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Introduction: In Greece, Special Education is an area that has been studied very late. In recent years, however, efforts have been made to follow the European model and to fill the huge educational gaps. Material- Method: The present study employed the multidisciplinary approach or triangulation, namely the use of quantitative questionnaire and qualitative research using semi-structured interview. The aim was to record the knowledge of secondary education teachers on the legislation of the institution of inclusion of children with special needs in schools in Greece. The triangulation allowed the comparison between the results of the two methods. Results: Comparing the results of qualitative and quantitative research highlights the value of social acceptance for equality of children with special educational needs as well as the role of specialized educational staff in the effectiveness of integrating children with special educational needs in mainstream classrooms. It also becomes clear that Law 1566 / 30.9.85 has contributed to the acceptance of children with disabilities in society while curricula are considered inadequate and inadequate. Conclusions: It is understood that special education and training is approached through the perceptions of medical science and includes a ambiguous concept of the characterization of people with disabilities. In particular, there is a great deal of opposition since, on the one hand, there is the characterization of "deviating from the normal" and, on the other hand, the ultimate goal of integrating into the "normal" society. However, it is not clear whether these appropriate training programs underlying the new Special Education policy will succeed in turning "divergent" individuals into "normal" ones.