Anastasia Vlachou | UNIVERSITY OF THESSALY, GREECE (original) (raw)

Papers by Anastasia Vlachou

Research paper thumbnail of Organizational preparedness domains and indicators of educational organizations for students with disabilities in pandemic times: A scoping review

Frontiers in Education

BackgroundThe impact of the COVID-19 pandemic on educational systems has caused a profound shift ... more BackgroundThe impact of the COVID-19 pandemic on educational systems has caused a profound shift in the organization and delivery of education worldwide. The effects of the pandemic crisis on educational systems proved to be detrimental for students with disabilities, highlighting not only the looming social and educational inequalities but also the huge gap in organizational preparedness for education, including identifying the main areas (domains) of preparedness that guide the process of organizational preparedness and the sub-themes (indicators) per domain that help educational organizations to evaluate their level of preparedness and to identify potential gaps and set priorities for preparedness planning.MethodsScoping review with thematic analysis was performed on literature published from 2010 to 2022. Six scientific databases (PsycInfo, Web of Science, Eric, Scopus, Proquest, JSTOR) and one academic search engine (Google Scholar) were examined in order to identify publicatio...

Research paper thumbnail of Adaptation to University Among Greek Students with Disabilities

EDULEARN21 Proceedings, 2021

Research paper thumbnail of Bullying and victimization in children with special educational needs: implications for inclusive practices

Bullying has been recognized as a widespread, persistent and serious problem occurring in schools... more Bullying has been recognized as a widespread, persistent and serious problem occurring in schools across different national contexts. Despite the surge of interest in bullying in recent years, much of the research has focused on its multiple facets and characteristics among non-disabled students, while little is known about its incidence and dimensions in the population of students receiving special education support provision. It is well-known that schooling has generally been constructed and operates around the notions of normalization and homogeneity and children’s diversity often generates discriminating responses contributing to exclusionary educational experiences. In the light of above, the present study aims at exploring the extent and different types of bullying and victimization among Greek students receiving special education support provision. The sample of the study consisted of 173 students attending 5th and 6th primary school grades and participating in pull-out speci...

Research paper thumbnail of Development of the “special-vocational-education-service-quality scale”

Quality Assurance in Education, 2020

Purpose The purpose of this paper is to describe the development of a scale for the evaluation of... more Purpose The purpose of this paper is to describe the development of a scale for the evaluation of the perceived quality of services provided to students with disabilities by Special Vocational Education (SVE) institutions in Greece. Design/methodology/approach SVE service quality was approached on the basis of the performance-only model. The participatory research paradigm was followed, engaging students with disability and specifically with intellectual disability in several stages of the instrument development. The methodological design included two phases for the establishment and testing of the reliability and validity of the scale. Findings The findings of the study support a multifactorial construct of SVE service quality consisting of five factors: responsiveness, surroundings, personalization, training and facilities adequacy. Research limitations/implications Generalization of results should be attempted with concern. The type and severity of disability should be considered...

Research paper thumbnail of Challenges for the labor market: 2 complementary approaches to premature cessation of occupational activity

International Journal of Occupational Medicine and Environmental Health, 2019

Objectives: Current demographic trends, such as society aging, the spreading of chronic diseases,... more Objectives: Current demographic trends, such as society aging, the spreading of chronic diseases, as well as early retirement choices, lead to the dwindling labor market population. Taking into consideration the foregoing tendencies and their consequences, the issue of the shrinking labor force resources seems to be the most important challenge for the labor market. In response to it, this paper identifies individual and institutional causes of withdrawal from the labor market, and explores the views of Polish stakeholders on existing strategies for the occupational reintegration of persons with chronic diseases (PwCDs). Material and Methods: Polish results of 2 European projects: "Participation to Healthy Workplaces and Inclusive Strategies in the Work Sector" (the PATHWAYS project) and "The Collaborative Research on Aging in Europe" (COURAGE in Europe) complemented each other. The cross-sectional population data and data from stakeholders' interviews were used. Results: The authors identified several causes which could encourage people to withdraw from the labor market before attaining the official retirement age at 3 different levels: individual, occupational, and institutional. Although research has shown that the macro-level situation is crucial to staying occupationally active, in Poland stakeholders have reported the lack of effective coordination in the implementation of policies for the occupational reintegration of PwCDs. Conclusions: A decision to cease work prematurely reflects a combination of many different factors, such as individual determinates, work characteristics, personal convictions, and systemic solutions. The study demonstrated that, despite the awareness of the dwindling resources of labor force, the employment-related challenges faced by PwCDs as well as people who are close to the retirement age remain unaddressed.

