This research attempts to identify effective teaching strategies, as well as any barriers encountered in the education of children with chronic diseases. In addition, it attempts to probe the conditions under which the children are being taught after hospitalization. The research data was collected after a series of interviews with parents whose children had been hospitalized for a long time with a serious illness and teachers who had worked in hospital schools or had received a child after hospitalization. The findings of the study show that hospital education has gaps in curriculum content and that significant government attention is needed on program and material infrastructure issues. It also emphasizes the inadequate training of teachers about chronic diseases as well as the approach of children who are reintegrated into school life after a long absence.

The school career of Roma children in Greece is inevitable connected with their social and educational exclusion from Greek society. The present article examines the main factors which affect the educational status of Roma children and presents a survey which was conducted in the area of Thessaloniki in northern Greece focusing on the school career of 117 Roma children. Following their educational course from primary to secondary school and high school, the survey highlights an extended school failure of Roma children, as there is still a large percentage of children not attending school or presenting poor attendance and leakage from the school system. The survey confirms that for school to become accessible, attractive and effective for children belonging to cultural, ethnic and social minority groups, specific characteristics of each group should be taken into account in the content of analytical school programs across the educational process.

παιδιών γλωσσικών μειονοτήτων ……………………………………………………….74 1.4. Η ελληνική πραγματικότητα σχετικά με την εκπαίδευση γλωσσικά διαφορετικών μαθητών και μαθητριών ………………………………….79 1.5. Άλλες έρευνες στον ελληνικό χώρο σχετικά με την εκπαίδευση των παιδιών από τις χώρες της πρώην Σοβιετικής Ένωσης .

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In this study we present a critical discourse analysis to the contents of a section of the textbook of History of the 5th grade in Primary Education. The selected chapters (13-16 of the third (C) section) are included in the student's school book and they are chosen because of their deep political hue and individual political messages emerging in symbolic or declaratory field. The researching historic interest is focused on the main frame transition from the Roman to the Byzantine world, with references to the social, juridical-legal, economic, cultural and political structures. The constructed narrative shows off the presentation of the Byzantine Emperor. The main objective is to understand and study the epistemological potential of a marxistic proposal posed as an open issue: a) What is the subject in the process of teaching history? b) What we teach in history class (content), to whom we address (configuration personal characteristics), why, who pose the questions and why? Thus we suggest three possible methods: a) qualitative content analysis -and particularly critical discourse analysis -of textbooks, b) a review of education policy, c) a pedagogic composition through critical dialectical analysis in order to comprehend the marxistic historicity which seems to be hiding.