International Journal of Changes in Education

• Taneja-Johansson, S., & Singal, N. (2025). Pathways to inclusive and equitable quality education for people with disabilities: Cross-context conversations and mutual learning. International Journal of Inclusive Education, 29(1), 1–16. https://doi.org/10.1080/13603116.2021.1965799
• Charitaki, G., Kourti, I., Gregory, J. L., Ozturk, M., Ismail, Z., Alevriadou, A., ..., & Demirel, C. (2025). A comparative analysis of teachers’ attitudes towards including all students in six countries. Educational Research and Evaluation, 30(1-2), 74–114. https://doi.org/10.1080/13803611.2024.2406516
• Syriopoulou-Delli, C. K. (2010). A historical review of educational policy in Greece for children with pervasive developmental disorders, behavioral difficulties and other special education needs. Review of European Studies, 2(1), 2–14. https://doi.org/10.5539/res.v2n1p2
• Koutrouba, K., Vamvakari, M., & Theodoropoulos, H. (2008). SEN students’ inclusion in Greece: Factors influencing Greek teachers’ stance. European Journal of Special Needs Education, 23(4), 413–421. https://doi.org/10.1080/08856250802387422
• Giavrimis, P. (2023). Intellectually disabled students. Education inclusive practices in Greece. Annals of the University of Craiova, 45(2), 92–104.
• Kougias, I., Seremeti, L., & Kalogeras, D. (2016). Promoting inclusion in higher education by adopting the theoretical framework of autopoiesis. In 11th MIBES Conference, 264–272.
• UNESCO. (2017). A guide for ensuring inclusion and equity in education. UNESDOC Digital Library. https://doi.org/10.54675/MHHZ2237
• Nteropoulou-Nterou, E., & Slee, R. (2019). A critical consideration of the changing conditions of schooling for students with disabilities in Greece and the fragility of international in local contexts. International Journal of Inclusive Education, 23(7-8), 891–907. https://doi.org/10.1080/13603116.2019.1623331
• Pappas, M. A., Papoutsi, C., & Drigas, A. S. (2018). Policies, practices, and attitudes toward inclusive education: The case of Greece. Social Sciences, 7(6), 90. https://doi.org/10.3390/socsci7060090
• Kleinlein, E. (2025). Conceptualising inclusive assessment. A critical literature review at the nexus of education, inclusion, and assessment. European Journal of Special Needs Education. Advance online publication. https://doi.org/10.1080/08856257.2025.2500137
• Navas-Bonilla, C. D. R., Guerra-Arango, J. A., Oviedo-Guado, D. A., & Murillo-Noriega, D. E. (2025). Inclusive education through technology: A systematic review of types, tools and characteristics. Frontiers in Education, 10, 1527851. https://doi.org/10.3389/feduc.2025.1527851
• Spandagou, I. (2025). Inclusive education is another country; developments, obstacles and resistance to inclusive education. International Journal of Inclusive Education, 29(1), 17–31. https://doi.org/10.1080/13603116.2021.1965805
• Connor, D. J., Danforth, S., & Gallagher, D. (2025). An open letter to the field: Contemplating special education’s collaborative role in developing inclusive education. Exceptional Children, 91(3), 236–259. https://doi.org/10.1177/00144029241303051
• Panagiotis, G. (2024). Inclusion classes in Greek education: Political and social articulations. An interpretive phenomenological analysis. Journal of Research in Special Educational Needs, 24(3), 454–464. https://doi.org/10.1111/1471-3802.12644
• Gelastopoulou, M., & Kourbetis, V. (2017). The use of information and communication technologies for inclusive education in Greece. In P. Anastasiades & N. Zaranis (Eds.), Research on e-learning and ICT in education: Technological, pedagogical and instructional perspectives (pp. 243–255). Springer International Publishing. https://doi.org/10.1007/978-3-319-34127-9_18
• Rizos, I., Foykas, E., & Georgakopoulos, S. V. (2024). Enhancing mathematics education for students with special educational needs through generative AI: A case study in Greece. Contemporary Educational Technology, 16(4), ep535. https://doi.org/10.30935/cedtech/15487
• Kaltsouni, P. (2021). Inclusive education in Greece. Social Work and Education, 8(3), 385–394. https://doi.org/10.25128/2520-6230.21.3.7
• Dimitrios, S., Pinelopi, R., & Harilaos, Z. (2018). School teachers’ attitudes toward inclusive education in Greece. European Journal of Special Education Research, 3(3), 182–194.
• Katsarou, D. (2020). Views and perceptions of teachers in special education in Greece regarding ICT. European Journal of Special Education Research, 5(3), 40–59. https://doi.org/10.5281/zenodo.3633839
• Foteini, C., Dimitrios, S., Harilaos, Z., Victoria, Z., & Vasiliki, G. (2020). Professional quality of life of special education teachers in Greece. European Journal of Special Education Research, 5(3), 100–116. https://doi.org/10.5281/zenodo.3676112
• Theodora, E., & Stavros, F. (2025). Interdisciplinary intervention and handling of conflicts in special education in Greece. Of Preprint. https://doi.org/10.31219/osf.io/sdmb7_v1
