Across the global educational spectrum, students with disabilities and special educational needs (SEN) face unique psychosocial challenges that transcend their academic endeavors. This diverse group, historically marginalized and often misunderstood, navigates a complex array of cognitive, physical, and behavioral hurdles. The term "SEN" has broadened to reflect this diversity, emphasizing the psychosocial difficulties these students encounter beyond their specific disabilities through counseling. Greece serves as a poignant case study, illustrating the evolution of attitudes and policies toward SEN students amidst its rich historical and cultural backdrop. From ancient times, where disability perceptions were mixed, through to the Orthodox Christian influence, which has oscillated in its view of disability, Greece's journey towards inclusivity mirrors global trends but with distinct characteristics. The 20th century marked significant strides towards integrating SEN students into mainstream education, a shift from segregation to inclusion that reflects broader societal changes. Globally, the landscape for SEN students is varied and influenced by a myriad of factors, including cultural perceptions, policy frameworks, and societal attitudes. Historical treatment of individuals with disabilities has evolved from exclusion to a more inclusive model, propelled by international conventions such as the UN Convention on the Rights of Persons with Disabilities. Developed nations typically allocate substantial resources towards SEN support, while developing countries may struggle with resource constraints and societal stigmas. Technological advancements have ushered in a new era of tools tailored for SEN students, promoting inclusivity and leveling the playing field. Despite progress, challenges persist, including societal stigmas and the marginalization of SEN students in crisis situations. Civil society organizations play a crucial role in advocating for SEN rights and fostering societal change through counseling. The educational system's role is pivotal in shaping SEN students' experiences. From the global shift towards inclusivity to the specific case of Greece, where the move from segregation to inclusive education has marked a significant transformation, educators play a crucial role. However, genuine inclusion requires more than physical integration into mainstream classrooms; it necessitates a comprehensive understanding of SEN students' psychosocial challenges and a systemic shift towards empathy, specialized skills, and inclusive policies. Innovative interventions, such as personalized learning approaches, peer support, and emphasis on social-emotional learning, highlight the ongoing efforts to address the psychosocial challenges faced by SEN students. Community engagement, policy reforms, and the pivotal role of families underscore the collective responsibility in creating a more inclusive society through counseling. Understanding the psychosocial intricacies of SEN students is essential for developing effective interventions and fostering an educational landscape that celebrates diversity and supports holistic growth. This requires a nuanced understanding of the cultural, societal, and educational factors that shape SEN students' experiences, emphasizing the importance of empathy, specialized training for educators, and inclusive policies to address the myriad challenges these students face through counseling.
| Identifer | oai:union.ndltd.org:ua.es/oai:rua.ua.es:10045/146440 |
| Date | 04 June 2024 |
| Creators | Konaki, Paraskeyi |
| Contributors | Sánchez-López, Elena, Antolí Martínez, Jordi M., Universidad de Alicante. Departamento de Filología Catalana |
| Publisher | Universidad de Alicante |
| Source Sets | Universidad de Alicante |
| Language | English |
| Detected Language | English |
| Type | info:eu-repo/semantics/doctoralThesis |
| Rights | Licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0, info:eu-repo/semantics/openAccess |
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