The Ministry of Education is ready to delve even deeper into the chapter of Special Education in its effort to implement actions and policies that truly reflect inclusive and unified education in practice.
As “Ph” is informed, from the new school year these issues will take center stage for the responsible Ministry of Education, which has developed a specific plan. Already, some points that have been included in the plans have been recently implemented, according to a responsible source from the Ministry of Education.
It concerns the following three important chapters:
>>Preparation of differentiated educational material
>>Preparation for the needs of school assistants and companions for the new school year
>>Teacher training
As we have been informed about the first point, since last March, the preparation of educational material has been completed. This material has been differentiated and adapted to meet the needs of students according to the difficulties they face. The differentiated material has been developed through collaboration with Greece, and as we were informed, clear guidelines and instructions for teaching are now provided in a scientific manner.
Regarding the issue of school assistants and companions, information indicates that the Ministry already has a clear understanding of the needs for the new school year. This matter has been a significant concern every year, as the school year begins and children in need of companionship stay at home for days without immediate assistance. What’s different in the process this year is the early collection of clear needs (it’s noted that the number is expected to increase as needs continuously arise, even after the start of the school year). The intention of the Ministry of Education is to record these needs to the fullest extent possible so that they can be addressed promptly to the Ministry of Finance for the necessary budget allocation.
It’s worth noting that the issue of companions concerns the Ministry not only in terms of the number of students they will serve for the school year 2024-2025 but also in their employment status. That’s why there is consultation aimed at improving their contracts. It’s recalled that this issue has concerned the Parliamentary Education Committee several times in recent years, in an effort to find solutions to the labor issues that exist with this group of employees.
Regarding the third point, teacher training is expected to be intensified from the new school year so that educators can fully utilize the differentiated educational material that has been prepared.
Furthermore, a key pillar in the upgrading and modernization efforts in this field is the process of reviewing applications for providing accommodations and companions to students. According to our information, the Ministry is taking steps and actions to expedite the procedures in the relevant Committees that examine each case.
With the pretext of the biased views expressed in the media regarding the role of parents of children with disabilities in their education, as well as the whispers that have been circulating for years, I feel it necessary to share some of my opinions, which are supported by the literature. Initially, the notion that “parents of children with disabilities do not accept their child’s disability” arises from a faction of professionals who believe that the interests of children with disabilities are not aligned with those advocated by their parents. This position is also connected to another one, that “professionals in the field of public education should have the right to evaluate children they believe have a disability, without the consent of their parents.” The aforementioned positions demonstrate that individuals and organized groups expressing them verbally or in writing have no clue about the rights of children with disabilities and the role of their families in education. In this manner, they construct the concepts of “good parent,” “good professional practice,” and “well-adjusted child” (Goodley, 2014), where a “good parent” is one who “accepts” their child’s disability and consents to their evaluation, “good professional practice” involves the evaluation, and a “well-adjusted child” is one who is evaluated and receives special education without the consent of their parents.
Initially, when we refer to parents of children with disabilities, we should bear in mind that they are a heterogeneous group of individuals with different identities (e.g., gender, ethnicity, mother tongue, religion, disability, etc.), roles (e.g., parent, single parent, spouse, partner, son/daughter, caregiver), and beliefs. We cannot express generalized judgments about this group so easily. The parents of all children may strive for their children’s well-being, or they may be parents who mistreat them. They may be parents who meticulously explore every detail of legislation and pedagogy to decide what is best for their child, or they may be parents who are not interested or lack the skills to search and expect others to guide them. At the same time, we must keep in mind that raising a child with a disability is the same as raising a child without a disability, but it is also different. The experience of parents of children with disabilities differs from that of parents of children without disabilities, as they are confronted with a system of policies and practices, as well as a culture that excludes instead of including, erects barriers instead of removing them, and considers that school is for some children and not for all (Karagianni & Koutsoklenis, 2023; Symeonidou & Mavrou, 2020; Vlachou & Fyssa, 2016).
