Transition from special to inclusive schooling

Transition from special to inclusive schooling Rachel Mepsted Wed, 07/29/2026 - 10:02 Cyprus A 17-year-old learner with cerebral palsy was studying at a special unit in Cyprus. Separation from his friends and classmates had a negative psychological impact, so he transferred to a mainstream class in his local school. The learner joined a Central Committee of Special Education (CCSE) meeting to express his feelings and needs. The CCSE also requested and assessed specialist opinions, including those of a child psychiatrist and an inspector of special education. The CCSE, the District Committee of Special Education (DCSE), the school’s educational psychologist, teachers, the Special Educational Needs Co-ordinator, the Special Education Officer, and the learner’s parents all considered the learner’s requests. Transitions between special and mainstream classes at this age and level of disability are not common in Cyprus. However, taking into consideration the learner’s wish and his psychological health, the CCSE approved his request to attend the mainstream classroom. Read more in the Voices into Action Toolkit.