The current paper aimed at investigating factors affecting the perceptions and attitudes of faculty members towards inclusive education for students with disabilities in a Greek University. A questionnaire, based on the “Expanding Cultural Awareness of Exceptional Learners-ExCEL” was distributed online to 311 faculty members, during the first semester of 2020. The questionnaire explored participants’ sociodemographic and academic background, prior training and personal experience with disability, perceived knowledge, beliefs and attitudes towards inclusive education practices. A total of 80 questionnaires were completed (males 56.3%; aged 41–50 years 43.7%; working experience > 16 years 52.4%; prior training on disability 77.5%). Factor analysis identified four constructs relevant to: (a) perceived knowledge regarding the legal framework (“Perceived Knowledge”), (b) intention towards the provision of general accommodations in class (“Help in Class”), (c) intention towards resource provision (“Material Offer”), and (d) beliefs about the provision of accommodations to students with disabilities (“Negative Attitude”). Gender, faculty subject and prior training on disability were shown to affect the participants’ “Perceived Knowledge”, while working position was shown to affect “Material Offer”. Age, working experience, and personal experience with disability did not reveal any significant effect. More research is needed to investigate the attitudinal and practical barriers of faculty members towards meeting students’ educational needs.

The purpose of the present paper is to investigate educators’ perceptions regarding the evaluation of the institution of Second Chance Schools in Greece (SCS) that also operate inside correctional centers (SCSCC). Second chance education is a European programme within the framework of fighting against social exclusion that aims at early school leavers and adult prisoners, who have not completed the compulsory secondary education. A cross-national survey was carried out using a self-reported questionnaire with 367 participants that work in SCS and SCSCC. The outcomes of the study reveal that SCS and SCSCC educators can recognize the ‘curriculum’, the ‘infrastructure’ and the ‘opportunities of socioeconomic integration’ as major factors of SCS evaluation. The educators are generally satisfied with the curriculum and the opportunities of socioeconomic integration provided and have a neutral opinion about infrastructure. According to the findings, infrastructure is evaluated better in SCS located in continental Greece compared to insular located SCS and curriculum is better evaluated by principals and teachers who had completed postgraduate studies. However, teachers working in SCSCC were less satisfied with the opportunities of socioeconomic integration compared to teachers working in SCS.

: Children with learning disabilities have been shown to experience complex emotional and conduct difficulties, poor self-esteem and school refusal due to late diagnosis and inappropriate management. The current project has been conceived in light of the unique circumstances found in Greece, with a tremendous shortage of diagnostic services for learning difficulties in children attending primary schools and a total lack of family support services for the management of these difficulties at home. A university mobil unit was set in mid 2020 with funds raised by the Region of Crete, aiming at diagnosing learning difficulties in children living in remote areas as well as offering tailor-made biopsychosocial counselling to their families, at no cost. Diagnosis is made on the basis of reliable tools (e.g. WISC VGR, etc) by a range of specialised professionals (e.g. child psychologists, speech therapists, nurses, social workers). Children diagnosed with a learning disability receive a personalised intervention plan and a package of educational and counselling services ranging from 8-12 one-to-one tutoring sessions. Preliminary analysis of 68 records indicates 54 children being diagnosed with some type of learning disability. Nearly 40.0% of them were older than 10 years (implying delayed treatment seeking) and 46.3% lived in rural areas (implying service accessibility). Prevalence was higher among males as compared with females (61.1% vs 38.9%). A high prevalence of emotional difficulties was identified in children with learning disabilities (32.4%). Out of 54 children assessed for intelligence level, 8(14.8%) scored very low (70-79units) and 4 (7.4%) scored extremely low (below 69units). Out of the 12 who scored low, 11 were males. Family-centred and community-oriented interventions are necessary for early diagnosis and holistic management of learning disabilities. The project bears useful insight for health policy and health services planning. Key messages: Early diagnosis and targeted interventions can help children overcome their difficulties. Family-centred interventions are necessary for efficient management of learning disabilities.

This survey is a qualitative analysis of written interviews of teachers (n= 367) working in Second Chance Schools, an educational institution consisting of structures operating inside and outside detention facilities in Greece. In particular, it examines teachers' proposals for reforms that will increase the socio-economic integration prospects of second-chance learners, who make up a population of former early school leaver and prisoners. This research provides a focused assessment of the inclusive teaching and learning offered by school second education. The results highlight the need for reforms in the structure and operation of second-chance structures that operate inside and outside detention centers, enhancing the training-labor market connection and creating a competitive working profile, and also the need of establishing equivalent to second-chance structures at all levels of education from primary to upper secondary to ensure a seamless educational path to entry into higher and vocational education institutions.

This study aimed to explore the prevalence of learning disabilities (LDs) and the emotional–behavioral difficulties in 208 children from the Crete region in Greece, and who voluntarily presented themselves for study and were evaluated by a university-based interdisciplinary team of mental health professionals. The Greek version of the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V GR) was used, with its five Primary Index scores and full-scale IQ (Verbal Comprehension Index, VCI; Visual Spatial Index, VSI; Fluid Reasoning Index, FRI; Working Memory Index, WMI; and Processing Speed, PCI). Five diagnostic categories were established for the purpose of analysis: (a) no LDs (TD group), (b) Attention Deficit Hyperactivity Disorder (ADHD), (c) Specific Learning Disabilities (SLDs), (d) Extremely Low FSIQ (below 79), and (e) Emotional/Behavioral difficulties. The results revealed a 25.5% prevalence of SLDs, 18.75% ADHD, 8.65% Extremely Low FSIQ, and 5.29% emotional/behavioral problems, suggesting that 58% of the study population struggled with some kind of learning difficulty. Statistically significant differences were observed between the “Extremely Low FSIQ” group, the “SLD”, the “ADHD”, and the “TD” diagnostic groups in terms of the “VCI”, “FRI”, and the “FSIQ” scales (p < 0.001). Likewise, the “Extremely Low FSIQ” group differed significantly from the “SLD” and “TD” groups in terms of the “VSI”, the WMI, and the “PSI” (p < 0.001). The “Behavioural/emotional” and “SLD” groups differed in terms of “VCI” and “Full scale IQ” (p < 0.001). The analysis indicated that the children with severe learning difficulties differed from the other groups in terms of their cognitive profiles and that they needed tailor-made educational programs and interventions in a typical classroom. This study offers comparative data from a community sample of children, as well as generated initial evidence from non-clinical settings on the usability and the diagnostic accuracy of the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V). Further research is suggested. The present study was funded by the Crete Region (MIS 5162111).

Early School Leaving (ESL), or Early Leaving from Education and Training (ELET), remains a critical challenge across Europe and globally, with profound implications encompassing economic disadvantages, social exclusion, and reduced life opportunities for individuals. This entry analyzes the authoritative definition of the phenomenon, explores the multifaceted causes that drive it, and outlines the severe professional, social, and psychological consequences of failing to attain a minimal credential. ESL is widely understood not as an abrupt event but as a complex, cumulative, long-term process of school disengagement that is influenced by a myriad of interconnected risk factors originating in childhood and early adolescence. Understanding the interplay between individual, family, and institutional factors is crucial for designing effective, coordinated policy responses.