• Tzivinikou, S., & Kagkara, D. (2019). Factors that contribute to the improvement of the sense of self-efficacy of special educators in inclusive settings in Greece. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 13(4), 356–362. https://doi.org/10.3390/educsci12060383
• Tsagdi, S., Tsipopoulou, V., Balatsou, M., & Theologou, K. (2022). Crisis management in education: A comparative case study of a special school and a standardized school in Greece. International Journal of Technology and Inclusive Education, 11(1), 1732–1738. https://doi.org/10.20533/ijtie.2047.0533.2022.0214
• Hartas, D. (2004). Teacher and speech-language therapist collaboration: Being equal and achieving a common goal? Child Language Teaching and Therapy, 20(1), 33–54. https://doi.org/10.1191/0265659004ct262oa
• Kotsi, S., Handrinou, S., Iatraki, G., & Soulis, S.-G. (2025). A review of artificial intelligence interventions for students with autism spectrum disorder. Disabilities, 5(1), 7. https://doi.org/10.3390/disabilities5010007
• Voultsiou, E., Vrochidou, E., Moussiades, L., & Papakostas, G. A. (2025). The potential of Large Language Models for social robots in special education. Progress in Artificial Intelligence, 14(2), 165–189. https://doi.org/10.1007/s13748-025-00363-2
• Samsari, E., Nikolaou, G., & Palaiologou, N. (2025). Multicultural education and students with special needs: A case study from Greece. International Journal of Disability, Development and Education, 72(1), 134–148. https://doi.org/10.1080/1034912X.2024.2336250
• Alhossyan, F. (2025). Parent’s involvement in the education of their children who have intellectual disability: Perception and knowledge. Journal of Ecohumanism, 4(1), 2291–2299. https://doi.org/10.62754/joe.v4i1.6050
• Antoniou, A.-S., Charitaki, G., Pavlidou, K., & Alevriadou, A. (2025). An exploratory statistical cusp catastrophe model for the prediction of the effect of special education teachers’ emotional intelligence on their burnout. Frontiers in Education, 10, 1512197. https://doi.org/10.3389/feduc.2025.1512197
• Andritsou, P., Kaprinis, S., & Skordilis, E. (2025). Exploring the relationship between physical education teachers’ emotional intelligence in shaping attitudes, perceptions and concerns about inclusive education. European Journal of Physical Education and Sport Science, 12(2), 143–160. https://doi.org/10.46827/ejpe.v12i2.5820
• Koutsoklenis, A., & Papadimitriou, V. (2024). Special education provision in Greek mainstream classrooms: Teachers’ characteristics and recruitment procedures in parallel support. International Journal of Inclusive Education, 28(5), 561–576. https://doi.org/10.1080/13603116.2021.1942565
• Koutsoklenis, A., & Karagianni, Y. (2024). Neoliberal–neoconservative educational reforms and the inclusion in education of disabled students in Greece: The case of the institution of special assistant. Social Sciences & Humanities Open, 9, 100863. https://doi.org/10.1016/j.ssaho.2024.100863
• Ferentinou, A., Karra, V., Papalexopoulos, P. F., & Vavougios, D. (2025). Concept mapping as a pedagogical tool in differentiated teaching practice for students with learning disabilities in Greek high schools. An Overview of Literature, Language and Education Research, 9, 41–56. https://doi.org/10.9734/bpi/aoller/v9/3717
• Goutziamanis, G., & Goutziamani, T. (2025). Promoting inclusive education and parallel support in modern Greek schools: A legislative approach. European Journal of Education and Pedagogy, 6(2), 101–105. https://doi.org/10.24018/ejedu.2025.6.2.907
• Zamkowska, A., Pilgrim, M., & Hornby, G. (2025). Co-teaching: Review and guidelines for practice. Preventing School Failure: Alternative Education for Children and Youth, 69(2), 111–117. https://doi.org/10.1080/1045988X.2024.2404404
• Labra, J., Pinili, L., Saladaga, L., & Calasang, V. (2025). The effectiveness of inclusive education practices on social outcomes for students with disabilities. International Journal of Social Sciences and English Literature, 9(2), 67–70. https://doi.org/10.55220/2576683x.v9.292
• Blackwell, W. H., & Rossetti, Z. S. (2014). The development of individualized education programs: Where have we been and where should we go now? SAGE Open, 4(2), 2158244014530411. https://doi.org/10.1177/2158244014530411
• Seremeti, L., Patropoulos, A., Karachristos, C., Pantermali, M., & Kougia, N. (2024). Exploring the intersection of artificial intelligence and special education. In Proceedings for the 15th International Conference on e-Learning. https://ceur-ws.org/Vol-3938/
• Konstantinos, M. (2023). An overview of the role of counselling in the vocational orientation of students with disabilities. The case of the Greek inclusive education. International Journal of Advance Research and Innovative Ideas in Education, 9(2), 1389–1391.
• Vlachou, A., Karadimou, S., & Koutsogeorgou, E. (2016). Exploring the views and beliefs of parents of typically developing children about inclusion and inclusive education. Educational Research, 58(4), 384–399. https://doi.org/10.1080/00131881.2016.1232918
