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Parental involvement in the education of disabled students through the institution of Special Assistant (Bachelor thesis)

Σοβαράς, Νικόλαος/ Πετρινού, Αγάπη-Ευθυμία/ Sovaras, Nikolaos/ Petrinou, Agapi-Efthymia

This dissertation analyses contemporary forms of reproduction of the social inequalities within the Greek educational system focusing, mainly, on the Institution of the Special Assistant. More specifically, it investigates how the establishment of the Institution fits into a broader framework of educational restructuring and the dominance of neoliberalism. Through the perspective of the sociology of education and based on qualitative methodology, the role of the Special Assistant is analyzed as a mechanism for expanding inequalities, as well as a factor in separating disabled students from general education. Moreover, the role of parents is examined and particularly how this is determined in an institutional manner according to the legislation, highlighting the importance of their social and economic status. The findings indicate a shift of responsibility for support, from the state to the family, reinforcing the already existing social inequalities, while highlighting the consequences of the dominant neoliberal policy to the detriment of equality in education.