which may differentiate referred pupils and their families from the community and interfere with the evaluation and support process.
  • They support and implement the progress and development of pupils with SEN; they respect those pupils’ uniqueness and make sure that their educational and social inclusion is utterly achieved.
  • They apply all suitable and necessary measures, so that any physical or psychological trauma or stigma is prevented.
  • They work in collaboration with all pupils and families with SEN, without any discrimination around social class, gender, age, colour, race or cultural background.
  • They respect all Pupils with SEN’ and their families’ human rights and more specifically their right to protect their personal data. It is ensured that all information obtained is strictly confidential.
  • In the diagnosis and evaluation process they only use standardised, within the Greek population, assessment tools and psychometric tests. In addition, CDES’s personnel are constantly up-dated and informed on all aspects of psychometric measurement, such as reliability, validity, standard errors, on the best practice using these methods and on the limitations this kind of testing may present.
  • They work in collaboration with all community services, especially with SEN teachers and SEN school counsellors, so that their common goal is achieved: progress and development of pupils with SEN and their families. 

Parents’ counselling sessions

Parents of pupils with SEN experience several significant needs: they need to be accurately informed around the nature of their child’s difficulties and they need to be supported, advised and educated in order to meet their child’s needs in everyday life. Moreover, they need a range of services provided for their child, but they also have to think about their family as a whole and how this whole will develop.

Parents need to be aware of their child’s difficulties (diagnosis), of the reasons why these difficulties have arisen (aetiology), of what the future holds (prognosis) and how their child can be supported (education, physical treatment and care, psychological intervention). 

CDES’s psychologist holds the main responsibility for the counselling sessions, but she/he may also work in collaboration with the teachers, the social worker or other professionals. The main aim is to strengthen parents, so that they participate actively in the process of supporting and including their children with SEN into the school and the community and collaborate effectively with all the different professionals.

Counselling sessions take place on fixed time intervals between parents and the psychologist, in groups or on a one to one basis.

Supporting teachers teaching pupils with SEN  

The support of teachers, not only those teaching in mainstream classrooms including pupils with SEN, but also those teaching in Special Education classrooms, is achieved through:

  • In-Service Training (INSET) provided by CDES’s personnel in the school grounds and in collaboration with school counsellors. These training sessions may refer to a range of topics, such as emotional intelligence, early identification of pupils’ difficulties, social skills development, non-verbal behaviour and communication in the classroom etc.
  • Modelling and shadowing. The CDES’s personnel present to teachers what best instruction practice should consist of, with a special emphasis on non-verbal classroom behaviour (teachers’ and pupils’).
  • Mainstream input by CDES’s personnel regarding the implementation, assessment and follow-up of the Individual Educational Plans (IEPs) applied in the classroom setting.
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