• Vlachou, A., Stavroussi, P., & Didaskalou, E. (2016). Special teachers’ educational responses in supporting students with special educational needs (SEN) in the domain of social skills development. International Journal of Disability, Development and Education, 63(1), 79–97. https://doi.org/10.1080/1034912X.2015.1111305
• Kourkoutas, E., Stavrou, P. D., & Loizidou, N. (2017). Exploring teachers’ views on including children with special educational needs in Greece: Implication for inclusive counseling. American Journal of Educational Research, 5(2), 124–130. https://doi.org/10.12691/education-5-2-3
• Jury, M., Perrin, A.-L., Rohmer, O., & Desombre, C. (2021). Attitudes toward inclusive education: An exploration of the interaction between teachers’ status and students’ type of disability within the French context. Frontiers in Education, 6, 655356. https://doi.org/10.3389/feduc.2021.655356
• Filippou, K., Acquah, E. O., & Bengs, A. (2025). Inclusive policies and practices in higher education: A systematic literature review. Review of Education, 13(1), e70034. https://doi.org/10.1002/rev3.70034
• Mantzikos, C. N., & Lappa, C. S. (2023). Feasibility of inclusive education in Greece: Current challenges, difficulties, and opportunities. Medical Research Archives, 11(2), 1–20. https://doi.org/10.18103/mra.v11i2.3561
• Mouchritsa, M., Kazanopoulos, S., Romero, A., & Garay, U. (2021). Collaboration between general and special education teachers in inclusive classrooms: A review of the literature. Journal of Education and Practice, 12(6), 41–46. https://doi.org/10.7176/JEP/12-6-04
• Al Jaffal, M. (2022). Barriers general education teachers face regarding the inclusion of students with autism. Frontiers in Psychology, 13, 873248. https://doi.org/10.3389/fpsyg.2022.873248
• Kossyvaki, L. (2021). Autism education in Greece at the beginning of the 21st century: Reviewing the literature. Support for Learning, 36(2), 183–203. https://doi.org/10.1111/1467-9604.12350
• Mitroulaki, S., Samakouri, M., & Serdari, A. (2023). Children with autism in the Greek educational system: Ongoing challenges during the COVID-19 pandemic. BJPsych International, 20(3), 68–70. https://doi.org/10.1192/bji.2023.5
• Giannoulis, K., Liagkis, M. K., Laskaridou, K., & Guldberg, K. (2021). Training needs and attitudes of Greek educationalists on good autism education practice for children on the autism spectrum. International Journal of Elementary Education, 10(1), 1–15. https://doi.org/10.11648/j.ijeedu.20211001.11
• Barros, M. G. D., & Dalonos, S. (2025). Exploring the support systems of special education teachers. American Journal of Educational Research, 13(2), 88–91. https://doi.org/10.12691/education-13-2-7
• Howorth, S. K., Marino, M. T., Flanagan, S., Cuba, M. J., & Lemke, C. (2024). Integrating emerging technologies to enhance special education teacher preparation. Journal of Research in Innovative Teaching & Learning. Advance online publication. https://doi.org/10.1108/JRIT-08-2024-0208
• Ali, H. F., Solihat, Y. N., & Nurmalasari, N. (2024). Managing facilities to ensure accessibility for individuals with disabilities in higher education. International Journal of Language, Humanities, and Education, 7(2), 127–140. https://doi.org/10.52217/ijlhe.v7i2.1584
• Alimatu, I. C. (2024). Impact of school-community collaboration on the academic achievements of learners with disabilities in inclusive schools within Tamale metropolis. International Journal of Social Science Research and Review, 7(6), 118–131.
• Wilcox, G., Fernandez Conde, C., & Kowbel, A. (2021). Using evidence-based practice and data-based decision making in inclusive education. Education Sciences, 11(3), 129. https://doi.org/10.3390/educsci11030129
• Lappa, C. S., & Mantzikos, C. N. (2021). Are Greek special education teachers in favour of the inclusion of pupils with intellectual disability? An online survey. European Journal of Special Education Research, 7(4), 233–259. https://eric.ed.gov/?id=ED618294
• Giavrimis, P. (2024). Parallel support as an institution for tackling social and educational inequalities: Functioning and barriers in the Greek education system. Support for Learning, 39(3), 137–148. https://doi.org/10.1111/1467-9604.12485
• Arnaiz-Sánchez, P., de Haro-Rodríguez, R., Caballero, C. M., & Martínez-Abellán, R. (2023). Barriers to educational inclusion in initial teacher training. Societies, 13(2), 31. https://doi.org/10.3390/soc13020031
• Woodcock, S., Gibbs, K., Hitches, E., & Regan, C. (2023). Investigating teachers’ beliefs in inclusive education and their levels of teacher self-efficacy: Are teachers constrained in their capacity to implement inclusive teaching practices? Education Sciences, 13(3), 280. https://doi.org/10.3390/educsci13030280
• Giavrimis, P., & Dimitriadou, S. (2023). Interculturality in Greek education: Practices and challenges of implementation. Journal of Ethnic and Cultural Studies, 10(3), 72–88. https://doi.org/10.29333/ejecs/1564

