The international community, in its commitment to education for all, supports the creation of a school that operates on the principle of equivalence and effectiveness against the rights and needs of all children, regardless of sex, physical or mental ability, ethnicity and socio-economic level, with the ultimate aim of social integration and cohesion. The development of special education in Greece in recent decades is marked by the principles of the transition from the periphery to the core of social and cultural life, through the professional development of special educators alongside a new orientation towards the inclusion of children with special needs in mainstream education and through special emphasis on the educational and supportive role of the family. In this paper we will discuss special education in Early Childhood Education and Care institutions, so as to highlight the possibilities and limitations that emerge from the existing legal framework and its implementation into practice.