In any case, when we refer to parents, we should consider how their identities and roles are linked to their beliefs about their child’s education. For example, if we are discussing with a mother who is a victim of domestic violence, she may understand that her child needs assessment, but if she mentions it to her spouse, she may only trigger a new cycle of violence. In another scenario, if parents have consulted with many professionals (special education teachers, psychologists, doctors, etc.) before the school suggests the need for an assessment, they may disagree for reasons they consider important (e.g., they want to avoid labeling their child, withdrawing from the class for support through special education, etc.) and prefer to support it themselves. There is also the case where assessment may be suggested at the wrong time (e.g., in kindergarten, a child does not sit in his chair for half an hour and therefore assessment is suggested to the parents) and in the wrong way (e.g., threat/warning that if the child is not assessed, they will not receive the support they need). Parents are faced with the “dilemma of difference,” according to which if the “difference” is “officially recognized,” then their child may benefit to some extent (perhaps with reasonable adjustments), but they will be stigmatized, whereas if the “difference” is not “officially recognized,” their child may not fully benefit academically but will not be stigmatized (Graham et al., 2020).
Secondly, parents of children with disabilities have all the rights that parents have. Therefore, it is imperative that they give their consent for anything concerning their child, from whether they will be photographed at school to whether they will be evaluated by a team of specialists. Especially regarding the issue of assessment, the current legislation on inclusion, despite its distortions, has ensured that parents give their consent for the assessment process to begin, are informed in advance about when their child will be evaluated, and have the right to attend evaluation meetings and provide information during the assessment process. This is necessary because parents live with the child, so they have a view of their behaviors at home and in other contexts, as well as their knowledge and skills. Thus, their presence during the assessment ensures that they can explain how the child responds, understand which aspects of their behavior are different outside of assessment conditions, and gives the child a sense of security in a process that requires collaboration with professionals they may not always know beforehand.
Instead of making nihilistic judgments that negatively characterize parents and suggesting evaluations without parental consent, if we truly want to support the children, the requests should be as follows:
Reduction of the number of children in the classroom
Co-teaching by two educators (general and special or two general educators)
Modification of the curricula to allow for differentiated teaching and assessment
Mandatory differentiation of teaching in the general classroom
Institutionalization of procedures that comprehensively support children and their families (at home, at school, in therapies they may need)
All of the above require a change in the roles of general and special educators, their training, redistribution of financial resources, and the way services are provided, as well as long-term strategic planning for change.
Concluding, parents of children with disabilities have the same chances as parents of children without disabilities to know their child very well because they live with them every day, or not to observe their child as much as they should. Also, parents of children with disabilities choose how they will handle the educational system and its representatives, depending on their knowledge and experiences. If after evaluation, the educational system proposes a support package (i.e., special education outside the classroom), parents may choose not to proceed with evaluation. Even if they give their consent for evaluation, they may later demand quality education without segregation and full access to the detailed curriculum, but they may still be considered unreasonable because some believe they have not accepted their child.
It’s a vicious cycle that will only cease to exist if we consider that children with disabilities should be supported in school in the best possible way, just like their families.
References
Goodley, D. (2014). Dis/ability studies. Theorising disablism and ableism. London: Routledge.
Graham, L., Medhurst, M., Tancredi, H., Spandagou, I. & Walton, E. (2020). Fundamental concepts of inclusive education. In L. Graham (Ed.). Inclusive education for the 21st century (27-54). London: Routledge.
Ryan, S., & Runswick-Cole, K. (2008). Repositioning mothers: Mothers, disabled children and disability studies. Disability and Society, 23(3), 199–210.
Symeonidou. S. & Mavrou. K. (2020). Problematising disabling discourses on the assessment and placement of learners with disabilities: can interdependence inform an alternative narrative for inclusion?, European Journal of Special Needs Education,35(1), 70-84.
Vlachou, A. & Fyssa, A. (2016). ‘Inclusion in Practice’: Programme Practices in Mainstream Preschool Classrooms and Associations with Context and Teacher Characteristics. International Journal of Disability, Development and Education, 63(5), 529-544.
Karagianni, G., & Koutsoklenis, A. (2023). Studies on Disability and Inclusive Pedagogy [Undergraduate Handbook]. Kallipos: Open Academic Editions. http://dx.doi.org/10.57713/kallipos-226
A court issued a temporary injunction for a student to continue attending the private school’s gymnasium (middle school) where he was already enrolled, despite the opposition of the school’s director.
