The development and evaluation of a program to sensitize Greek Grammar School Students to issues relating to disability

Triliva, Sofia; Anagnostopoulou, Tanya; Hatzinikolaou, Sofia; Chimienti, Giovanni; Mastorakou, Anna

doi:10.5964/ejcop.v1i1/2.8

Cited by 6 publications

(4 citation statements)

References 17 publications

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“…For example, in a study, the presentation of an educational video with a view to improve the knowledge level of children aged 7 -12 years old, in relation to a specific syndrome, had positive results (Holtz & Tessman, 2007). Similarly, an intervention program that included activities in order to inform about various issues related to disabilities, the difficulties that a person with disabilities may be facing and the elimination of stereotypes in children aged 6 -12 years, had positive results (Triliva, Anagnostopoulou, Hatzinikolaou, Chimienti, & Mastorakou, 2009). Finally, an intervention program included information activities such as discussions with a disabled person, using sign language, Braille, information on the Paralympic Games, had a positive effect on the levels of understanding disability, on children aged 9 -11 (Ison et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Effects of a Storytelling Program with Drama Techniques to Understand and Accept Intellectual Disability in Students 6 - 7 Years Old. A Pilot Study

Giagazoglou¹,

Papadaniil²

2018

APE

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A very crucial issue in special education, as well as in education in general, is the integration itself in the educational system. Although integration oriented schools offer a wide range of opportunities for social integration, incidents of social rejection cannot always be eradicated. Given that, the knowledge and understanding of disability creates a tendency for positive attitudes toward it, the evaluation and timely implementation of specially designed awareness interventions is mandatory and it should take place to help children with and without disabilities coexist harmonically in and out of school. This study aims at determining the effect of a 12 teaching hours intervention program on the potential change in attitudes toward disability of students in the first grade of primary school. The intervention program consisted of reading and theatrical play of a story tale referring to a small turtle born with Down syndrome. The results showed a significant positive effect on the understanding and the acceptance of intellectual disability.

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Section: Discussionmentioning

confidence: 99%

Effects of a Storytelling Program with Drama Techniques to Understand and Accept Intellectual Disability in Students 6 - 7 Years Old. A Pilot Study

Giagazoglou¹,

Papadaniil²

2018

APE

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“…Counselling psychologists can use their skills to intervene at preventative and organisational level, not only in terms of policy development but also developing and facilitating experiential groups that address attitudes towards disability (e.g. in schools; Triliva, Anagnostopoulou, Hatzinikolaou, & Chimienti, 2009). Institutions (such as schools, hospitals, government organisations, etc.)…”

Section: Discussionmentioning

confidence: 99%

Counselling psychology and disability

Kanellakis¹

2010

EJOP

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This article addresses disability-related theory and research associated to attitudes and social action, equality of opportunity, respect and inclusion. It highlights the significance of disability in counselling psychology and that counselling psychologists (as other such professionals) need to be mindful of the wider disability issues that may be related to even those clients who do not apparently present with disabilities. Issues of terminology and conceptualisation of the terms disability versus handicap are then addressed. Linking issues of equality of opportunity, inclusion & respect to disability, as a psychosocial construct, leads to the exploration of individuals owning their own and their families' disabilities and, consequently, challenging the positioning of disability outside the personal. Counselling psychologists' approaches to working with disability are then discussed and four examples are explored. It is concluded that counselling psychologists can use their skills to intervene at preventative and organisational as well as psychological counselling/therapy level and that they are also contributing significantly as translators of medical jargon, mediators between clients and medical personnel, and as educators.

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“…When we look at the curriculum-based activities in awareness activities, it is seen that they focus on gaining knowledge about different types of disability. Reading activities, puppet shows, videos, class-based activities, exercises and games are used for this (Hutzler et al, 2007;Triliva et al, 2009). Reading activities can be done together with special needs children and their peers on the basis of interaction, as well as individually for the purpose of gaining knowledge.…”

Section: C) Curriculum-based Activitiesmentioning

confidence: 99%

Opinions on Awareness Activities Regarding Inclusive Community Life: Experiences of Pre-Service Teachers

UĞURLU

2023

Journal of Teacher Education and Lifelong Learning

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The aim of this study is to examine the opinions of the Special Education teacher candidates about the awareness activities organized in terms of the rights of children with special needs, their social participation, accessibility and contributing to the social inclusion climate. 56 pre-service teachers studying in the 2nd year of the Special Education Department of the Faculty of Education were included in this study. The data of the research carried out in a phenomenological design was collected through the analysis of the forms containing the written opinions of pre-service teachers in the fall term of 2022-2023. By analyzing the data with document analysis technique, it was gathered under five main themes: "Classification of Organized Awareness Activities, Description of Activities Serving Purpose, Importance of Awareness Activities, Activities That Pre-service Teachers Want to Organize and Suggestions for Activities”. In awareness activities, it is noteworthy that the pre-service teachers, who draw attention to social, legal, and physical regulations, emphasize the importance of content that reflects a rights-based view and the fundamental rights of individuals for this purpose. It was also seen that pre-service teachers emphasized the importance of including permanent and continuous awareness activities rather than containing a certain time interval and diversifying them in terms of being aimed at different disability groups. Based on the results of the research, it can be suggested that family and peer participation in awareness activities in inclusive environments, up-to-date and continuity of activities, and information sharing about individuals with special needs.

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The development and evaluation of a program to sensitize Greek Grammar School Students to issues relating to disability

Cited by 6 publications

References 17 publications

Effects of a Storytelling Program with Drama Techniques to Understand and Accept Intellectual Disability in Students 6 - 7 Years Old. A Pilot Study

Effects of a Storytelling Program with Drama Techniques to Understand and Accept Intellectual Disability in Students 6 - 7 Years Old. A Pilot Study

Counselling psychology and disability

Opinions on Awareness Activities Regarding Inclusive Community Life: Experiences of Pre-Service Teachers

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