Familialised Governance in Greek Special Education: Parental Roles Across Placement Pathways

This conceptual article examines how special education in Greece is governed through the redistribution of institutional responsibility to families. It operationalises familialisation by specifying institutionally produced parental roles through which provision is organised under fragmented and contingent conditions. By tracing how these roles relate and shift across placement arrangements (e.g., parallel support, inclusion units, special assistants, home-based instruction, segregated schools), the article argues that parental labour can be understood as a structural condition shaping access to mainstream placement and support. It concludes that familialised governance converts formally equal rights within public education into unequal possibilities of realisation by making mainstream participation dependent on households’ differential resources and institutional capacity.