This paper considers recent evidence on autism education in Greece in order to shed light on current developments and attitudes. Given the increase in relevant research in the country, a scoping review to identify topics that have been explored so far and propose areas for future research and implications for practice is timely and necessary. Peer-reviewed papers published between 2000 and 2019 were identified via electronic databases and their main themes were analysed. Themes related to autistic individual (i.e. the voice of autistic individuals and intervention studies), the family around them (i.e. the role of family and stigma), the role of teachers (i.e. teacher training and teacher stress levels) and the wider society (i.e. parent-teacher collaboration, the medical/deficit model of disability and inclusion) emerged from the review. The above themes are discussed in the light of the cultural characteristics of Greece and the recent economic crisis the country underwent as well as similar findings from other European countries.

中文翻译：

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21世纪初希腊的自闭症教育：文献综述

本文考虑了希腊自闭症教育的最新证据，以阐明当前的发展和态度。鉴于该国相关研究的增加，对范围界定进行审查以找出迄今为止已探讨的主题，并提出未来研究的领域和对实践的影响是及时且必要的。通过电子数据库鉴定了2000年至2019年发表的经过同行评审的论文，并对它们的主题进行了分析。与自闭症个体（即自闭症个体的声音和干预研究），他们周围的家庭（即家庭和污名的角色），教师的角色（即教师培训和教师压力水平）以及更广泛的社会（即家长教师合作，残疾/包容性的医疗/赤字模型）来自该评论。