Professional Rights of Social Workers in Special Education: A Comparative Analysis of Europe, the United States and the Greek Context

Abstract

Social workers play a pivotal role in advancing inclusive education systems, particularly within special education settings. This paper provides a comprehensive comparative analysis of the professional rights, legal recognition, and institutional integration of social workers in special education across selected countries in Europe—the United Kingdom, Germany, and Sweden—as well as the United States. These countries demonstrate strong institutional frameworks that embed social work through policy design, professional certification, and interdisciplinary collaboration. Social workers are positioned as essential stakeholders in Individualized Education Programs (IEPs) and multi-agency planning processes. By contrast, the Greek context reveals a substantial institutional void: the role of social workers in special education remains ambiguously defined, sporadically implemented, and legally unrecognized. Drawing upon international best practices, this study identifies key structural deficiencies in Greece—including legislative omissions, the absence of professional training pathways, and limited representation in education policymaking. Actionable policy proposals are offered, including formal legal recognition, integration into education systems, development of specialized academic programs, and enhanced advocacy strategies. The findings highlight an urgent imperative for Greece to align with global standards in order to advance educational equity and uphold the rights of students with disabilities.