Katingo Giannoulis - Academia.edu (original) (raw)
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Papers by Katingo Giannoulis
Child and Adolescent Mental Health, 2004
Background: This study was undertaken to explore parental perceptions of the role and value of a ... more Background: This study was undertaken to explore parental perceptions of the role and value of a specialist service for children and families. This service offers assessment and diagnosis of children with neurodevelopmental disorders of the kind that are not evident at birth. Method: Information was collected from 37 families on expectations and experience of clinic attendance, user satisfaction and outcome through interviews and questionnaires, once before and twice after clinic attendance. Results: 87% of parents found clinic attendance worthwhile, with most expecting to be provided with a diagnosis and advice on education. Parents perceived that the clinic was best able to meet their diagnostic needs and they reported that they were more able to obtain a diagnosis and a specialist opinion at a regional centre than at local clinics. Parent satisfaction with the parent-child relationship improved following clinic attendance and parentsÕ self-identified concerns about their child decreased.
British Journal of Developmental Psychology, 1992
The current scoping study conducted in Greece aimed to explore the training needs and attitudes h... more The current scoping study conducted in Greece aimed to explore the training needs and attitudes held by educationalists on inclusive education for pupils with autism. Whilst educational policies and practice advocate for inclusive education for children with autism, actual provision is segregated between mainstream, special schools and multidisciplinary therapy centers. These centers operate under the Ministry of Health and Social Welfare and are certified by the Ministry of Education. They collaborate with schools to ensure the seamless inclusion of children with autism into school. Whilst Greek educationalists believe on principle that inclusion is essential in the quest to foster community presence and integration for children with autism, in practice there are barriers to inclusive education; primarily these include the current financial crisis and budget cuts in Education as well as an anxiety on the part of teachers on how best to practice inclusive education, whilst protecting and maintaining the safety of autistic children. This ambivalence stems from insufficient knowledge, skills and experience and has significant implications for children with special needs, their families and for society as a whole. The current study aimed to address this ambivalence by, as an initial step, ensuring that all teachers are granted appropriate training and professional support so that children with autism are given the opportunity to flourish within inclusive educational settings.
Child and Adolescent Mental Health, 2004
Background: This study was undertaken to explore parental perceptions of the role and value of a ... more Background: This study was undertaken to explore parental perceptions of the role and value of a specialist service for children and families. This service offers assessment and diagnosis of children with neurodevelopmental disorders of the kind that are not evident at birth. Method: Information was collected from 37 families on expectations and experience of clinic attendance, user satisfaction and outcome through interviews and questionnaires, once before and twice after clinic attendance. Results: 87% of parents found clinic attendance worthwhile, with most expecting to be provided with a diagnosis and advice on education. Parents perceived that the clinic was best able to meet their diagnostic needs and they reported that they were more able to obtain a diagnosis and a specialist opinion at a regional centre than at local clinics. Parent satisfaction with the parent-child relationship improved following clinic attendance and parentsÕ self-identified concerns about their child decreased.
British Journal of Developmental Psychology, 1992
The current scoping study conducted in Greece aimed to explore the training needs and attitudes h... more The current scoping study conducted in Greece aimed to explore the training needs and attitudes held by educationalists on inclusive education for pupils with autism. Whilst educational policies and practice advocate for inclusive education for children with autism, actual provision is segregated between mainstream, special schools and multidisciplinary therapy centers. These centers operate under the Ministry of Health and Social Welfare and are certified by the Ministry of Education. They collaborate with schools to ensure the seamless inclusion of children with autism into school. Whilst Greek educationalists believe on principle that inclusion is essential in the quest to foster community presence and integration for children with autism, in practice there are barriers to inclusive education; primarily these include the current financial crisis and budget cuts in Education as well as an anxiety on the part of teachers on how best to practice inclusive education, whilst protecting and maintaining the safety of autistic children. This ambivalence stems from insufficient knowledge, skills and experience and has significant implications for children with special needs, their families and for society as a whole. The current study aimed to address this ambivalence by, as an initial step, ensuring that all teachers are granted appropriate training and professional support so that children with autism are given the opportunity to flourish within inclusive educational settings.