Feasibility of Inclusive Education in Greece: Current Challenges, Difficulties, and Opportunities
Main Article Content
Abstract
Statements made by major governmental and non-governmental bodies and organizations (UNESCO, UNICEF, UNFPA, UNDP, and the World Bank), members of various governments, and during significant historical conferences (Dakar, 2000, Amman, 1996, and Jomtien, 1990) emphasized the importance of ‘Education for All’. This is a message that reflects the spirit and philosophy of inclusive education, an education free of discrimination, barriers, limitations, and stigmatization; an education guided by respect, acceptance, solidarity, and understanding. The aim of this article is to introduce the concept of Inclusive Education, and to emphasize the significance of educational transformations and modifications to be made in order to promote and implement inclusive education in schools. In addition, the barriers and advantages/benefits are discussed, and inclusive policies and practices that contribute to the creation of a more democratic school are presented. According to the analysis of this topic, many important actions must be taken in order to achieve inclusive education in each school in Greece.
Keywords:
inclusive education, disability, barriers, advantages/benefits, inclusive policies and practices, Greece
Article Details
How to Cite
MANTZIKOS, Constantinos N.; LAPPA, Christina S..
Feasibility of Inclusive Education in Greece: Current Challenges, Difficulties, and Opportunities.
Medical Research Archives, [S.l.], v. 11, n. 2, feb. 2023.
ISSN 2375-1924.
Available at: <https://esmed.org/MRA/mra/article/view/3561>. Date accessed: 02 may 2025.
doi: https://doi.org/10.18103/mra.v11i2.3561.
Section
Research Articles
The Medical Research Archives grants authors the right to publish and reproduce the unrevised contribution in whole or in part at any time and in any form for any scholarly non-commercial purpose with the condition that all publications of the contribution include a full citation to the journal as published by the Medical Research Archives.
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8. Angelides P, Stylianou T, Gibbs P. Preparing teachers for Inclusive Education in cyprus. Teaching and Teacher Education. 2006;22(4):513-522. doi:10.1016/j.tate.2005.11.013
9. Campbell C. Developing Inclusive Schooling: Perspectives, Policies and Practices. London: Institute of Education, University of London; 2002.
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16. Angelides, P. (2011). Pedagogies of Inclusion. Athens, Greece: Diadrasi Publications. [In Greek]
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19. Kyritsis D. Social Justice and Disability. Sociological, Philosophical and Pedagogical Approaches. Athens, Greece:Ammon Publications; 2019. [In Greek]
20. Soulis S. Pedagogy of Integration. From the "School of Segregation" to a "School for All". Vol A. Athens, Greece: Tipothito/Dardanos Publications; 2006. [In Greek]
21. National Confederation of Persons with Disabilities. A school for all without exclusions. Athens, Greece: Infalia PC; 2009 [In Greek]
22. Hansen JH, Carrington S, Jensen CR, Molbæk M, Secher Schmidt MC. The collaborative practice of inclusion and exclusion. Nordic Journal of Studies in Educational Policy. 2020;6(1):47-57. doi:10.1080/20020317.2020.1730112
23. Zoniou-Sideri A. The evolution of special education: from the special to the general school. In: Zoniou-Sideri A, ed. Modern Integration Approaches: Theory & Practice. Athens, Greece: Pedio Publications; 2012:231-250. [In Greek]
24. Vlachou-Balafouti A. Practical implementation of integration programs for children with mental retardation. In: Zoniou-Sideri A, ed. Modern Integration Approaches: Theory & Practice. Athens, Greece: Pedio Publications; 2012:325-350. [In Greek]
25. Göransson K, Nilholm C. Conceptual diversities and empirical shortcomings – a critical analysis of research on Inclusive Education. European Journal of Special Needs Education. 2014;29(3):265-280. doi:10.1080/08856257.2014.933545
26. Legislation and policy | European Agency for Special Needs and Inclusive Education. www.european-agency.org. https://www.european-agency.org/country-information/greece/legislation-and-policy Accessed July 18, 2022
27. Vlachou A, Papananou I. Disabled students’ narratives about their schooling experiences. Disability & Society. 2014;30(1):73-86. doi:10.1080/09687599.2014.982787
28. Nteropoulou-Nterou E, Slee R. A critical consideration of the changing conditions of schooling for students with disabilities in Greece and the fragility of international in local contexts. International Journal of Inclusive Education. 2019;23(7-8):891-907. doi:10.1080/13603116.2019.1623331
29. Mavropalias T, Anastasiou D. What does the Greek model of parallel support have to say about co-teaching? Teaching and Teacher Education.2016;60:224-233. doi:10.1016/j.tate.2016.08.014
30. Unesco. World declaration on education for all and framework for action to meet basic learning needs. Paris, France: UNESCO; 1990.
31. Lyons G, Arthur-Kelly M. UNESCO inclusion policy and the education of school students with profound intellectual and multiple disabilities:where to now? Creative Education. 2014;05(07):445-456. doi:10.4236/ce.2014.57054
32. Catlin D, Blamires M. Designing robots for special needs education. Technology, Knowledge and Learning. 2018;24(2):291-313. doi:10.1007/s10758-018-9378-8
33. Soulis SG. Students with multiple disabilities in the Greek educational system: a critical view. Themata Epistimon tis Agogis. 2022;1(1):82-94. [In Greek]
34. Katsikas C, Therianos K. Understanding Schooling in Capitalism. Thessaloniki, Greece: Epikentro Publications; 2008. [In Greek]
35. Koutsoklenis A, Papadimitriou V. Special education provision in Greek mainstream classrooms: Teachers’ characteristics and recruitment procedures in parallel support. International Journal of Inclusive Education. 2021:1-16. doi:10.1080/13603116.2021.1942565
36. Papadimitriou V, Koutsoklenis A. Evaluation of the Evolution of Parallel Support in the Five Years 2014-2019 through Aggregated Data. Epistemes tis Agogis.2021: 2(2):98-117. [In Greek]
37. Papadimitriou V, Koutsoklenis A. The extent of late hiring in special education: A report on the Greek institution of Parallel Support. International Journal of Disability, Development and Education. 2021:1-11. doi:10.1080/1034912x.2021.2010670
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