2. In Greek Educational System children with special needs can study either
-at Special Schools or
-at the self-contained classes
Special Schools: serious disabilities e.g. physical disabilities, celebral palsy,
autism, Down’s syndrome, blindness, deafness, heavy mental
deficiency, etc.
self-contained classes: classrooms in ordinary schools supported by a special
teacher specialized in learning disabilities, dyslexia, dyscalculia,
ADHD (Attention Deficit and Hyperactivity disorder), light mental
deficiency.
involve special teaching procedures modified to meet the
individual educational needs.
in our school since 2006
Mesimeri Primary school
3. Diagnosis:
multiple disabilities (heavy mental
retardation, physical disabilities, kinetic
& vision problems, speech absence)
Symptoms:
- Unable to participate in class activities
- difficulty in sitting on his chair for a few
minutes
- Incapable to express any of his needs
- Often outbursts at risk of self-injuring
Mesimeri Primary school
Student 1 (graduated two years ago)
4. Consequences:
- Disturbing peers, teachers and
teaching procedure
- Risk of self-injuring
Student 1 (graduated two years ago)
Mesimeri Primary school
5. Interventions:
- Informing his school mates
(through role play-videos etc)
- Constant support of a second
teacher
- Attending the self-contained
class in order to develop skills
of self help
- Socialization using permanent
escort-support of 2-3
classmates
- Support and consulting by
team of specialists (ergo-,
speech-, physiotherapist)
Student 1 (graduated two years ago)
Mesimeri Primary school
6. Results:
- He learned to express (verbalize)
his personal needs
- He developed basic skills of self-
help
- He learned and verbalized his
personal assets (name, address,
etc)
but
- He is still depending on adult
assistant
Student 1 (graduated two years ago)
Mesimeri Primary school
7. Student 2 (graduated last year)
Diagnosis:
moderate mental deficiency,
ADHD, speech disorder
Symptoms:
Antisocial behaviour
- He used to catch and take food
from other students
(gluttony)
- He spitted and messied around
- Unable to participate in a team
game
- He didn’t obey in rules
Mesimeri Primary school
8. Consequences:
- Negative reaction of peers,
a lot of complaints
- Detestation
- Refusal to play with him
Student 2 (graduated last year)
Mesimeri Primary school
9. Interventions:
- Attending the self-contained class
- Constant support of a second school
teacher in the “ordinary” class
- Behaviour modification and setting
rules/limits
- Informing his school-mates in order to
understand his problems and become
tolerant
- Encouraging him to participate in
everyday school activity
- Support and consulting by a team of
specialists (ergo-, speech therapist,
educational consultant)
Student 2 (graduated last year)
Mesimeri Primary school
10. Results:
- His peers realized his
disabilities and uniqueness
- Became tolerable included
him in their teams
- He learned rules and started
to improve/change his
behaviour
- He has made significant
progress in academic tasks
- This year is attending a
special secondary school.
Student 2 (graduated last year)
Mesimeri Primary school
11. Diagnosis:
Down’s syndrome with mental
deficiency
Symptoms:
- 2-3 years lower mental level
- Inability to follow class activities
- Used to be hesitant tending to be
isolated
- Low self-esteem
Student 3 (5th
grade)
Mesimeri Primary school
12. Consequences:
- Isolated
- Limited chances to improve
her self-confidence
Student 3 (5th
grade)
Mesimeri Primary school
13. Interventions:
- Attending the self-contained class
- Help-support by her classmates
and teachers to cope with a
minimum grade demands
- Involvement in any class or
school activity (festivities, visits,
sports, etc)
- Stimulating her self-esteem by
socializing her
- Support by team of specialists
(speech therapist, school
educational consultant)
Student 3 (5th
grade)
Mesimeri Primary school
14. Results:
- Now fully accepted by
classmates
- No more isolated
- She takes part (as much as she
can) in her academic tasks and
everyday school activities
Student 3 (5th
grade)
Mesimeri Primary school
15. Diagnosis:
Behavioural problems and speech
disorders
Symptoms:
- Anger/intense outbursts
- Aggression, provocative
reactions
- Lack of cooperation with peers
- Objection
- Distraction
- Low self-esteem
Causing
serious disturbance during the lesson
Student 4 (2th
grade)
Mesimeri Primary school
16. Interventions:
- Continual reinforcement of
the good behaviour
- Setting rules and limits
- Positive reinforcement of his
speaking ability
- Participating in common
activities (socialization)
- support by a team of
specialists
Student 4 (2th
grade)
Mesimeri Primary school
17. Results:
- Significant reduce of anger
outbursts
- Try to follow behavioural rules
- He is attending the self
contained class in order to cope
with the academic goals of his
class
Mesimeri Primary school
Student 4 (2th
grade)
