Bridging spaces towards inclusion: Inclusive pedagogy in disability‐specific after‐school centres ( <scp>KDAP</scp> ‐ <scp>AMEA</scp> ) in Greece

Abstract Centres for Creative Occupation for People with Disabilities (KDAP‐AMEA) are disability‐specific after‐school structures in Greece operating within the broader framework of inclusive education and the United Nations Convention on the Rights of Persons with Disabilities (CRPD). Grounded in rights‐based principles that emphasise participation, agency, and equal access, this qualitative study explores how special educators working in KDAP‐AMEA conceptualise and enact inclusive pedagogy, the challenges they encounter, and the structural conditions shaping their practice. Semi‐structured interviews were conducted with 12 educators across multiple regions and analysed thematically. Findings indicate that educators frame inclusion primarily as meaningful participation, relational belonging, and the cultivation of agency through collaborative and experiential practices. Participants reported enhanced peer interaction, communication, confidence, and socio‐emotional development among children. At the same time, structural barriers—including funding instability, employment precarity, limited accessibility, and fragmented professional development—constrain the sustainability of inclusive practices. The study contributes to debates on disability‐specific provision by suggesting that KDAP‐AMEA may function as bridging spaces within broader inclusive ecosystems, provided that they are embedded in coherent rights‐based and policy‐supported frameworks.