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Disability is a complex phenomenon and is related to the policies pursued at the socio-economic level of society. The purpose of this paper is, through two cases of multiple disabilities people, to investigate the educational framework of their integration within the context of the economic crisis in Greece. The semi-structured interview was used as a research tool, and the participants were mothers of two multiple disabilities students. The results discussed within the context of the social model revealed that, despite the existing legislation, the respective structures that support them have yet to be developed. In addition, the privatization of services during the period of economic crisis in Greece and the growing social inequalities have resulted in that families of low socio-economic status and uninsured people in experiencing social exclusion and being at disadvantage compared to those who have more financial resources.

The aim of this research is to explore specific dimensions of the school environment and related psychosocial adjustment of immigrant students. In particular, this study examines immigrant students' self-concept and their coping strategies in new school and cultural environments. The sample consisted of 246 elementary school students (fifth grade) from the region of Attica, Greece. The immigrant group consisted of 43 students from various national backgrounds. The control group consisted of 203 students born and raised in Greece. The following instruments were used in the study: (a) the Athens Coping Scale and (b) the Self Description Questionnaire (SDQ) (Marsh). Additionally, demographic and achievement data were obtained. Significant differences between the groups were found regarding several self-concept dimensions. Significant differences were also found with respect to several independent variables. Findings show the need for further consultation and support of immigrant students in school contexts. ...

In the past three decades, important changes in the pattern of economic growth and productivity have been interpreted as a movement towards knowledge-based economy. Currently, output and employment are expanding fast in high-technology industries, as well as in knowledge-based services. More resources are spent on the production and development of new technologies, in particular on information and communication technology. At the same time, major shifts are taking place in the labour market, in particular, the increased demand for skilled labour. Globalisation and worldwide competition has shifted the comparative advantage of economies towards the factor of knowledge and innovation, where productivity based on the endogenous development capabilities plays a rather important role, as far as growth and competitiveness enhancement are concerned.

Contemporary educational systems in Western societies are being redefined within the context of technological and scientific evolution in relation to socio-economic globalisation. Therefore, it is important for educational authorities to design staff development programmes with a view to helping professionals adjust their ideology and practice effectively in order to contribute to the implementation of a learning culture and the formation of the “knowledge-based society”. The aim of the present paper is to review the field of teaching professionals’ professional growth, identifying weaknesses, highlighting trends and practices, and providing suggestions, most important for professionals and educational authorities in Greece where staff development programmes fail to reach standards met by other European countries. It focuses on staff development models that enable facilitation of teachers' efficacy, cognitive development, and career development, as well as teacher collegiality and the improvement of school culture, reconceptualising schools as “learning organisations”.

Ethnic identity, as a symbolic construction, is structured through a complex and multi-faceted process, which is in constant evolution. From childhood to adolescence ethnic identity is shaped by experiences and representations, whereas the importance that children give in ethnic identity is growing year by year. The purpose of this paper is to explore the aspects of Greek students’ ethnic identity in compulsory education and their association with the feeling of origin and the preservation of cultural elements. The sample is composed of 327 students in Chios island. In conclusion, an ambivalence emerges in the formation of ethnic identity, which highlights the acculturational osmosis of the islands in the North Aegean Sea, in an era of ' fluidity ' and social interdependencies that spread from local to global environment.