The document discusses legislation around special education in Greece. It defines pupils with special educational needs as those experiencing learning difficulties due to disabilities or disorders that impact school adaptation and learning. These pupils can be educated in special education schools, mainstream schools with separate classes, mainstream classes with support, or at home with health-related exemptions. Regional centers are responsible for referring pupils to appropriate educational settings based on individual needs assessments, providing technological support, ensuring access to learning, and counseling educational staff.

2. 
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LEGISLATION ABOUT SPECIAL EDUCATION
IN GREECE
Emphasis on equal rights

3. 
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Pupils with disabilities and special
educational needs are
pupils manifesting significant learning
difficulties during the entire or a limited
period of their school life due to sensory,
mental, cognitive, developmental,
psychological and neuropsychological
disorders affecting school adaptation and
school learning process,
deaf, blind and autistic pupils

4. 
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pupils with special learning difficulties such
as dyslexia, dysgraphia, attention deficit
disorder etc., as well as pupils with complex
cognitive, emotional and social difficulties,
delinquent behavior due to abuse, parent
neglect or abandonment or domestic
violence.
pupils with one or more special mental skills
and talents
Pupils with low school performance
associated with external factors, such as
linguistic or cultural particularities do not fall
under the category of pupils with special
educational needs

5. 
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special education schools
An ordinary mainstream school
in separate classes in mainstream schools
with parallel support in mainstream classes
at home if there are particular health
reasons that prohibit a pupil from attending
school.

6. 
These centres are responsible for referring
pupils with disabilities to the appropriate
educational setting as assessed in each
case, to point out needs in technological
aids, to ensure access to learning process
and school environment, to provide
continuous counseling and support to
educational staff and to certify the need for
alternative format at exams.

7. 
In Norway there aren’t special schools

Pupils with a mother tongue other than
Norwegian have a lawful right to be
educated in what is native

They shall have the responsibility and
right to participate.