The Education Ministry will push forward major reforms on special education legislation and teacher appointments in 2026, following the recent completion of the new teacher evaluation system.
The ministry plans to begin substantial discussions on two critical issues: modernising special education legislation and addressing the 2027 abolition of the teacher appointment list, Education Minister Athina Michaelidou said.
The minister described these as long-standing issues that the government and the Education Ministry are tackling with responsibility and determination.
The interventions form part of a cohesive plan aimed at improving school operations, supporting teachers and ensuring equal opportunities for all children, according to Michaelidou.
Special education reforms
The amending bill under preparation will focus on areas requiring improvements and changes, according to ministry information.
All children will initially be enrolled in mainstream classes during their first phase of entry into the education system, if their parents wish. The Provincial Committee for Special Education (EEEAE) will subsequently re-evaluate the child’s needs within a reasonable timeframe.
The EEEAE will re-evaluate the needs of all children with disabilities or special educational needs every three years instead of two, or more frequently if required. The change aims to avoid unnecessary psychological burden and distress for children whilst allowing the collection of more substantial data on children’s progress before each grade change.
Improvements to EEEAE operations include setting a deadline for referrals by the end of February to ensure timely decisions for implementation from September, with provisions for emergency cases requiring immediate intervention throughout the school year.
The legislation will be amended so that any person, particularly parents, headteachers, educational staff, doctors, psychologists or social workers, must notify the EEEAE without delay of any case of a child who may have a disability or special educational needs, provided the referral is accompanied by a certificate from a doctor, clinical or educational psychologist, or speech therapist.
Instead of reports, the EEEAE will prepare detailed, reasoned decisions to ensure documentation of recommendations and transparency of the process.
The ministry has already trained a proportion of teachers on differentiated teaching and assessment. The seminars will be intensified to train all teachers. A bank of differentiated teaching materials is being developed through the creation of Special Education Adviser positions.
The ministry’s proposal provides for the awarding of graduation certificates to all pupils attending mainstream schools.
The Enhanced Support Programme (PES) will serve as the main tool for transitioning from the Special Units model to a more flexible and individualised support model.
Based on an EEEAE decision, pupils will attend mainstream classes and receive individual or group support according to their abilities and educational needs.
Special schools will expand their mission as enhanced support and expertise structures, providing support to mainstream schools through organised cooperation mechanisms, to support all children and strengthen inclusive education.
Therapists working in special schools will offer their expertise, supporting both teachers and children attending mainstream schools.
These points have already been discussed with stakeholders and will be discussed again very soon to advance amendments to the legislation, according to the ministry.
The minister said the ministry is also working on revising the collective agreement for school assistants and escorts, intending to upgrade the services provided and the working conditions of this staff.
Teacher appointments
Under existing legislation, the appointment list will be abolished in 2027, and teachers will enter the system only after examinations.
The number of teachers entitled to appointment, combined with a host of issues concerning the exam itself, including validity and reliability, and the need to correct distortions in the law, such as the requirement for grade comparability with 2017, necessitates the promotion of solutions.
The Education Ministry will shortly begin a round of meetings and discussions with education organisations to find a solution that will go to parliament for legislative amendment.
The ministry emphasises that the proposal must ensure the appointment of a sufficient number of teachers, upgrade and improve the process and content of the examination, and ensure the quality of teachers entering the system.
The effort to utilise teachers already working in and serving the system for years, taking advantage of their experience, is another aspect that must be taken into account.
The complexity of the issue increases due to its legal aspects and the acquired rights of a number of teachers. The ministry aims to reach a specific proposal with the maximum possible consensus before the end of the school year.