Abstract: Since 2001 a Cross Curricular Thematic Program of Studies (C.C.T.P.S) was introduced in the compulsory education system of Greece. In 2003 there was an attempt to expand the guidelines of C.C.T.P.S. to Special Education Programs. Many questions arose regarding the functionality of the C.C.T.P.S. for Special Education and mostly for the children with profound intellectual disability. In the case of these children the traditional academic skills dominating the C.C.T.P.S. should take a practical form and be directly connected to daily life skills and communication. The quality of this connection was deemed as a critical variable of the effectiveness of the respective instruction. The present writers, as members of the scientific group responsible for the production of the new program, undertook the enterprise of putting into practice an educational approach combining the principles of C.C.T.P.S. and the needs of students with profound intellectual disability. The results show that, with the necessary adaptations, C.C.T.P.S. can serve as a curricular basis for the instruction of students with profound intellectual disability.

Abstract:

Abstract: Creative thinking refers to the possibility that every human being has to express themselves, his or her preferences and choices. The question that arises regarding special education is the meaning of creative thinking and acting especially in the case of children with severe disabilities. In order to make it possible for children with severe disabilities to be part of all possible activities in daily school programs it is important to redefine the meaning of creativity. The opportunity to express preferences and to make choices is very seldom given to these children and the educational programs and environments are very restricted and controlled. This paper endeavours to show possible solutions for a teacher to integrate creative � aesthetic activities as rituals/ routines in special school settings in order to help children with severe disabilities to communicate and interact. The educational program took place in a special school setting in Greece for over 6 months and a child (9 years old) with severe disabilities (severe mental retardation, epilepsy, visual impairment) participated in this program. The results of this case study show that creativity in its broadest sense combined with daily routines can help a child with severe disabilities increase interactions. Further investigation regarding similar educational programs is to be considered for the future.