Abstract:

One of the demarcations of the Greek educational system is the one of the general and the special education. Broadly, in general education, the students have normal mental profile. On the contrary, in special education the students have low mental potential. To be more specific, the children who follow the special education are children with mental retardation such as autism, psychopathology, physical disability and some other students with mostly emotional and psychological disorders, who don’t have any inherent mental retardation. Their retardation is due to clearly environmental factors and more particularly is due to their family in which they are growing up. This kind of families provide poor social, cognitive and emotional stimuli to the children which cause many deficiencies. Consequently, this kind of children are not capable of following the rhythm of the general school because, owing to their cognitive and emotional disorders, are isolated not only by their teachers but also by their classmates. On the other hand, they feel that they can’t go to the same school with the children with disabilities, because they feel they don’t belong in this group of children. In this article, it is presented the case of a student, with this kind of difficulties, of the SLPET (Special Laboratory of Professional Education and Training) of Kalamata (South Greece). At the same time, an attempt is being made to find the best solution to this problem through school, family and experts.

Keywords:

Special education, emotional disorders, environment, psychological problems.