Comparative Educational Considerations in Special Secondary Education in Greece (2015 – 2019)
Nikolidakis Symeon *
Department of Early Childhood Education and Care, University of West Attica, Greece.
Gogou Lela
Department of Early Childhood Education and Care, University of West Attica, Greece.
*Author to whom correspondence should be addressed.
Abstract
Our article examines policies for Special Vocational Secondary Education in Greece. Emphasis is placed on the presentation of legislation with references to the organization and operation of schools and education structures. The aim is to highlight either the different policies for Special Education compared to previous periods, or the evolution of previous policies. As can be seen from our study, the period 2015 – 2019 is considered to be decisive in the evolution of policies for Special Secondary Education. Gradually, Greece is harmonizing with policies of the European Union and International Organizations for the performance of the policy of the rights of people with disabilities. Especially the organization of Secondary Vocational Education changes the model of Education of people with disabilities with emphasis on the acquisition of skills, in order to integrate into the labour market. Thus, in the expanded study framework, the policies of the Organisation for Economic Co-operation and Development (O.E.C.D.) are also examined in order to highlight the particular scientific – economic capital that is being formed and evolving on the role of education in the labour market. The increased attendance of people with disabilities in public educational structures is related to their right to education, quality of life and social integration, so that they can be integrated into social and professional life without discrimination, avoiding social exclusion and marginalization.
Keywords: Secondary vocational education, people with disabilities, educational policy 2015 – 2019, rights policy, social integration, professional role