In recent decades, inclusive education has become one of the most basic issues in educational planning in most European countries. Particularly, those countries have developed a comprehensive system of Education for all children with special needs. They have made strenuous efforts and performed a continuous educational programming and experimentation for the implementation of inclusive education (Allan, 2010). So, in several European countries, educational institutions that normally would not accept children with special educational needs, such as nurseries and kindergartens, open their doors, putting an end to exclusion and isolation of these children and their families (Cerná, 1995). This trend of inclusion in some countries, such as Italy and Denmark has become a law and it is implemented in several areas. In some members of the European Union there are different structures providing educational services to children with special educational needs. Denmark, Italy and Sweden, are characterized by implementing inclusive Educational Programs (Hegarty, 1994). But most countries, today, make experimental efforts and implement pilot inclusive education programs. According to Tzouriadou & Bitzaraki (1990, 96), the level of awareness of educators and the level of pedagogical teaching and logistical infrastructure to meet the specific needs of students are required in order to integrate certain conditions. Although, several countries, such as Austria and Germany, have recognized the need of children with special educational needs to be educated in the school of their neighborhood (Soulis, 1997). Furthermore, the UK gives emphasis on quality of inclusion and whether or not inclusion can be performed (Johnstone & Warwick, 1999). Several adjustments have been made to European education for pupils with special educational needs. In some countries the system of special education operates as a resource for mainstream schools and in many countries the pressures from parents associations have influenced legislation (Watkins, 2000). However, the implementation of inclusive educational programs in central and eastern European countries is presented problems because of the attitudes of society towards certain categories of persons with disabilities and the lack of financial resources to provide the necessary services (Ainscow & Haile -Giorgis, 1999). For example, in the Czech Republic the lack of legislation for education inclusion is an obstacle for the development of inclusive learning environments (Smyth et. al, 2014). Additionally, in Cyprus the barrier for inclusion is the lack of professional development. This lack creates a discriminatory and socially unjust educational setting (Liasidou & Antoniou, 2013). Also, Rotatori et. al (2010) presented two major obstructions for successful inclusion, first, a teacher should have the will to include students with SEN into the general class, because some teachers assume that placing learners into an environment in which they cannot academically succeed is harmful for both typical and with SEN children. Second, besides teacher’s perception another challenge is the fall notion that exposing a student with SEN to the environment of the general class it would benefit learner’s skills acquisition. Apart from misconception of exposure, another barrier for successful inclusion is the difference between the inclusive program and the definitions employed that outline this program or parts of it (Heward, 2009). Legislation Greece, according to Law 3699 (Greek government, 2008), provides inclusion in the general school for all students with learning disabilities. Individuals with special educational needs are persons who have significant difficulty in learning and adaptation because of a physical, mental, psychological, emotional and social difficulty (Gulliford & Upton, 2002). This law provides inclusion of children with disabilities and special educational needs with a special educator as a teacher’s assistant. As for the students who do not look after themselves, the possibility of attendance is given to schools of general education with the presence of special assistants. At the same time, however, there are also special schools and integration classes. For the first time, the institution of student support with physical or sensory disabilities without mental retardation specialist support staff to attend to mainstream schools is introduced. The new law specifies which students can receive services of special education. It includes for the first time students with special abilities and talents and it provides activities for their educational support. It also recognizes for the first time pupils with complex emotional, social and cognitive difficulties or delinquent behavior due to parental neglect or violence as people with special educational needs. Under the new law all children with intellectual disabilities, whether exercisable or the trainable, without discrimination,