Intellectual assessment of children and adolescents: The case of Greece

Bablekou, Zoe; Kazi, Smaragda

doi:10.1080/21683603.2016.1163655

Cited by 7 publications

(8 citation statements)

References 5 publications

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“…The integration process is related to the increase of participation and equal opportunities for students, while providing appropriate support to schools in order to respond most effectively to the diversity, interests and skills of children with special educational needs or/and disability [35]. The integration departments are attended by students who, in their majority, have a medical report from an interdisciplinary team, in which it is proposed that they study in such a department [36].…”

Section: Educational Policy For Low-achieving Studentsmentioning

confidence: 99%

A First Ever Look into Greece’s Vast Educational Data: Interesting Findings and Policy Implications

et al. 2021

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Intro: In this survey the academic performance of primary and secondary school students in Greece, for three consecutive school years, was examined. The data concerned all Greek students of the last two grades of elementary school and the three grades of junior high school. Method: Unsupervised learning methods such as an X-means algorithm in combination with descriptive and inductive statistical methods were used, in order to examine students’ performance levels. The longitudinal stability of academic performance levels and the influence of demographic characteristics such as the region, gender and guardians’ profession were also examined. Results: The existence of four levels of academic performance and longitudinal stability of frequencies per performance level was confirmed. There was also statistically significant differentiation based on the profession of guardian, gender, and area of residence. Discussion: The results demonstrated specific challenges that the educational policy of the country has to address. The stability of the percentages of students in the four groups of academic performance that emerged over time, shows corresponding stability in the factors that affect academic performance. A gradual reduction in the performance of students in high School was found, as the level of difficulty of the courses increases from class to class. Some demographic characteristics of students are not independent of their performance. However, due to the compliance with the general regulation of personal data, there was no access to additional features that may be related to performance, such as nationality and exact place of residence.

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Section: Educational Policy For Low-achieving Studentsmentioning

confidence: 99%

A First Ever Look into Greece’s Vast Educational Data: Interesting Findings and Policy Implications

et al. 2021

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“…According to this law, special schools should be limited only to children with severe and multiple disabilities. In the same direction was also the redefinition of diversification, diagnosis, and support centers for students with SEN (KEDDY in Greek) with the law 3699/2008 (Bablekou and Kazi 2016). With the revision of the law on special education, there has been a gradual improvement in the way that disabled people are treated in education.…”

Section: Educational Policies and Practices In Greecementioning

confidence: 99%

Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece

2018

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Inclusive education is now firmly established as the main educational policy for children with special educational needs and disabilities, which emerges as the mean of creating an inclusive society in which equal opportunities are provided. However, there are concerns expressed on the effect of such a change in the educational system and on how possible it is to make this a reality. The concerns and objections of educators toward inclusion are mainly based on the diversity of learning disabilities, the learning outcomes that could be generated by applying this practice, and the lack of confidence of teachers to teach in an inclusive environment. In this study, we examine teachers' attitudes toward inclusive education, while at the same time, we analyze current inclusive policies and practices in the Greek educational system. Results revealed that teachers have generally positive attitudes toward inclusion. However, they indicated some issues and barriers to the implementation of inclusion. We consider that policy-makers in Greece should target educator training and increase funding for education.

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“…In the Greek context -where the present study was conducted -gifted and talented education is not given its proper place and recognition; furthermore, the development of gifted services for gifted students are neither educational nor social priorities. Gifted students in Greece are categorized as those students with special educational needs; however, no specific modification to the general curriculum has been conducted so as to address the needs of gifted students in order to create opportunities in support of their development (Bablekou & Kazi, 2016). Furthermore, the teaching principles that were published by the Greek Pedagogical Institute in 2004, and which were made in support of gifted students' learning, were not integrated into the curriculum due to a lack of available resources and funding (Matsagouras & Dougali, 2009).…”

Section: Figurementioning

confidence: 99%

Effects of a social-emotional learning-based program on self-esteem and self-perception of gifted kindergarten students: A pilot study

Papadopoulos

2020

Journal for the Education of Gifted Young Scientists

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Social-emotional learning (SEL) and mental health preventive programs are very popular internationally; however, there is limited research evaluating their effects on gifted children. This study aimed to design a SEL-focused preventive program for gifted preschoolers and assess its effects on variables related to personal and character strengths. In addition, the relative differential impact of the program on both genders was explored. The study used an experimental design, with repeated pretest-post-test measures and a control group. A total of 120 gifted students aged 5-6 years were recruited and randomly assigned to the intervention (n = 60) and control (n = 60) groups. To measure the dependent variables, two assessment instruments were administered before and after the program. The experimental group joined a 12 onehour lesson program based on SEL principles and used cognitive-behavior strategies. At the baseline, no significant difference between the groups in terms of self-esteem and self-perceptions (p > 0.005) were observed, except for peer relations selfperception (p = 0.028). The results revealed that the program was effective in increasing students' self-esteem and self-perception scores; moreover, the analysis showed a significant group-by-time interaction effect in the assessed variables (p < 0.005). Regardless of the impact of the program on both genders, the change was very similar; however, the boys showed higher scores than the girls across most variables. This program significantly improved all taught skills, corroborating the findings of other studies, which support that SEL can improve children's self-esteem. The strengths and limitations of this study and the importance of implementing prevention programs to promote socio-emotional development are also discussed. To cite this article: Papadopoulos, D. (2020). Effects of a social-emotional learning-based program on self-esteem and selfperception of gifted kindergarten students: A pilot study.

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Intellectual assessment of children and adolescents: The case of Greece

Cited by 7 publications

References 5 publications

A First Ever Look into Greece’s Vast Educational Data: Interesting Findings and Policy Implications

A First Ever Look into Greece’s Vast Educational Data: Interesting Findings and Policy Implications

Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece

Effects of a social-emotional learning-based program on self-esteem and self-perception of gifted kindergarten students: A pilot study

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