The establishment and operation of ONE school, the neighborhood school, for ALL students without discrimination and exclusion is the goal of the new era. That is, the operation of a school that is Democratic, Human, Social, Free, Friendly, and Flexible with a Multi-cultural and Digital culture. The protagonist should be the Student who will be present not only as an invited spectator but also as a collaborator (participant) at the center of the rapid changes in education and the everyday context in general. In other words, it is about a school that is called to provide unified education to ALL students (children and adolescents) in a developing digital Greece, to be open to the local community and to be imbued with smart ideas and achievements of science, aiming at acquiring skills and expanded knowledge by the student. And this with the systematic provision of Inclusive Education. This is about a school that is governed by the respect and service of the diversity of students. Such an evolution of the modern Greek school is consistent with the Salamanca Declaration in Spain for equal education of people with special educational needs. A Declaration that emerged in a global forum of 300 and more delegates from 92 countries and 25 international organizations at the end of the previous century (1994) under the auspices of UNESCO. The emphasis of the attempted (and unfortunately unsuccessful so far) reform projects in education in every socio-economically developed (and developing) country, therefore in Greece and Cyprus, should focus on setting a "global agenda" of ambitious actions of every educator in the new school for the qualitative upgrade of its multifaceted work (teaching and supporting). Its familiar action should specifically aim at the psycho-social integration of every student without discrimination and exclusion and the development of skills related to the era of magical image, knowledge, and (super)information.

Special Education in the 21st-century society encompasses a carefully designed system of various techniques and approaches that have a complex, social, philosophical, conceptual, and teaching-supportive character. It aims at the comprehensive support of ALL children and adolescents with special educational needs, ensuring their attendance in the general (common) school of their neighborhood and strengthening their social interaction with peers and familiar friends.
This re-reviewed treatise on Special Education constitutes an ambitious project of its kind. It aims at a systematic and multiple reading and deepening -clinical, psychological, teaching, supportive, research, and self-descriptive- of all the groups that make up the children and adolescents with special educational needs. The familiar project is placed in the time perspective of "2027" because it is perceived as a significant programmatic milestone to which the multiannual Financial Framework of the expanded EU leads.

(2021-2027).
The ultimate goal of such an effort is to establish the perception and practice in the research and educational platform of scientists and other professionals supporting the familiar field for ONE and only provided education and for ONE school that will be digital in nature and fully equipped to effectively address the diverse needs of each student. In such a platform, today's aware and suspicious educator should perceive as a CHALLENGE the enrollment of children with special needs in mainstream schools and consider his engagement with the WHOLE class of students by designing a "global agenda of actions"