Το Ζήτημα Της Εκπαίδευσης Των Μαθητών Με Αυτισμό Στην Ελλάδα Υπό Το Πρίσμα Των Γνώσεων/Αντιλήψεων Και Στάσεων Των Εκπαιδευτικών: Μια Ανασκόπηση Της Βιβλιογραφίας

Λάππα, Χριστίνα Σ.; Mantzikos, Constantinos

doi:10.12681/hjre.16161

Cited by 3 publications

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

The Training of Greek Primary Education Teachers in Learning Difficulties

Kyriakopoulos¹,

Pareja²

2023

EUROPEAN J ED RES

View full text Add to dashboard Cite

<p style="text-align: justify;">Most Greek primary teachers, not having enough training in learning difficulties, cannot effectively help these students, nor easily include them in the school context. An exploratory methodological approach has been used and an ad hoc questionnaire with four dimensions and 44 items has been designed. In this work we focus on dimension IV: Teacher training. 205 Greek primary school teachers have participated. One of the main results has been that most of the participants consider training in learning difficulties to be important and believe that the lack of training greatly affects the inclusion of students with learning difficulties. Equally important is that the majority of participants consider that training affects their attitudes. It was also found that Greek teachers do not believe they have enough training in learning difficulties, due to lack of time, the cost of training as well as the absence of frequent training activities in this field.</p>

show abstract

The Training of Greek Primary Education Teachers in Learning Difficulties

Kyriakopoulos¹,

Pareja²

2023

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

Implementing Inclusive Education in Mixed-Ability Classrooms by Employing Differentiated Instruction

Malisiova,

Kougioumtzis,

Tsitsas

et al. 2023

Advances in Educational Technologies and Instructional Design

View full text Add to dashboard Cite

Since the vast majority of classrooms worldwide include students with different learning styles, abilities, interests, needs, and also specific learning difficulties, educational systems should adapt and create learning environments in which all students develop and progress according to their abilities and potential. The present chapter, based on bibliographic references, suggests the implementation of inclusive education in mixed-ability classrooms to support the needs of students with specific learning difficulties and to achieve the inclusion and participation of all students in the educational process. The creation of inclusive classrooms, in which all students participate, acquire knowledge, and achieve their personal learning goals, requires employing differentiated instruction practices and innovative educational processes and methods. Teachers having received appropriate training can guide students throughout a most productive, creative, and fulfilling learning process by addressing their learning difficulties and ensuring their participation.

show abstract

In Their Own Words

Malisiova,

Folia

2024

Advances in Psychology, Mental Health, and Behavioral Studies

View full text Add to dashboard Cite

Learning English as a Foreign Language (EFL) garners considerable attention due to its significance as a communication tool and qualification. However, the EFL acquisition process appears rather challenging since it requires cognitive, linguistic, and metalinguistic skills. Concerning students with developmental dyslexia (DD), the most common Specific Learning Disorder (SLD), acquiring EFL presents additional hurdles. To this aim, the present chapter, drawing upon existing literature, will present the primary features of DD, the challenges dyslexic students face in EFL acquisition, and qualitative research findings, namely interviews, exploring EFL teachers' and DD students' beliefs and perspectives regarding EFL learning. Research has thus far yielded significant data focusing on how dyslexic students perceive and experience EFL learning, the challenges they encounter, and the methodologies, practices, and strategies they consider most helpful and efficient leading to educational approaches and suggestions concerning more effective and successful EFL learning.

show abstract

Το Ζήτημα Της Εκπαίδευσης Των Μαθητών Με Αυτισμό Στην Ελλάδα Υπό Το Πρίσμα Των Γνώσεων/Αντιλήψεων Και Στάσεων Των Εκπαιδευτικών: Μια Ανασκόπηση Της Βιβλιογραφίας

Cited by 3 publications

References 18 publications

The Training of Greek Primary Education Teachers in Learning Difficulties

The Training of Greek Primary Education Teachers in Learning Difficulties

Implementing Inclusive Education in Mixed-Ability Classrooms by Employing Differentiated Instruction

In Their Own Words

Contact Info

Product

Resources

About