The Ministry of Education, Religious Affairs and Sports implements special programmes and supports alternative educational structures, aiming at providing education which meets the needs of learners with different educational, social and cultural backgrounds.
In this context, the following types of schools are in operation:

Experimental schools

All Experimental Schools (PEIS) of the region form a network of experimental schools. The aim of the Network is to:

• contribute to the optimal educational planning and the pilot implementation of the educational policy in a random population sample.
• cultivate and disseminate the best educational methods, practices and tools throughout the educational system.

The network includes Kindergartens, Primary Schools, Gymnasiums and Lyceums.The aim of experimental schools, in particular, is:

1. the development of educational innovation,
2. the provision of the possibility of training the teachers of Experimental schools and the teachers of the neighboring school units, (law 4547/2018) in collaboration with the Higher Education Institutes and the Institute of Educational Policy,
3. the dissemination of experimental educational practices through seminars and workshops and the development of partnerships between school units (e.g. of neighboring schools group),
4. the familiarity of undergraduate and postgraduate students with the teaching of individual subjects, in collaboration with HEI departments and schools of education sciences, in the framework of internship programs,
5. the creation of a fruitful environment for research and collaboration with PhD candidates, in the frame of the elaboration of doctoral dissertations in subjects related to educational sciences
6. the promotion of research in the teaching of the individual cognitive subjects, as well as in the psycho-pedagogical field, in collaboration with departments and faculties of  the Higher Education Institutes and the Institute of Educational Policy,
7. the creation of creativity and innovation groups, in which students from other schools of public education can participate
8. the pilot implementation of programs in order to evaluate the quality of the educational work and the material and technical infrastructure of school units,
9. the collaboration with the Higher Education Institutes, either domestic or foreign; research bodies and public benefit institutions. The content and the process of the cooperation of PEIS with Schools or Departments of Higher Education Institutes is determined by a decision of the Minister of Education which is issued after a suggestion of Steering Committee for Model and Experimental Schools and the Senate of the relevant Higher Education Institute.
10. the experimentation in ways of operating and managing the school. 

• The Steering Committee for Model and Experimental Schools (DEPPS): ensures the implementation of the educational policy of Experimental Schools.
• Recommends to the Minister of Education the establishment, characterization and declassification of PEIS and decides on research priorities
• It collaborates with Higher Education Institutions, educators, social organizations, specialized scientists, and research centers.
• The Steering Committee issues regulations for the operation of clubs and organizes student competitions in the fields of these clubs, in which students from other private and public schools in the country can also participate
• Promotes the work performed in PEIS

Further than that, the Scientific Supervisory Board in each Experimental School is responsible for the pedagogical and scientific guidance of these schools, the design and implementation of their specific activities.
All experimental schools follow the timetable of non-experimental schools. This can be reformulated after the opinion of the Scientific Supervisory Board, the Institute of Educational Policy and a decision of the Steering Committee for Model and Experimental Schools (DEPPS).

Experimental schools draw very much on creativity and innovation and students form groups to participate and relate to individual fields of knowledge, thematic or creative activities.
Students get accepted in experimental schools by draw, there is, however, the possibility of exceptional admission for reasons of kinship by special electronic lottery.The process of the draw procedure is specified at top level (Ministerial Decision 22010/Δ6/2023), issued on recommendation of the Steering Committee and the opinion of the Institute of Educational Policy in order to ensure integrity.  

The possibility of a student's participation in the draw for admission to an experimental school is irrespective of their place of residence. 
The provisions of general education apply to the assessment and promotion of pupils of experimental schools.

Teachers are placed in experimental schools for a term of office which is renewed after a positive evaluation. Experimental school teachers are highly qualified and have experience in innovative teaching practices as well as written work.

Teachers are appointed after a call for application by the Steering Committee of Experimental Schools.  Candidate teachers, are classified in an evaluation table based on selection criteria proposed by the Regional Committee of Model and Experimental Schools. The evaluation table is ratified by the Steering Committee of Experimental Schools. Finally, teachers are placed in office by decision of the Head of the General Directorate of Primary and Secondary Education to the Ministry of Education. Currently, there are 23 experimental kindergartens operating and 41 primary education experimental schools.

School of european education

Law 3376/2005 established the School of European Education (SEE) in Crete. SEE runs a preschool education cycle, besides primary and secondary education cycles. The school follows the curricula of European schools.

SEE includes pupils from:

1. Employees of the European Union Agency for Network and Information Security (ENISA) or any other European Union services personnel.
2. Employees of international organisations and diplomatic services in Heraklion, Crete.
3. Graduates from the primary education cycle of the School of European Education.
4. Pupils transferred from other European schools or European Education schools (type II)
5. Pupils residing in the wider region of the specific school.

There are two language sections (Greek and English). Children, whose mother tongue is other than Greek or English, take an exam in the language of the section they wish to enroll. The test determines whether their language level will allow them to attend the specific language section.
As regards the timetable, the teaching methods, the assessment and the progress of pupils, the general framework for the operation of European schools is applied. 

