Special Education in Greece

Spiliotopoulou, Tsarsitalidis 1
Teacher: Jude Tah
Course: Special Education, Basic Course.
Date: 17-09-2010
Students: Danai Spiliotopoulou and Georgios Tsarsitalidis
Special Education in Greece
Besides the evolution of societies in special education in Europe, Greece is
characterized by primitive or unorganized attempts off the state to establish the basic
special education. But those attempts are not effective due to the unspecialized staff
that exists in schools and in the ministry responsible for education which deals with
the education of children with special needs.
It is important in this assignment to provide the historical background of
special education in Greece in order to understand the current educational conditions.
The history of people with disabilities and their education have passed through several
stages of change based on social perceptions. The people with special needs are
affected and marginalized from ‘normal’ society due to three distinct stereotypical
views. The first stage is the stage of rejection and abuse, followed by the state of pity,
care, protection and individualized education, and last by the contemporary stage for
equal educational opportunities, inclusion and equal participation of people with
disabilities in society. During the last century, there have been many changes in social
attitudes toward people with disabilities and their education. From outright rejection
and isolation of students with disabilities in institutions and homes, Greek society
now recognises and respects the diversity of human raise by including all students in
the same class, regardless of any specific feature and need. In particular, from 1900
until 1950 there is no systematic development or any implemented program in the
territories of special education. The absence of state, the social environment, the level
of science, the lack of research, the political instability and the change of governments
meant the adoption of new programs that lead to stagnation. Besides all these factors
there were few important attempts in establishing special education in Greece. In
1905, the "HOUSE of the BLIND” was established in Kallithea by Stella Irene
Laskaratou, a teacher who was sent in Europe in order to update her education for the
blind. She also created the Greek blind alphabet based on the French BRAILLE
(Καρδαράκος).

Some years later, the first Discipline schools and Psychiatric centers were
created. The first Discipline school for girls (from 8 to16 years old) was established
in 1917 with a purpose to assist their general and professional education. The first
Discipline school for boys (from 7-12 years old) was also established in Korydallos.
Following these attempts, even more Discipline schools were established which
focused on the professional education of children above the 12 years old of age.
Before the 1950s the Juvenile Courts and the Society for the Protection of Children
were created. In 1923, the organization "NEAR EAST RELIEF" founded the first
deaf school which closed in 1932. The attempts also continued in 1929 through
educational reforms by establishing schools for children with cognitive problems. At
the same time, the first "National School of Deaf-mutes” was founded in Athens. A
unique attempt appeared in Balkans in 1936 by establishing in Thessaloniki the
"National Institute of Deaf” under the auspice of Charalabous and Eleni Spiliopoulou.
The first Standard Special school makes its appearance in Athens in 1937, in which it
was introduced a class dealing with the students who had oral problems. In 1939, in
Filothei the club "FRIENDS OF THE BLIND" founded the school for blind girls
which provided more social protection for them. A similar school with the name
"Sun" operated in Thessaloniki (Καρδαράκος).
It is obvious that the period 1950-1990 involved more private initiative and the
government delayed the enforcement of systematic education for people with
disabilities. In 1972 and 1973 were established the first schools for children with
mental retardation. Moreover, in 1974 we have the first draft of special schools’
curriculum which defended the right of people with disabilities in education. The
democratization of the political system during the 1970’s and 1980’s change the
educational system for students with disabilities (Λαμπροπούλου, “Ειδική Αγωγή
στην Ελλάδα - Κριτική”).
The rest of the western world focuses on inclusion but there are many different
alternatives models which ensure the abundance of choices for students.
In Greece, for the first time the state and specifically the Ministry of Education takes
the responsibility for the systematic education of children with disabilities with the
law 1143 of 1981. It is the first law for special education and was formulated since
1975! The law favours the individualistic special education. The third article of this
law states that special education is provided only in special schools, special classes
and institutions. There is no reference to inclusion. The name of the law depicts the

mentality of the Greek state at that time, which is referred as the "Law for Special
Education, professional training, employment and welfare of diverging from the
normal people”. The purpose of the law also depicts the narrow-minded beliefs of the
state: "The purpose is to provide special education and special professional training to
the people who diverge from the normal individuals but also take measures for social
care and rehabilitate them in the society (Λαμπροπούλου, “Ειδική Αγωγή στην
Ελλάδα - Κριτική”).
The current law ensures equal opportunities for people with disabilities and
special educational needs. The first article describes the meaning and purpose of
special education. Disability is a natural part of human existence and this does
not delimit individual's right to participation or contribution to society. Second,
Special Education and Training provides education services for students with
disabilities and special educational needs, ensuring their full education, equal
opportunities for participation and contribution to society, independent living and
economic self-sufficiency and autonomy. The term Special Education and Training
also replaces the term "Special Education" in legislation. We have to mention that in
the paragraphs of the law the word 'diagnosis' means the diagnosis of special
educational needs (Ministry of Greek Education. Law: “Ειδική Αγωγή & Εκπαίδευση
για τη διασφάλιση ίσων ευκαιριών σε άτοµα µε αναπηρία και ειδικές εκπαιδευτικές
ανάγκες” 2817/2000).
The characterization of people with special needs is based on medical criteria.
The categories of pupils with special educational needs are four; the students with
visual impairments, the students with hearing impairments, the students with mental
retardation and students with disabilities, multiple disabilities, neurological and
orthopedic problems (Βάσει της Απόφασης ΑΠ. Γ2/628, Αθήνα 12-2-01 ΦΕΚ: 230
τ.Β/ 06-03-01).
The conditions in special schools continue to be institutional. The medical
model dominates. According to researches, the vast majority of teachers in primary
education use the frontal teaching (73.6%), treating all students as a single group, and
thus excluding any possibility of personalization and arrangement of instruction. The
transmission of knowledge based on traditional teaching, such as teacher’s
presentation (71.9%) and the textbook (28.1%) raised questions about the ability of
students with disabilities to attend a teaching addressed to all students of the same
level based only on the textbook. In secondary education, the lack of computers and