APA

Kougia, N., Seremeti, L., & Kougias, I. (2026). Recent Advances in the Greek Special Education System: A Critical Review. International Journal of Changes in Education, 3(4), 443-450. https://doi.org/10.47852/bonviewIJCE52026114

Vancouver

Kougia N, Seremeti L, Kougias I. Recent Advances in the Greek Special Education System: A Critical Review. International Journal of Changes in Education. 2026;3(4):443-50. https://doi.org/10.47852/bonviewIJCE52026114

AMA

Kougia N, Seremeti L, Kougias I. Recent Advances in the Greek Special Education System: A Critical Review. International Journal of Changes in Education. 2026;3(4), 443-450. https://doi.org/10.47852/bonviewIJCE52026114

Chicago

Kougia, Natalia, Lambrini Seremeti, and Ioannis Kougias. "Recent Advances in the Greek Special Education System: A Critical Review". International Journal of Changes in Education 2026 3 no. 4 (2026): 443-450. https://doi.org/10.47852/bonviewIJCE52026114

Harvard

Kougia, N., Seremeti, L., and Kougias, I. (2026). Recent Advances in the Greek Special Education System: A Critical Review. International Journal of Changes in Education, 3(4), pp. 443-450. https://doi.org/10.47852/bonviewIJCE52026114

MLA

Kougia, Natalia et al. "Recent Advances in the Greek Special Education System: A Critical Review". International Journal of Changes in Education, vol. 3, no. 4, 2026, pp. 443-450. https://doi.org/10.47852/bonviewIJCE52026114