Citations (37)
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Vassilios Papadimitriou & Athanasios Koutsoklenis. (2023) The Extent of Late Hiring in Special Education: A Report on the Greek Institution of Parallel Support. International Journal of Disability, Development and Education 70:7, pages 1264-1274.
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Eleni Didaskalou, Amy M. Briesch, Robert J. Volpe & Christina Roussi-Vergou. (2022) Psychometric properties of the classroom observation of engagement, disruptive, and disrespectful behavior (COEDD) in Greek school children. International Journal of School & Educational Psychology 10:3, pages 303-315.
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Georgios Sorkos & Konstantinos Magos. (2022) When Inclusion in Greek Schools Is Delayed: Listening to the Voices of Chinese Primary School Students. Journal of Research in Childhood Education 36:3, pages 466-482.
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Panayiota Stavroussi, Eleni Didaskalou & Jennifer Greif Green. (2021) Are Teachers’ Democratic Beliefs about Classroom Life Associated with Their Perceptions of Inclusive Education?. International Journal of Disability, Development and Education 68:5, pages 627-642.
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Athanasios Koutsoklenis & Vassilios Papadimitriou. (2021) Special education provision in Greek mainstream classrooms: teachers’ characteristics and recruitment procedures in parallel support. International Journal of Inclusive Education 0:0, pages 1-16.
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Dimitra Tsakalou, Lorna Hamilton & Jane Brown. (2020) Institutional narratives and the struggle for inclusive communities in the Greek context. International Journal of Inclusive Education 24:4, pages 395-413.
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Marta Sandoval Mena, Cecilia Simón Rueda & Gerardo Echeita Sarrionandia. (2019) A critical review of education support practices in Spain. European Journal of Special Needs Education 34:4, pages 441-454.
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Charlotte Struyve, Karin Hannes, Chloé Meredith, Machteld Vandecandelaere, Sarah Gielen & Bieke De Fraine. (2018) Teacher Leadership in Practice: Mapping the Negotiation of the Position of the Special Educational Needs Coordinator in Schools. Scandinavian Journal of Educational Research 62:5, pages 701-718.
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D. Papadopoulou, P. Malliou, N. Kofotolis, S.P. Vlachopoulos & E. Kellis. (2017) Health-Related Quality of Life in Children Attending Special and Typical Education Greek Schools. International Journal of Disability, Development and Education 64:1, pages 76-87.
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Anastasia Vlachou & Aristea Fyssa. (2016) ‘Inclusion in Practice’: Programme Practices in Mainstream Preschool Classrooms and Associations with Context and Teacher Characteristics. International Journal of Disability, Development and Education 63:5, pages 529-544.
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Anastasia Vlachou, Panayiota Stavroussi & Eleni Didaskalou. (2016) Special Teachers’ Educational Responses in Supporting Students with Special Educational Needs (SEN) in the Domain of Social Skills Development. International Journal of Disability, Development and Education 63:1, pages 79-97.
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Julian Brown & Mary Doveston. (2014) Short sprint or an endurance test: the perceived impact of the National Award for Special Educational Needs Coordination. Teacher Development 18:4, pages 495-510.
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Aristea Fyssa, Anastasia Vlachou & Elias Avramidis. (2014) Early childhood teachers' understanding of inclusive education and associated practices: reflections from Greece. International Journal of Early Years Education 22:2, pages 223-237.
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Kamal Lamichhane. (2013) Disability and barriers to education: evidence from Nepal. Scandinavian Journal of Disability Research 15:4, pages 311-324.
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Vasilis Strogilos. (2012) The cultural understanding of inclusion and its development within a centralised system. International Journal of Inclusive Education 16:12, pages 1241-1258.
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Vasilis Strogilos, Magda Nikolaraizi & Eleni Tragoulia. (2012) Experiences among beginning special education teachers in general education settings: the influence of school culture. European Journal of Special Needs Education 27:2, pages 185-199.
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Vasilis Strogilos, Penny Lacey, Yota Xanthacou & Maria Kaila. (2011) Collaboration and integration of services in Greek special schools: two different models of delivering school services. International Journal of Inclusive Education 15:8, pages 797-818.
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Kathleen Mortier, Geert Van Hove & Elisabeth De Schauwer. (2010) Supports for children with disabilities in regular education classrooms: an account of different perspectives in Flanders. International Journal of Inclusive Education 14:6, pages 543-561.
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Georgia‐Gloria Coutsocostas & Alison Alborz. (2010) Greek mainstream secondary school teachers’ perceptions of inclusive education and of having pupils with complex learning disabilities in the classroom/school. European Journal of Special Needs Education 25:2, pages 149-164.
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VassiliosS. Argyropoulos & MagdaA. Nikolaraizi. (2009) Developing inclusive practices through collaborative action research. European Journal of Special Needs Education 24:2, pages 139-153.
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Elias Avramidis & Efrosini Kalyva. (2007) The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education 22:4, pages 367-389.
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Afroditi Malisiova, Georgios A. Kougioumtzis, Georgios Tsitsas, Christiana Koundourou & Aristotelis Mitraras. 2023. Perspectives of Cognitive, Psychosocial, and Learning Difficulties From Childhood to Adulthood. Perspectives of Cognitive, Psychosocial, and Learning Difficulties From Childhood to Adulthood
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Anastasia Vlachou, Stavroula Kalaitzi, Lia Tsermidou, Anastasia Toulia, Theodora Papazoglou, Aristea Fyssa & Filippos Papazis. (2023) Organizational preparedness domains and indicators of educational organizations for students with disabilities in pandemic times: A scoping review. Frontiers in Education 7.
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Gabriela Gómez-Zepeda, Cristina Petreñas, Dorys Sabando & Ignasi Puigdellívol. (2017) The role of the Support and Attention to Diversity Teacher (SADT) from a community-based perspective: Promoting educational success and educational inclusion for all. Teaching and Teacher Education 64, pages 127-138.
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Zoe Theodoridou & Athanasios Koutsoklenis. (2013) Functional Behavioral Assessment for a Boy With Duchenne Muscular Dystrophy and Problem Behavior. Assessment for Effective Intervention 39:1, pages 54-64.
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Vasilis Strogilos & Eleni Tragoulia. (2013) Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents. Teaching and Teacher Education 35, pages 81-91.
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오원석 & parkbijou. (2012) The Analysis of Teachers' Concerns Regarding Inclusive Education and The Role Expectations of Special Education Teachers. Korean Journal of Physical, Multiple, & Health Disabilities 55:4, pages 215-241.
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