teaching aids (Padeliadu, 1996, Lampropoulou, 1995), the reluctance of teachers to
make adjustments and the limitations in the facilities in general education schools
(Padeliadu, 1996) create serious obstacles for the development of integration and
inclusion for students with disabilities.
The number of the special groups/classes in universities and schools are 1.074.
The number of Special schools in education is 283. The Institutes of Special
Professional Education and Training are 50. In detail:
 special kindergartens: 107
 special primary schools: 155
 rehabilitation classes in kindergartens: 74
 rehabilitation classes at primary education: 920
 special secondary: 9
 secondary high schools: 4
 Technological collages focusing on special education: 8
 Professional Special Education and Training: 50 (schools of special education
in secondary education where students study with mental retardation, autism,
etc., aged 14-22 years who can not attend an educational context)
 Inclusive schools in secondary schools: 68
 Inclusive high schools in high schools:10
 Inclusive in Technological collages: 2
(Ν. 2817/00 -ΦΕΚ 78/Α).
According to ‘Eleutherotupia Newspaper’, in Greece the number of people
with disabilities is estimated around one million cases. There is no official census and
the data rates are collected by the World Health Organization and the official
institutions of the Greek state. The children of specific learning difficulties are
estimated around 200,000. Only the 9% (19.000) of them attend special schools or
classes and the vast majority (over 90%) is limited to primary education. The number
of “special” pupils into mainstream schools is extremely low, but there hasn’t been
any official census. Concerning the access to higher education, not more than 400
people study in Universities, according to the research conducted by the University of
Athens two years ago.
The conditions in the Centers of Diagnosis, Assessment and Support are
slightly better than the other institutions. Their purpose is to examine, diagnose and
evaluate people with special educational needs. Also they provide support to them and
to their families, as well as educational intervention, including the development and
implementation of early educational intervention for preschool children, the

development and implementation of parent and family counselling, the support of
pupils with special educational needs and the teachers.
Concluding, there has been a lot criticism towards the insufficient support of
state. The main points of this criticism are expressed by two university professors of
Greek special education and education in general. As they point out, in special classes
there are serious deficiencies in support structures and facilities (Παντελιάδου, 1995,
Λαμπροπούλου, 1996). These shortcomings lead many students, even without severe
disabilities, in special schools. The people with severe or/and multiple disabilities are
usually excluded from education. Special schools, in our country, are also facing
serious problems and shortages of qualified personnel, services and programs
(Λαμπροπούλου, 1997). The accessibility of all school facilities does not reflect the
educational standards that exist in other European countries. The funds coming from
the goverments for educational support for people with disabilities are heart breaking.
Finishing, when the world adopted the policy of integration, we re-established
special schools. When they sifted from the model of integration to the logic of
inclusion, we created special classes rapidly without any support or any future
strategic evolution. Unfortunately, often the problem is not based only on the lack of
interest but also on the lack of knowledge. The problem will grow for the next two
decades at least due to the economic crisis, and the economic restrictions forced by
the International Monetary Fund and the European Union.

Works Cited
Καρδαράκος, Δημήτρη. Φυσικη Αγωγη.“Ιστορική Αναδρομή Ειδικής Αγωγής στην
Ελλάδα”.Ed. Αθ. Διονυσόπουλος.15/09/2010.
<http://www.fa3.gr/eidiki_agogi/17-istoriki-diadromi-mexri-70.htm>.
Lampropoulou, V. (1995). “The Integration of Deaf Children in Greece: Results of a
Needs Assessment Study”. In Weisel, A. (Ed.), Proceedings of the 18th
International Congress on Education of the Deaf Vol.1. Tel- Aviv, Israel
Λαμπροπούλου, Βενέττα και Παντελιάδου Σουζάνα. “Η Ειδική Αγωγή στην Ελλάδα –
Κριτική”. 15/09/2010.
<http://www.specialeducation.gr/modules.php?
op=modload&name=News&file=article&sid=309>.
- - -. (1996). “Η φοίτηση των κωφών και βαρηκόων μαθητών στα σχολεία γενικής
εκπαίδευσης. Προβλήματα, ανάγκες, προοπτικές”. Παρουσίαση στο 5ο
Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας, Πανεπιστήμιο Πατρών, 23-26
Μαΐου.
- - -. (1997). Οι απόψεις και οι εμπειρίες των κωφών μαθητών από τη φοίτησή τους σε
σχολεία ειδικής και γενικής εκπαίδευσης. Σύγχρονη Εκπαίδευση, 93, 60-69.
Padeliadu, S. (1996). “The readiness of the Greek educational system regarding school
integration of children with special needs”. Παρουσίαση στο 5ο Πανελλήνιο
Συνέδριο Ψυχολογικής Έρευνας, Πανεπιστήμιο Πατρών, 23-26 Μαΐου.
Παντελιάδου, Σ. (1995). Η θέση των μαθητών με ειδικές εκπαιδευτικές ανάγκες στη
συνηθισμένη τάξη: μια ερευνητική προσέγγιση. Σύγχρονη Εκπαίδευση, 82-83, 90-
96.
“Εκπαίδευση ΑμΕΑ: Μόνο το 9% φοιτούν στα ειδικά σχολεία”. ΕΛΕΥΘΕΡΟΤΥΠΙΑ
(Eleutherotupia).03/12/2005.16/09/2010.
<http://archive.enet.gr/online/online_text/c=112,dt=03.12.2005,id=85659240>.

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