Eureka! Institutional Repository

The research examines the forms of administration and leadership that favor the more effective integration of pupils with special educational needs in greek education. The survey was attended by 100 primary and secondary school teachers, from both public and private education, of whom the 20 are school managers. The sample was collected through a questionnaire and data analysis was performed using the SPSS statistical program. The survey showed that the Greek education system is centralized and its rigidity does not help the integration of children with special educational needs, it has insufficient material support, and educational legislation defends to a small extent the current needs of special student populations. Regarding the public structures of special education, teachers agree that they are not enough to diagnose and face the learning deficits, that the special educational staff is neither trained nor proportionate to needs and does not have good cooperation with general-level teachers. Finally, the viewpoint of teachers performed that the evaluation is essential in Greek education to a large extent, in correlation with their public and private sector of work. Findings show that the bureaucracy of the centralized education system is associated with its reduced effectiveness. School management needs flexibility and infrastructure. The structures of special education need adequate staffing and scientific training. Teachers need cooperation and support. To achieve the rehabilitation of the education system and to effectively integrate children with special educational needs, a creation of education policy is needed that will be constantly fueled by the institutionalized evaluation