According to Law 4386/2016 (Article 82, section 5), the purpose of inclusive classes is to create a fully inclusive school environment for pupils with disability and/or SEN through special educational interventions and programmes.
According to the aforementioned law, pupils are supported in the mainstream classroom environment by the inclusion teacher in co-operation with the class teacher. They both implement differentiated learning activities and make appropriate adaptations to the educational environment and to the educational material provided to the pupil. The inclusion teacher may carry out educational intervention within the inclusive classroom environment, if the pupil’s particular educational needs so require. However, the ultimate goal is for the pupil to be supported in the future in the mainstream classroom environment.
Parallel support co-education
Parallel support is a programme of specialised educational support for the inclusion of pupils with disability or SEN in mainstream schools. It is provided to pupils who can, with appropriate individual support, follow the mainstream curriculum, to pupils with more severe SEN when there is no other special education setting in their area (special school, inclusive class) or when parallel support becomes necessary – based on the KEDDY’s evaluation report – because of the pupils’ SEN. Parallel support teachers assess the pupil’s educational abilities and prepare an Individual Education Plan that they implement inside and outside the classroom concerning all activities in school life (breaks, visits, events, etc.) in which the pupil participates. In mainstream secondary education, parallel support co-education is provided by literature, mathematics and science teachers with the appropriate qualifications in special education, literature, mathematics and physics, for some or all of the teaching hours.