The parents of a child on the autism spectrum sought legal recourse to keep their son in the private school he was already attending. This was because the school considered it impossible for the child to be present in the gymnasium classes, a claim that the parents successfully disputed in practice.
Let’s take it from the beginning.
In November 2022, when the previous school year was still ongoing, the parents of the student (whose full details are available to NEWS 24/7) submitted an application for their son’s enrollment in the next grade. The first rejection from the school (Synchroni Paideia in Vyronas) came as a shock to them, as it was clearly stated that the child’s inability to follow the curriculum was the reason.
The reasons for the child’s rejection were sent to the parents in writing in December 2022. However, to their credit, the parents persisted because they knew that the best choice for their son was to continue in a familiar school environment where he had developed remarkable social skills and unique abilities.
After a significant amount of time passed without a response, the school sent an email to the child, informing him about the tuition fees for the next school year. Therefore, the parents assumed that the school had changed its position. However, in June, the school reiterated its refusal.
The Ombudsman’s Intervention:
The parents promptly informed the Ombudsman for Children about the situation. After reviewing the case, the Ombudsman sent a letter to the school (protocol number 337845/33408/2003), the central conclusion of which was that the child could continue his studies in the gymnasium, as it was in his best interest (in accordance with Article 3, paragraph 1 of the United Nations Convention on the Rights of the Child).
Moreover, Law 4074/2012 explicitly states that member states must take all necessary measures to eliminate discrimination on the basis of disability by any person, organization, or private company.
The school persisted in its refusal to the Ombudsman in late July, claiming that it did not have the capacity to provide learning support for the child. They even cited the non-binding opinion of KEDASY (Center for Special Education and Psychological Support), which had never been requested by the parents before, as the parents allege.
There was no other option but to resort to the judiciary, which, albeit belatedly, issued a temporary injunction allowing the child to attend his favorite school.
Specifically, on September 6th, the court issued a temporary injunction, stating that “the school must temporarily accept the application for the enrollment of the child of the applicants until the hearing of the application by the appointed court.”
Two days later, the parents received a notice from Synchroni Paideia, requesting them to provide a series of documents regarding the “special assistants” (note that these assistants are paid for by the parents) before their child can be accepted into the school!
How the parents will gather all these documents over the weekend for their child to attend school on Monday is unknown. The school, in response, emphasized that the child should attend a special school and that the educational process in the gymnasium is entirely different. It is important to note that if the court makes a different decision in December, the student will have to change his school environment.
NEWS 24/7, as required, gave the floor to the school’s director, Charalampos Kyraïlidis, who told us that they will accept the student as decided by the court, temporarily, and will do their best until the trial takes place.
In the end, as always, the conclusion belongs to the reader. The important thing is that the family was vindicated in court despite the obstacles, and the child will continue in the same learning environment, at least temporarily.
However, the child’s educational specialist, in a pedagogical report in April 2023, wrote that “the student is consistent, cheerful, fully adapted to the class environment, beloved by his classmates, and has a supportive interdisciplinary team alongside him.”
In the end, as always, the conclusion belongs to the reader. The important thing is that the family was vindicated in court despite the obstacles, and the child will continue in the same learning environment, at least temporarily.
Since September 11th, when schools opened, until today, in the special education unit of the primary school in Limassol, parents and the teacher of the eight children have been waiting in vain for an escort.
The latest update-commitment states that today (Wednesday) a companion is expected to go to school for the first day, but the parents are fed up with the promises, emphasizing that ‘one escort is not enough for eight children.’ The School District of Limassol is aware of the issue and fully agrees with the parents, with its president, Dinos Ellinas, stating to ‘Π’ that the District simply implements the decisions of the Ministry, while sending a message about the need to fill other positions.
