If the 20th century was defined by the recognition of every child's right to an education, the 21st century will be characterized by the construction of the "School for All." In such a school - the School for All - all children in the neighborhood are educated together, regardless of their mental, physical, emotional, linguistic, or any other status, such as typically developing children, children with disabilities, street children, foreign children, Roma children, gifted children, etc., so that they can acquire skills and develop bonds that will later allow them, as adult citizens, to collaborate in the game of social negotiation.

Given that the implementation of any educational proposal requires the consent of the educator, the goal of this research effort is to present the views of educators in our country regarding co-education. Additionally, adopting the position that every theoretical or research work must result in applicable proposals, teaching plans for inclusive classes of students with and without disabilities are analyzed based on specific units from the new elementary school textbooks.

Specifically, this work is structured into three parts: In the First Part - the theoretical framework - a historical overview of the integration-co-education institution in our country is presented, the concepts of "disability" and "co-education" are defined, the necessity of capturing educators' attitudes towards co-education is emphasized, and the results of related research are summarized.

In the Second Part - the research framework - the goal of the research, the research tool, and the sample of the research are defined, the results are presented, followed by a commentary on the findings.

In the Third Part - the practical framework - models of co-education are described, and detailed teaching plans that can be applied in today's Greek school are proposed.