Research paper thumbnail of Effectiveness of Integration and Re-Integration into Work Strategies for Persons with Chronic Conditions: A Systematic Review of European Strategies

International journal of environmental research and public health, Mar 19, 2018

Due to low employment rates associated to chronic conditions in Europe, it is essential to foster... more Due to low employment rates associated to chronic conditions in Europe, it is essential to foster effective integration and re-integration into work strategies. The objective of this systematic review is to summarize the evidence on the effectiveness of strategies for integration and re-integration to work for persons with chronic diseases or with musculoskeletal disorders, implemented in Europe in the past five years. A systematic search was conducted in MedLine, PsycINFO, CDR-HTA, CDR-DARE and Cochrane Systematic Reviews. Overall, 32 relevant publications were identified. Of these, 21 were considered eligible after a methodological assessment and included. Positive changes in employment status, return to work and sick leave outcomes were achieved with graded sickness-absence certificates, part-time sick leave, early ergonomic interventions for back pain, disability evaluation followed by information and advice, and with multidisciplinary, coordinated and tailored return to work in...

Research paper thumbnail of What Persons with Chronic Health Conditions Need to Maintain or Return to Work-Results of an Online-Survey in Seven European Countries

International journal of environmental research and public health, Mar 26, 2018

Chronic health conditions represent the major share of the disease burden in Europe and have a si... more Chronic health conditions represent the major share of the disease burden in Europe and have a significant impact on work. This study aims to: (1) identify factors that have a negative or positive impact on the work lives of persons with chronic health conditions; (2) explore the needs of these persons to maintain a job or return to work and (3) compare these results with respect to these persons' occupational status. An online survey was performed in seven European countries. Open-ended survey questions were analyzed using qualitative methods. In total, 487 participants with six chronic health conditions participated. The majority of participants named work-related aspects (such as career development, stress at the workplace, work structure and schedule as well as workload), support of others and attitudes of others as being the factors positively and negatively impact their work lives the most. Our study shed light on the importance of changing the attitudes of supervisors and...

Research paper thumbnail of Promoting social inclusion: a structured intervention for enhancing interpersonal problem-solving skills in children with mild intellectual disabilities

Support for Learning, 2016

There has been increasing interest in providing students with disabilities, who are at risk of so... more There has been increasing interest in providing students with disabilities, who are at risk of social isolation, with opportunities to develop social competence and self-determination. Specifically, the provision of opportunities for teaching these students to promote social problem-solving skills is potentially useful for facilitating their social participation in inclusive settings. Although the importance of teaching problem-solving skills has been emphasised, there are still open questions regarding how teachers could put knowledge about problem-solving skills learning into practice, especially with regard to students with intellectual disabilities. This article presents a four-phase educational intervention programme designed to teach students with mild intellectual disabilities social problem-solving skills. A detailed description of the programme, including materials and methods, is provided. [ABSTRACT FROM AUTHOR]

Research paper thumbnail of Assessment of Quality for Inclusive Programs in Greek Preschool Classrooms

Journal of Early Intervention, 2015

The purpose of this study was to examine the quality of the practices that Greek teachers use to ... more The purpose of this study was to examine the quality of the practices that Greek teachers use to support the inclusion of children with disabilities in general preschools. Fifty-two preschool units for children between 4 and 6 years of age participated in this study. Data were collected through systematic observation with the use of the Inclusive Classroom Profile (ICP). Given that the ICP was devised and field tested in the United Kingdom, its applicability to Greece was subsequently explored. Results from descriptive statistics revealed the existence of mainly poor-quality practices. Analysis of the reliability of the scale showed high interrater agreement, while exploration of its structural validity showed that quality was detected as a unidimensional construct consisting of nine items. This article discusses the issue of preschool inclusion quality in Greece, while it contributes to the emergent research on the ICP in relation to its validation in different cultures.

