The rapid development of generative artificial intelligence (AI) is expected to have a profound impact on various aspects of human society, including mathematics education. Nevertheless, there is a noticeable lack of research, particularly in Greece, that focuses on the development and assessment of lesson plans and math worksheets tailored for students with special educational needs. To address this research gap, we designed and conducted a nine-hour teaching intervention in a general mathematics classroom in Greece, involving two 8th grade students with special educational needs as the subjects of the study. The intervention utilized worksheets generated by the ChatGPT 3.5 application, which were customized based on the current curriculum, as well as the special educational needs and interests of the two participating students. The data were collected through interviews, tasks, and e-questionnaires, and analyzed using a new theoretical framework based on the concept of mathematical familiarity. The results indicated that students were actively engaged in the educational process, felt safe and confident, satisfactorily met the learning objectives, and developed positive attitudes towards the mathematics course. The paper concludes with a list of good practices, teaching suggestions and restrictions that could be useful to teachers and education policy makers. The target audience for the current study is, mainly, mathematics teachers who serve at all levels of education and have students with special educational needs in their classrooms. Furthermore, the article may also prove of interest to students, parents and teachers who are interested in the interaction between mathematics education and generative AI.

The choice of the appropriate instructional method for teaching Euclidean Geometry to children with Special Learning Difficulties is an important topic. In this paper we study some theoretical issues related to the teaching of geometric concepts to students with Special Learning Difficulties, focusing on the teaching material. We present the design, implementation and results of a qualitative research conducted with six 9th grade students in a Special Vocational High School in Greece, on the use of the website “Byrne’s Euclid” in the teaching of propositions of Euclidean Geometry. The research showed that the children understood the key points of the proof of the proposition we presented and they assimilated basic geometric concepts and processes using colors and figures. The paper concludes with a discussion upon suggestions, perspectives and limitations for teaching that utilizes Byrne’s Euclid.

This study explored key predictors of teachers’ readiness for inclusive education, focusing on training, perceived success (self-efficacy), experience with students with special educational needs (SEN), and years of service. A total of 319 teachers completed questionnaires assessing professional preparation and four readiness dimensions identified through exploratory factor analysis: (F1) Teaching Adaptation and Collaborative Practices, (F2) Classroom Management and Behavioral Skills, (F3) Positive Attitudes toward Inclusion and Diversity, and (F4) Willingness to Cooperate and Comply. Multiple linear regression revealed that self-efficacy consistently predicted all four dimensions, underscoring its central motivational role in inclusive teaching. Training was positively associated with F1, while its effect on F2 was not significant. Experience with SEN predicted F2 and F4, suggesting that direct classroom exposure enhances behavioral management and collaborative engagement. Years of service predicted only F3, indicating that professional experience primarily fosters positive attitudes toward inclusion. Overall, the findings highlight that effective inclusive practices require transformative professional learning and a synergistic combination of strong self-efficacy, structured training, and experiential engagement, with each factor contributing differentially to specific aspects of teacher readiness.

The choice of appropriate educational materials, visual or physical, for teaching mathematics to children on the autism spectrum, is an important topic in the context of inclusive education. In this article we first focus on some theoretical issues concerning the manipulative material, on the teaching of proportional quantities in the Greek high school and the difficulties it presents, as well as on the Asperger syndrome. We present the design, the implementation and the basic results of a teaching intervention conducted in a 14-year-old student with Asperger syndrome studying in the 8th grade of a high school in Greece on the use of manipulative materials for solving authentic real-world and word mathematical problems. The research showed that the student understood the differences between the real analogy and the illusion of linearity inherent in the problems he was given to solve using manipulatives. The paper concludes with suggestions, perspectives and limitations for teaching proportion problems and the tackle of the illusion of proportionality using manipulatives.

The choice of the appropriate model of educational leadership for the promotion of inclusive education is a key issue for contemporary educational policy. This paper focused on the role of children’s participation in democratic school leadership based on the Ryan model in order to promote good inclusive education practices in primary schools. Five school principals from different schools in Athens, Greece, participated in this research. The research showed that involving children in school leadership through a range of activities can enhance the participation of all children in the daily life of the school. This article concludes with a discussion, suggestions and limitations on using student voice as part of school leadership to strengthen inclusive education.

The growing emphasis on inclusive education highlights teachers’ attitudes and self-efficacy as interrelated yet distinct correlates of inclusive teaching. Building on prior literature that underscores their conceptual proximity, this study aimed to examine how teachers’ views on inclusion relate to their self-reported intentions and perceived self-efficacy for inclusive teaching. Given the cross-sectional, self-report design, the study addresses associations among attitudes, perceived self-efficacy, and intentions, rather than enacted inclusive practice. A cross-sectional survey was conducted with 323 Greek secondary special education teachers using three validated and culturally adapted instruments: the Attitudes toward Inclusive Education Scale (AIS), the Inclusive Classroom Teaching Intentions Scale (ITICS), and the Teacher Efficacy for Inclusive Practices Scale (TEIP). Pearson correlation analyses revealed strong within-instrument associations, indicating good internal coherence, and moderate cross-instrument associations, suggesting meaningful but not redundant relationships between attitudes, intentions, and self-efficacy. To further explore the latent structure, an Exploratory Factor Analysis (EFA) of AIS, ITICS, and TEIP items yielded a four-factor solution explaining 56.14% of the variance: Attitudes toward Inclusive Education, Intentions to Teach in Inclusive Classrooms, Self-efficacy for Behavior Management, and Self-efficacy for Collaboration and Professional Support. This study advances the field by clarifying how teachers’ attitudes, self-efficacy, and intentions covary, thereby informing the development of more targeted and theoretically grounded interventions.