Special Education has made significant strides in organization and development in our country over the last two decades.
The establishment of several Special Schools and the operation of a significant number of Inclusion Classes (Special Classes) in 'regular' schools indicate a change in the state's attitude towards children with special needs, as it now considers the education of these individuals to be its duty.
For decades and centuries, individuals with disabilities were the protected members of the church, charitable organizations, foundations, parent associations, etc. Today, this is no longer the case. The state has taken on the support of these individuals, as mandated by the principles of democracy, human dignity, and social justice.
However, the will of the state alone is not enough, as it enacts laws and issues regulations to enhance Special Education in Greece. There needs to be an awareness among educators, parents, local authorities, and the social community.
First and foremost, the person who must be sensitized and informed about the issues of Special Education (learning difficulties, behavioral problems, dyslexia, etc.) is the general school teacher, who experiences daily the challenges of students with various disabilities and is called upon to provide solutions.
[Excerpt from the text of the preface]