Research paper thumbnail of 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, 2015

The acquisition of appropriate social skills is considered critical for a person’s social develop... more The acquisition of appropriate social skills is considered critical for a person’s social development and personal well-being. This consideration is far more crucial in the area of inclusive education, where the development of social skills in children with SEN has been associated with academic progress, social inclusion and successful transition to adult life. Special teachers are considered to be critical agents in designing and implementing school-based interventions targeting at the social development of students with SEN. The aim of this qualitative study was to explore the responses of forty (40) Greek special education teachers about dealing with the difficulties experienced by students with SEN in the social domain. Data were gathered through semi-structured interviews and were coded and analysed according to the principles of the inductive data-driven analysis approach. The analysis revealed that special teachers had to respond to a wide range of difficulties concerning the students’ social skills that were mainly associated with the formation and maintenance of peer relations, the development of assertion, self-management, compliance and academic related skills. The participant teachers used a repertoire of strategies. However, their responses were not a part of a systematic social skills programming. Furthermore, many participants did not consider themselves efficient enough to create and implement such programmes. The paper concludes by highlighting the need to advance the initial training and professional development programmes of special teachers by incorporating courses related to designing and implementing multi-layered and holistic school-based interventions targeting at the social skills development of students with SEN.

Research paper thumbnail of Roles, duties and challenges of special/support teachers at secondary education: implications for promoting inclusive practices

European Journal of Special Needs Education, 2015

Recent inclusive policy directives and advice offered to schools strongly recommend special/suppo... more Recent inclusive policy directives and advice offered to schools strongly recommend special/support teachers to expand their role and extend their duties. In light of this, we investigated how Greek secondary special/support teachers perceive and experience their role, work profile and the challenges they encounter. Qualitative analysis revealed that participants perceived their role as multidimensional, but focused on its reactive rather than proactive aspect. Role ambiguity, confusing expectations, lack of collaboration and the devalued position within the teaching staff of the school were some of the complexities reported. The findings are discussed in terms of their implications for advancing teachers’ professional development and promoting inclusive practices within secondary education schools.

Research paper thumbnail of Early childhood teachers' understanding of inclusive education and associated practices: reflections from Greece

International Journal of Early Years Education, 2014

This paper focuses on Greek regular and special preschool teachers' understanding of inclusion; t... more This paper focuses on Greek regular and special preschool teachers' understanding of inclusion; their views about the engagement of children with disabilities in typical day routines/activities; and their preferred strategies for facilitating children's engagement in classroom activities. Data were gathered through semi-structured interviews with 77 teachers (45 regular and 32 special educators) drawn from 47 preschool mainstream settings in Greece. The analysis revealed that teachers hold conflicting and restrictive beliefs about inclusive education. Further, the teachers' accounts indicated that most of the children with disabilities were experiencing significant difficulties in their engagement during free-play as well as structured/semi-structured activities. Lastly, teachers identified a range of strategies that they deployed for promoting children's involvement in classroom activities. The paper concludes by highlighting the need to shift away from a narrow individualistic-deficit assumption of disability towards a socio-constructivist conceptualisation of 'diversity' and the establishment of genuinely inclusive school cultures.

Research paper thumbnail of Bully/victim problems among Greek pupils with special educational needs: associations with loneliness and self-efficacy for peer interactions

Journal of Research in Special Educational Needs, 2013

This study explores the prevalence of different types of bullying and victimisation among Greek p... more This study explores the prevalence of different types of bullying and victimisation among Greek pupils receiving special education support provision. Associations of these types with feelings of loneliness and perceived social efficacy for peer interactions are also examined. The sample consisted of 178 students of fifth and sixth primary school grades who participated in pull-out special education delivery programmes. Participants were found to be actively involved in both bullying and victimisation, with higher rates in victimisation. Statistically significant gender and disability differences in bullying and loneliness were identified. Both bullying and victimisation were associated with loneliness/social dissatisfaction, and self-efficacy for peer interactions. Moreover, our data provided evidence that bully/victims may be a distinct group in terms of their increased levels of loneliness. Results are discussed in terms of their implications for promoting children with special educational needs and disabilities social inclusion.