“Unfortunately, we have been experiencing a mockery here for ten days since the schools opened,” says Nadia, a mother of a first-grade elementary school child, which affects her child. “We have reached the point of wondering whether our children should go to school or whether it is better to keep them at home for everyone’s safety,” she adds with evident disappointment. “They tell us every day that someone will come as an escort tomorrow. The teacher of our children is a hero who manages to cope with this situation, but she can’t go on any longer.” As she explained to us, this is a Special Education class where all eight children are on the autism spectrum, which significantly affects their daily routines. “These children cannot go to the toilet, wear diapers, do not speak to others, cannot take care of themselves, they need special treatment to be able to participate in the school’s daily activities. We are not asking for anything more, just to provide 2-3 escorts so that they can go to school normally.”
As has been reported to “Π”, the same situation prevails in at least two other similar units in Limassol, which still remain without escorts. The problems caused are enormous, as teachers are forced to perform escort duties during their free periods, taking children to the toilet or feeding and caring for them, which is not their responsibility. At the same time, there is a risk for the other children, as it is extremely difficult for an educator to cope, especially with issues that are the responsibility of escorts.
The president of the School Board, Dinos Ellinas, in communication we had with him, acknowledged the serious problem that exists. “It’s a paradox we face every year, even though we know the need for escorts, the Ministry of Education always approves fewer positions, and afterwards we try to find solutions with additional positions,” he commented initially, adding that “we are tormenting parents, children, and educators.” This issue must be resolved by covering all the real needs, he said, emphasizing that “as a School Board, whenever we have approval for a position, we pay for it immediately.”
The chapter on “disability” is large, and it might be challenging to explain to children. It requires patience and delicate handling. Why someone is disabled, what this means for them and those around them, how it happened, and why, how they feel, and how different their life is – these are all important questions to address.
And ultimately, how should we behave towards them, differently or “normally”? Children have a natural curiosity and often express thoughts and words without filtering them. It’s important to discuss the topic of disabilities with them and help them better understand that there are people around us who speak, behave, or move a little differently.
People with special abilities. This could even apply to our own child who might wonder why they are not like the other children. It’s important to recognize and emphasize that being different is not a bad thing; quite the opposite. However, we should teach our children not to use words that belittle, single out, or target a person to describe their disability. Apart from being impolite, it lacks understanding and empathy. Just as our child is hurt when they are teased, spoken to rudely, or targeted, the same goes for other children and adults.
The points to emphasize when explaining to your child what a disability is or what it means are:
Some people are born with disabilities, or they may experience an injury or accident during their lifetime and may not return to their previous state.
A physical disability does not automatically mean a cognitive disability! Make it clear to children that someone’s body may be different, but their mind, thoughts, and emotions remain alert.
People with disabilities are not sick, and in no case is this “difference” contagious.
Explain to children that sometimes people with disabilities may use special equipment. They might have a wheelchair, crutches, wear hearing aids, etc.
Show them the designated parking spots, specially designed sidewalks, and support bars. Teach children that we should respect these places a little more, and in no case should we exploit them, violate them, or block access with our bicycles or vehicles.
Event aiming to inform and raise awareness about the fundamental right of people with disabilities (PWD) to participate equally in all aspects of life, as well as the elimination of stereotypes, prejudices, and social exclusion of these individuals, organized by the Technological University of Cyprus (TUC) and the Center for Education and Rehabilitation “EXIST.”
The event took place today, Tuesday, July 25, 2023, as part of the Summer School of the Technological University of Cyprus (TEPAC), which hosts children of university employees, aged 5 to 13 years old.
The children had the opportunity to step into the shoes of people with disabilities (PWD) and participate in a series of experiential activities, sports events, and interactive games aimed at understanding and familiarizing themselves with the values of mutual respect, inclusion, equality, and respect for diversity. These are the values that the Technological University of Cyprus (TUC) promotes and advocates through its actions and policies.
These activities helped the children, who participated enthusiastically, to understand the daily life from the perspective of a person with a disability and the challenges they face, sending the message that we can coexist and move forward together without discrimination and obstacles against people with disabilities, who are an integral part of our society.
The event also highlighted the recognition of the skills, abilities, and qualifications of people with disabilities and emphasized the need for accepting their rights, ensuring their accessibility to all spaces, and, in general, building a more inclusive society for everyone.
