Deconstructing the Greek-Cypriot new national curriculum: To what extent are disabled children considered in the 'humane and democratic school' of Cyprus?

Abstract

The present paper contextualizes the recent process of development of the New National Curriculum (NNC) for use in Greek-Cypriot public schools. Using content analysis, it pays particular attention to the degree to which the language, performance expectations, and suggested materials described in the NNC take account of disabled children. Notwithstanding the human rights and anti-discrimination rhetoric that surrounds the process of creating an inclusive NNC, the findings presented herein suggest that the curriculum falls short of addressing the rights of disabled children in inclusive education. On the basis of this finding, the paper discusses the dangers inherent in implementing the proposed NNC in its current form.