Research paper thumbnail of The Roles of Self-Efficacy, Peer Interactions and Attitudes in Bully-Victim Incidents

School Psychology International, 2005

This study examines the relationship between both bullying and victimization (as a whole and in i... more This study examines the relationship between both bullying and victimization (as a whole and in its different forms) and: (a) self-efficacy measures; (b) peer-interactions and (c) attitudes towards bullying and victimization. It also examined whether bully/victims are a distinct group in terms of the above-mentioned variables. The sample consisted of 448 4th to 6th grade primary education pupils (206 girls, 242 boys). The results of the study clearly indicate that self-efficacy measures, peer interactions and attitudes are associated with both bullying and victimization. In particular: (a) high self-efficacy for aggression is associated with both bullying and victimization, whereas high-self efficacy for assertion and for intervening in bully/victim situations is associated with lower scores on physical victimization for boys and girls respectively; (b) higher scores on positive interactions with peers are associated with lower scores on victimization and (c) higher scores on pro-bu...

Research paper thumbnail of Children's self-regulated learning profile in language and mathematics: The role of task value beliefs

Psychology in the Schools, 2010

... Panayiota Metallidou 1,* ,; Anastasia Vlachou 2. Article first published online: 30 JUN 2010.... more ... Panayiota Metallidou 1,* ,; Anastasia Vlachou 2. Article first published online: 30 JUN 2010. DOI: 10.1002/pits.20503. ... How to Cite. Metallidou, P. and Vlachou, A. (2010), Children's self-regulated learning profile in language and mathematics: The role of task value beliefs. ...

Research paper thumbnail of Motivational beliefs, cognitive engagement, and achievement in language and mathematics in elementary school children

International Journal of Psychology, 2007

T he contextual differences in the patterns of relations among various motivational, cognitive, a... more T he contextual differences in the patterns of relations among various motivational, cognitive, and metacognitive components of self-regulated learning and performance in two key curriculum subject areas, language and mathematics, were examined in a sample of 263 Greek primary school children of fifth-and sixthgrade classrooms. Age and gender differences were also investigated. Students were asked to complete the Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990), which comprised five factors: (a) Self-efficacy, (b) Intrinsic Value, (c) Test Anxiety, (d) Cognitive Strategy Use, and (e) Self-regulation Strategies. They responded to the statements of the questionnaire on a 7-point Likert scale in terms of their behaviour in mathematics and language classes, respectively. Moreover, their teachers were asked to evaluate each of their students' academic achievement in Greek language and mathematics on a 1-to 20-point comparative scale in relation to the rest of the class. The results of the study indicated very few differences in the pattern of relations among self-regulated components within and across the two subject areas and at the same time revealed a context-specific character of self-regulated components at a mean level differences. Further, the current study (a) confirmed the mediatory role of strategies in the motivation-performance relation, (b) stressed the differential role of cognitive and regulatory strategies in predicting performance in subject areas that differ in their structural characteristics of the content, and (c) pointed out the key motivational role of self-efficacy. In fact, self-efficacy proved the most significant predictor not only of performance but of cognitive and regulatory strategy use as well. Gender differences in motivation and strategy use were not reported, while motivation was found to vary mainly with age. The usefulness of these findings for promoting greater clarity among motivational and metacognitive frameworks and ideas for future research are discussed. C ette étude porte sur les différences contextuelles dans les patrons relationnels entre les diverses composantes motivationnelle, cognitive et métacognitive de l'apprentissage et de la performance auto-régulés dans deux domaines d'étude clé du programme, soit la langue et les mathématiques. Ces différences contextuelles ont été examinées dans un échantillon de 263 d'enfants d'une école primaire grecque (of) en cinquième et sixième année. Les différences sexuelles et les différences d'â ge ont été aussi étudiées. Les élèves ont été priés de compléter le «Motivated Strategies for Learning Questionnaire» (Pintrich & De Groot, 1990) qui comprend cinq facteurs: (a) l'auto-efficacité, (b) la valeur intrinsèque, (c) un test d'anxiété, (d) l'utilisation d'une stratégie cognitive et (e) les stratégies d'auto-régulation. Ils ont répondu aux énoncés du questionnaire sur une échelle de type Likert à 7 points en termes de leur comportement en classe de langue et en classe de mathématiques séparément. De plus, les enseignants ont été priés d'évaluer chaque résultat de leurs élèves dans la langue grecque et en mathématique sur une échelle allant de 1 à 20 points en comparaison au reste de la classe. Les résultats de l'étude ont indiqué très peu de différences dans les patrons relationnels entre les composantes auto-régulées à l'intérieur et entre les domaines d'étude. En même temps, les résultats ont révélé un caractère contextuel spécifique des composantes auto-regulées. De plus, la présente étude (a) a confirmé le rô le médiateur des stratégies dans la relation motivation-performance, (b) a souligné le rô le différé des stratégies cognitive et régulatoire dans la prédiction de la performance dans les domaines d'étude qui diffèrent dans leurs caractéristiques structurelles du contenu et (c) a souligné le rô le motivationnel clé de l'auto-efficacité. En effet, l'auto-efficacité s'est avérée être le prédicteur le plus significatif non seulement de la performance mais aussi de l'utilisation d'une stratégie cognitive et régulatoire. Des différences sexuelles dans la motivation et dans l'utilisation d'une stratégie n'ont pas été

