CO-EDUCATION IN SPECIAL EDUCATION AND TRAINING WITHIN THE POSTMODERN CONTEXT. TRANSITIONING FROM INSTITUTIONAL FRAMEWORKS TO PRACTICAL APPLICATION IN GREECE

Giavrimis Panagiotis
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Giavrimis Panagiotis: Professor, Department of Sociology, University of the Aegean, Greece

Social Sciences and Education Research Review, 2026, vol. 13, issue 1, 11-20

Abstract: This article describes the education of people with disabilities and/or special educational needs in Greece. From the prevailing situation in Greek education (lack of systematic policies, delays in implementation, absence of clear objectives, petty politics, knowledge-centredness, centralisation of policies), a rhetoric of inclusive education emerges that only superficially aligns with human rights, the demands of the disability movement, and the decisions of international organisations. As Slee (2011) also notes, there is, perhaps, an adaptation of the linguistically expressed policies to the rhetoric of human rights. The contradiction between spoken discourse and implemented policies often serves as a 'buffer' that relieves the demands and needs of social groups. Simultaneously, the state's inability to implement policy, whether due to occasional financial insufficiency or ideological reasons, is highlighted in the redesign of educational structures and the reorientation of education.

Keywords: Co-education; Educational policy; Disabilities; Special education and training; Inclusive education; Greece (search for similar items in EconPapers)
JEL-codes: Z0 (search for similar items in EconPapers)
Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:edt:jsserr:v:13:y:2026:i:1:p:11-20

DOI: 10.5281/zenodo.21036157

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