Schools of special education and training

 Pre-schools/kindergartens (Nipiagogeia)

Children with disabilities and special educational needs may attend pre-primary schools of special education and training until they are 7 years old.
Presidential Decree 301/1996 established a general Special Education Detailed Curriculum framework. However, depending on the special educational needs of pupils, special education school units (SMEAE) may use the tailored detailed curriculum of general education or even a mixed system of the two above.
Ministerial Decision 85317/Δ3/29-05-2019  defines the timetable of special education kindergartens.  This includes organised inter-disciplinary and experiential activities, individualised educational programmes (EPE), free or structured play and breakfast.  The aim is the development of the communicative, cognitive, social and emotional skills of pupils.
The compulsory timetable of special education nipiagogeia is 25 teaching hours per week, however, there is provision for all day special  education pre-primary schools. In addition to the above,  Ministerial Decision 94189/Δ3/03-08-2021 specifies the timetable for special kindergartens, while also introducing the teaching unit of Skills Labs. 
More information is available in Chapter 12.2.  

Dimotika scholeia (primary schools)

In cases where attendance of pupils with disabilities and special educational needs in primary education mainstream schools is not possible, due to the type and level of impediment, education can be provided through:

1. School units of primary special education (dimotika scholeia EAE)
2. Schools or classes which operate either individually or as branches of other schools in hospitals, or  institutes of chronic disease, as long as there are school age individuals with disabilities or special educational needs staying there
3. Home tutoring, if necessary due to severe temporary or chronic conditions.

The distribution of students in classes in primary schools of special education can be done in the following ways:

1. per grade: an introductory grade for the Preliminary grade; a Lower grade for grades 1 and 2, a Middle grade for grades 3 and 4; an Upper grade for 5 and 6 grade) or 
2. per level (Introductory, Lower, Middle and Upper grade), independently of the class enrolment  or the entry of the pupils in the school’s progress register book. The criteria used include diagnosis, learning readiness, pupils’ behavior, special characteristics and the dynamics of the group created. The aim is that of setting up opportunities that best serve the special educational needs of students.

 Curriculum is issued on the basis of Ministerial Decision 85317/Δ3/29-05-2019.  According to the latter, the school teachers' board decides upon the implementation of the appropriate detailed curriculum for each grade and level.
For the selection of the suitable detailed curriculum, the special educational needs of pupils are taken into consideration.  It is decided whether to use the Special Education Detailed Curriculum framework (PAPEA) or the Cross-thematic Framework of Curriculum (DEPPS) and the Detailed Curriculum (APS) of a mainstream primary school or even a combination of the pedagogical principles and educational goals mentioned above.
Tailored curricula (EPE) are designed and implemented for each pupil.  The following are taken into consideration, when issuing them:

1. Evaluation reports of the local ΚΕDΑSY  (Interdisciplinary Assessment, Counseling and Support Centers)
2. The evaluation and suggestions of educators and special educational personnel (EEP) members.
3. The interests and inclinations of pupils.
4. The views of parents, who are informed and state their opinions.

During the school year, classroom teachers, specialised teachers and special auxiliary personnel (EBP) members, who teach or support specific pupils organise pedagogical meetings, in order to plan and define the suitable objectives and corresponding activities, as well as the formative and final assessment of the tailored curricula. At any time, if necessary, the school director or teacher board may request the assistance of the relevant KEDASY.
All special education primary schools may operate all day.
Further information regarding admission criteria, program of activities and methodological emphasis, curriculum, assessment and progression of pupils, is available in chapter 12.2.

Minority primary schools

In Greece, minority education concerns the demarcated Muslim minority of Thrace. This includes exclusively the residents of Thrace in the population registers, that is, Greek citizens, who are Muslims, descendants of the people who decided to stay in the exchange of populations between Greece andTurkey under the Treaty of Lausanne.

The same Treaty established the minority educational system. The latter is stipulated in subsequent educational protocols and defined by Greek legislation.

The curriculum of these schools is bilingual. Time is distributed equally between the Greek and Turkish language. These two languages are both languages of instruction, as well as taught subjects.
The bilingual curriculum is in accordance with the curricula of the public schools of the country. However, emphasis is on the preservation, development and promotion of the cultural and linguistic background of the minority.

Assessment is carried out for both courses taught in Greek and courses taught in Turkish, according to the provisions governing the assessment of pupils in mainstream primary schools. The same rules also apply for the progression of pupils.
Intercultural primary education schools. There are currently 9 minority schools functioning.

Intercultural primary education schools

The main objectives of intercultural primary education schools are:

• To enroll students of different cultural background.
• To empower the democratic function of the school and promote democratic values and rights for children.
• Inclusion in education.
• Social inclusion for immigrant children on the value of equity and respect for their cultural identity.
• Tackling cultural and racist discrimination and xenophobia.
• To carry out suitable educational programmes 
• to put in place teacher training programmes

The curricula implemented are the same as those of mainstream public primary schools. However, they are adapted to the special educational, social, cultural and instructional needs of pupils.
Under law 4415/2016, these schools operate as experimental intercultural education schools. They pursue collaborations with Greek Universities and implement experimental educational programs related to intercultural education and education and social exclusion regardless of race or cultural background.
Intercultural primary schools and mainstream primary schools follow the same rules as regards assessment and promotion of pupils.
There are 13 Intercultural primary education schools across the country.