THE EDUCATION PROCESS IMPLEMENTATION OF THE CHILD WITH SPECIAL EDUCATIONAL NEEDS IN THE INCLUSIVE SCHOOL ENVIRONMENT
The education process implementation of the child with special educational needs in the inclusive school environment has been outlined in the article. The inclusion-historical background of special education effectiveness has been described. The research background of inclusion legislation in Greece has been analyzed. As a result it has been stated that almost all children, regardless of the type of difficulties they face, can and must attend general school, supported by the appropriate special education structure depending on their case and to this law. Students with special educational needs of primary education can study as stated in their clinical profile: in the general classroom, in the general classroom supported by a parallel support teacher, in the integration department that operates within the general school, in a special kindergarten or primary school, in branches of schools located in hospitals, rehabilitation centers, etc. or with home-teaching. The evaluation process of special educational needs of school age children has been studied. The effectiveness of the working process of The Center for Differential Diagnosis, Diagnosis and Support (KEDDY) has been learned. It has been shown that the interdisciplinary committee of KEDDY does the evaluation of each child. This committee consists of a special pedagogue of the school level to which the child belongs, a doctor, a social worker, a speech therapist and a psychologist. The detailed analyses of the clinical profile that contains all the characteristics of the child, his weaknesses, his strengths and the differences has been shown. The personalized intervention program based on the proposal mentioned in the evaluation report that describes the clinical profile of the student with special educational needs has been analyzed. The role of the teacher as key parameter that determines the content of special education has been discovered. The philosophic aspect of inclusive education changes the teacher’s role: who must now be aware of the special characteristics of children with special educational needs, who notice a problem and as a result, their attitude and ability can influence parents or the school to seek professional help has been outlined in the article.
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