Special education constitutes a number of education services for students with disabilities and/or special education needs with a medical diagnosis.

The state ensures and continually improves the compulsory nature of special education emphasizing on the fact that it constitutes an integral part of compulsory and free of charge public education, provided to disabled individuals of all ages and education level.

Pursuant to l. 3699/2008, students with disabilities and/or special educational needs are considered students manifesting significant learning difficulties during an entire or limited period of their school life due to:

sensory, mental, cognitive, developmental, psychological and neuropsychological disorders, that affect school adaptation and the school learning process, and that are based on an interdisciplinary evaluation.

This category of students includes individuals presenting mental disabilities, sensory impairments in vision and hearing, mobility disabilities, chronic incurable diseases, speech disorders, special learning difficulties (e.g. dyslexia, dyscalculia), attention deficit disorder with or without hyperactivity, diffuse developmental disorders (autism spectrum) and multiple disabilities.

Students with special education needs also include students with complex cognitive emotional and social difficulties, delinquent behaviour due to abuse, parental neglect and abandonment or due to domestic violence. The category of students with special education needs may also include students with one or more special mental skills and talents.

Students with low school performance associated with external factors, such as linguistic or cultural particularities do not fall under the category of students with special educational needs.

The national education policy on the schooling of students with disabilities and/or special education needs targets integration into mainstream schools by providing suitable support structures and services.

Students’ disability and special educational needs are examined and ascertained by: 

-the Disability Certification Centres (KEPA), the Supreme Health Disability Certification Committees of l. 4058/2012, 

-the Centres for Interdisciplinary Assessment, Counseling and Support (KEDASYs), 

-the Community Centres for the Mental Health of Children and Adolescents, 

 -the Centres for Mental Health. 

The Disability Certification Centres, the Supreme Health Disability Certification Committees, the Community Centres for the Mental Health of Children and Adolescents and the Mental Health Centres have no competence over education and school issues which fall exclusively within the competence area of the Centres for Interdisciplinary Assessment, Counseling and Support (KEDASYs).

KEDASYs hold the exclusive responsibility for the placement, enrolment, transfer and attendance in an appropriate school unit of students with disabilities or/and special educational needs, as well as for the suitable context of individualized support such as parallel support or attendance in a school integration class of mainstream education.

Evaluation reports are accompanied by a Personalized Education Programme, which includes key axes and general guidelines and is completed in collaboration with the parent or guardian of the student with disabilities or/and special educational needs or the students themselves, if possible. The final evaluation report and the main points of the personalized education programme are communicated to the parents or guardians. As regards the time of re-evaluation, this is determined by KEDASYs according to the type and degree of the student’s identified educational needs and learning difficulties. If the re-evaluation time is not specified, the reports are permanently valid.

Based on the individual evaluation and the recommendation of KEDASYs, the education of individuals with disabilities and/or special educational needs may take place in a mainstream school, where the following schooling options are available.

Specifically, students may attend:

• An ordinary mainstream school classroom, in the case of students with mild learning difficulties. Students are supported by the classroom teacher, who cooperates on a case by case basis with KEDASYs
• A mainstream school classroom, with concurrent support-inclusive education by special education teachers, when this is imperative by the type and degree of the special educational needs.
• Specially organised and suitably staffed integration classes, operating in the general and vocational education schools. Integration clases offer two types of programmes:

1. Combined mainstream and specialised programmes (up to 15 teaching hours weekly), as determined by the competent KEDASY for students with milder special educational needs.
2. Specialised group or individualised programmes of extended hours, as determined by the competent KEDASY for students with more severe special educational needs, which are not addressed by separate special education schools. The specialised programme may be independent from mainstream programmes, in accordance with the students’ needs.

Integration classes aim at creating a fully inclusive school environment for students with special educational needs. Teachers of integration classes support students inside their school environment, whilst working closely with classroom teachers to differentiate activities and teaching practices and introduce adjustments into the learning content and teaching environment (l. 4386/2016). This is achieved through:

•  the implementation of special education programmes,
• teaching and learning content adjustments,
• the use of special equipment, including e-learning equipment, software, logistics
• other solutions provided by KEDASYs.

Progress in the second foreign language of special education students attending primary and secondary schools of general and vocational education, diagnosed by a competent public body, may not be assessed for school grade promotion or school exit, upon the request of those exercising parental care and guidance.

In pre-primary education integration classes, pupils are supported by nursery teachers (specialty: PE61 or PE60) trained in special education for pre- primary schools. Likewise, in primary education integration classes, pupils are supported by teachers (specialty: PE71 or PE70) trained in special education. 

In secondary education integration classes, students are supported by language (PE02), maths (PE03) and science (PE04) teachers  trained in special education. Teachers of other specialisations may also be placed in integration classes for students with visual or hearing impairments.

Parallel support is provided in pre-school (PE60) and primary education (PE70) teachers,  trained in special education, (PE61 and PE71 respectively). Likewise, in secondary education, parallel support is provided by language, maths and science teachers, trained in special education. If these teachers are not sufficient in number, other teachers specialising in foundation or core  subjects may also take part in these programmes. These teachers are obliged to participate in training and specialisation programmes implemented by the competent authorities for teacher training.

Not self-served or autonomous students attending general education schools or integration classes are supported by specialised assistant personnel depending on the disability and special educational needs. In special cases, where there is a medical diagnosis by a state hospital a nurse may be also placed to support a student.

In cases of co-housed or neighbouring schools, integration classes are conjoined with a maximum of 12 pupils per integration class.

On the basis of expert opinion by the competent KEDASY, blind students and students with impaired vision may attend classes of general education schools, supported by the class teacher and accordingly by members of the special educational staff with the specialisation PE31 or members of the special assistance staff.

By virtue of l. 4823/2021, the primary aim of the Centers for Interdisciplinary Assessment, Counseling and Support (KEDASYs) is to support school units and the Special Vocational Education and Training Workshops in order to ensure equal access to education and to ensure social and emotional development and progress.

Student and school community evaluation and support takes place at the school’s premises, and is undertaken by the Committee of Interdisciplinary Support, which operates for every school unit and is part of the School Network of Educational Support (SDEYs).

The above school networks of educational support committees are founded:

•  upon decision of the Regional Director of Education and
• consist of school units and training workshops of primary and secondary general, special and vocational education.
• aim to promote co- operation, as well as to coordinate the work of school units, so as to ensure the equal access to education for all students and promote mental health.

A Special Education School Unit (SMEAE) is the support centre of every School Network of Educational Support (SDEY).

The Committee of Interdisciplinary Support consists of the following members:

1. the school head, as director, and a deputy in his/her duties as deputy director,
2. one (1) teacher of pre-school, primary or secondary education who serves in an integration class or in parallel support -inclusive education, or with equivalent specialisations in special education   (l.3699/2008).
3. one (1) psychologist and
4. one (1) social worker

The Committees of Interdisciplinary Support also:

• conduct evaluations of the difficulties and possible educational, mental and social or other relevant impediments in student learning.
• support the teachers in issues like pedagogical response to the diversity of the student population.
• support the school community in issues of equal access and in tackling phenomena like early school leaving and school violence.

Schools that do not have a Committee of Interdisciplinary Support (EDY), set up a team for student support in education supported by the competent KEDASY. IThe Team consists of the schoolhead or his/her deputy, the teacher responsible for liaising with the KEDASY and the main teacher. Students and parents are invited to the meetings when possible, to give their views on the drawing up of individual education programmes and in other issues where appropriate.

Other support measures include: