Education systems for special needs students

Course Information
TitleΣΥΣΤΗΜΑΤΑ ΕΚΠΑΙΔΕΥΣΗΣ ΣΤΗΝ ΕΙΔΙΚΗ ΑΓΩΓΗ / Education systems for special needs students
SchoolPhilosophy and Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
Course ID280009233

Programme of Study: UPS School of Philosophy and Education (2011-today)

Registered students: 98
OrientationAttendance TypeSemesterYearECTS
CoreCompulsory courses beloging to the selected specialisationWinter/Spring-6
PedagogicCompulsory courses beloging to the selected specialisationWinter/Spring-6

Class Information
Academic Year2016 – 2017
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Students are expected to recognize the different systems of special education to correctly categorize each system based on the relevant existing categories to explain the qualitative differences in each system to analyze each system based on specific criteria from the internationl and european fields to critically discuss the factors involved in the development of special education systems to evaluate each system in regards to serving the goals of special and inclusive education
General Competences
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Work in an interdisciplinary team
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The goal in this course is to familiarize students with the different special education models, applied in countries all over the world and to improve their understanding of the factors contributing to selection of each model. All models are examined within their historical evolution and factors such as the general educational system, the philosophy and the views on disability, the legislative context, the financial resources and the socio-cultural differences are also discussed. A special emphasis is placed on the European models of special education in comparison both to the Greek model and to dominant theoretical approaches to special education and on general and special education teachers as well. 1 Presentation of the content and the working mode/structure for the course 2 Disability - clarification of terms Disability models - common misunderstandings History and critical appraisals 3 Special education - theoretical assumptions and context History Rights and legislation Special education structure and provisions 4 Disability politics - disability movement and links to inclusive education 5 Definition of integration and inclusion - terminology issues Inclusion models 6 Development of different special education systems comparative presentation in Europe 7 Factors involved in the development of special education systems - the situation in Greece 8 Inclusive education The Universal Design principle kai Differentiated Instruction 9 The role of special and general education teachers in the new era 10 Special education in Europe 11 Special Education in North America and Australia 12 Special education in developing countries 13 Concluding remarks -feedback
Educational Material Types
  • Notes
  • Slide presentations
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Using powerpoint presentations and the internet to provide information using email for communication with students
Course Organization
Reading Assigment251
Written assigments502
Student Assessment
Evaluation is based on the papers of the students (individual paper 30% of the final grade and group paper 70% of the grade). The individual paper is due to a specific date in the middle of the term, otherwise it is not accepted. The group paer is presentd in class and is due to the 2nd week of the exams period. The criteria are presented and discussed in class and are also declared in the Syllabus
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Performance / Staging (Summative)
Course Bibliography (Eudoxus)
Ειδική & Ενιαία εκπαίδευση στην Κύπρο Ελένη Φτιάκα Εκδόσεις Ταξιδευτής 2007
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