- Describing the forms of education in the country
- Identifying an ‘inclusive setting’ in the country
- What an ‘official decision of SEN’ means in the country
- What ‘out-of-education’ means in the country
The EASIE data collection covers all recognised forms of education at ISCED levels 02, 1, 2 and 3. This means any type of education organised by or approved by any recognised educational provider in the public or private sector: municipality, local or regional educational provider from the public or private sector, working with/for ministries responsible for education and areas such as health, social, welfare, labour, justice, etc.
4–15
What are the typical age ranges for the ISCED levels?
| ISCED LEVEL 02 | ISCED LEVEL 1 | ISCED LEVEL 2 | ISCED LEVEL 3 |
|---|---|---|---|
| 4-5 | 6-11 | 12-14 | 14-17 |
According to Law Ν. 682/1977, article 1: ‘Private schools of general education, within the meaning of this law, are those corresponding to the public schools of general primary or secondary education, which do not belong to the State, but are established and maintained by natural or legal persons’. In other words, all levels of education are catered for by both private and public schools. State-run schools do not charge tuition fees and textbooks are provided free of charge to all pupils. On the other hand, private institutions charge annual tuition fees depending on the school and the grade.
Subparagraph c, paragraph 4 of article 6 of Law 3699/2008 provides teaching at home, when it is necessary, for serious short-term or chronic health problems, which prevent learners from attending school physically. It concerns both primary and secondary education.
In the EASIE data collection, an inclusive setting is operationally defined as:
A recognised form of education where the child/learner follows education in mainstream classes alongside their peers for the largest part – 80% or more – of the school week.
The 80% time placement benchmark clearly indicates that a child/learner is educated in a mainstream class for the majority of their school week. At the same time, it acknowledges possibilities for small group or one-to-one withdrawal for limited periods of time (i.e. 20% or one day a week).
Very few participating countries can provide exact data on children/learners spending 80% of their time in a mainstream group/class. However, all countries can apply one of three agreed proxies that provide an approximation to this benchmark:
- Placement in a mainstream class implies over 80% or more.
- Data is available on the number of hours of support allocated to a child/learner.
- Placement in a mainstream class implies over 50% or more.
In the EASIE data collection, the agreed operational definition is:
An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs.
Countries may have different types of official decision, but for all official decisions:
- There has been some form of educational assessment procedure involving different people. This procedure may involve the child/learner, parents, school-based team members, as well as professionals from multi-disciplinary teams from outside the child’s/learner’s (pre-)school.
- There is some form of legal document (plan/programme, etc.) that describes the support the child/learner is eligible to receive, which is used as the basis for decision-making.
- There is some form of regular review process of the child/learner’s needs, progress and support.
An official decision refers to the evaluation report on learners’ identified educational needs issued by the Centres for Interdisciplinary Assessment Counselling and Support (KEDASY).
In case of pupils with indications of having special educational needs or other psycho-social difficulties, at a first stage, the school, supported by the Interdisciplinary Support Committees (EDY), devises a short-term intervention programme. This programme is applied at the school level.
At a second stage, if it is considered as necessary, learners with indications of having special educational needs or other psycho-social difficulties are further evaluated by the Centres for Interdisciplinary Assessment Counselling and Support (KEDASY), which carry out individual evaluations and issue evaluation reports. This process is carried out:
- at the proposal of the school’s EDY, or the Educational Support Team of schools where no EDY operates;
- at the immediate request of the pupil’s parent or guardian to the KEDASY. In this case, KEDASYs co-operate with the school and can ask the opinion of the EDY or the Educational Support Team of the school, if it is considered necessary;
- at the request of the school and with the consent of the parent.
In the 2nd and 3rd cases, the request is accompanied by a descriptive evaluation which is prepared by the learner’s teachers.
According to article 5 of L.3699/2008, as amended by Law 4547/2018, the Centres for Interdisciplinary Assessment Counselling and Support devise educational and psycho-social assessment reports and the basic frameworks of individual educational plans for each pupil with disabilities, following the interdisciplinary assessment of their educational needs.
The assessment reports describe the specific educational and psycho-social needs of each pupil, as well as their aptitudes and interests, and propose the appropriate school setting. These reports also identify any possible reasonable accommodations and specific support that may be required for each individual learner, including the provision of assistive compensatory aids, specific learning materials in alternative/accessible formats, modes and means of communication and communication aids and assistive and information technology. Support can also consist of a qualified special needs teacher on a one-to-one basis or in an inclusive class.
Assessment reports also address the transitions experienced by the learners from segregated to mainstream settings and between levels of education. Assessment reports are accompanied by the basic axes of educational individual educational support. It should be stressed that learners with disabilities and their parents have a say over the drafting of their individual educational plans, along with the interdisciplinary team of the Centre for Interdisciplinary Assessment Counselling and Support. In this sense, the children co-design the educational plan that fits them best, along with parents and experts. The specification of the basic axes of the individual plans are further analysed in short-term and long-term goals at school level by the Interdisciplinary Support Committee or by the school’s Educational Support Team. The members of the educational support team along with the class teachers are responsible for the effective implementation of the goals of the individual educational plan.
If the parents of the child do not agree with the assessment report, they are entitled to appeal to an Appeal Assessor committee of interdisciplinary assessment. During this process, parents can select an expert to take part and express their opinion in the assessment procedure.
In the majority of cases, reports on disability and/or special educational needs are issued once, unless otherwise provided by the assessment committee. Also, assessments are mandatory every time the learner changes level of education. As far as the individual educational programmes (EPE) are concerned, they are regularly modified at school level according to the needs of the learner.
Within the EASIE data collection, specific questions examine children/learners who are out of education. This means children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education. A recognised form of education is any type of education organised by or approved by any recognised educational provider in the public or private sector.
In the Greek educational system, the education of learners aged 4–15 is mandatory. Consequently, ‘out of education’ may apply to anyone who either has unjustifiably never enrolled in the structures of the education system or enrolled but did not study.