Research paper thumbnail of Greek teachers’ belief systems about disability and inclusive education

International Journal of Inclusive Education, 2006

This paper is based on the argument that dominant beliefs and their associated assumptions are a ... more This paper is based on the argument that dominant beliefs and their associated assumptions are a core area of exploration in understanding the process of change and the politics of resistance in education. It commences with an analysis of the role, function and importance of beliefs in the development of special-inclusive education and continues with the exploration of Greek teachers' beliefs about disability and inclusion. The insights offered in an analysis of a particular national case study, while not comparative as such, can contribute to the international quest for understanding of the deep structures of beliefs and assumptions upon which surface structures of day-today practices in the organization and operation of schools are based.

Research paper thumbnail of Role of special/support teachers in Greek primary schools: a counterproductive effect of ‘inclusion’ practices

International Journal of Inclusive Education, 2006

Pull-out programmes, resource, and/or support rooms and services have played a vital role in eith... more Pull-out programmes, resource, and/or support rooms and services have played a vital role in either hindering or promoting the implementation of more inclusive practices in school communities. In Greece there is a strong assumption that support rooms and part-time withdrawal are the most effective ways of promoting the educational and social inclusion of children defined as having special needs. It is this assumption that the present analysis intends to challenge through the exploration of the way special teachers of primary education, who work in support rooms, perceive and interpret their role(s) and duties.

Research paper thumbnail of Education and inclusive policy-making: implications for research and practice

International Journal of Inclusive Education, 2004

and-conditions-of-access.pdf This article may be used for research, teaching and private study pu... more and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.

Research paper thumbnail of Preferences of students with general learning difficulties for different service delivery modes

European Journal of Special Needs Education, 2006

and-conditions-of-access.pdf This article may be used for research, teaching and private study pu... more and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.

Research paper thumbnail of Organizational preparedness domains and indicators of educational organizations for students with disabilities in pandemic times: A scoping review

Frontiers in Education

BackgroundThe impact of the COVID-19 pandemic on educational systems has caused a profound shift ... more BackgroundThe impact of the COVID-19 pandemic on educational systems has caused a profound shift in the organization and delivery of education worldwide. The effects of the pandemic crisis on educational systems proved to be detrimental for students with disabilities, highlighting not only the looming social and educational inequalities but also the huge gap in organizational preparedness for education, including identifying the main areas (domains) of preparedness that guide the process of organizational preparedness and the sub-themes (indicators) per domain that help educational organizations to evaluate their level of preparedness and to identify potential gaps and set priorities for preparedness planning.MethodsScoping review with thematic analysis was performed on literature published from 2010 to 2022. Six scientific databases (PsycInfo, Web of Science, Eric, Scopus, Proquest, JSTOR) and one academic search engine (Google Scholar) were examined in order to identify publicatio...

Research paper thumbnail of Adaptation to University Among Greek Students with Disabilities

EDULEARN21 Proceedings, 2021

Research paper thumbnail of Bullying and victimization in children with special educational needs: implications for inclusive practices

Bullying has been recognized as a widespread, persistent and serious problem occurring in schools... more Bullying has been recognized as a widespread, persistent and serious problem occurring in schools across different national contexts. Despite the surge of interest in bullying in recent years, much of the research has focused on its multiple facets and characteristics among non-disabled students, while little is known about its incidence and dimensions in the population of students receiving special education support provision. It is well-known that schooling has generally been constructed and operates around the notions of normalization and homogeneity and children’s diversity often generates discriminating responses contributing to exclusionary educational experiences. In the light of above, the present study aims at exploring the extent and different types of bullying and victimization among Greek students receiving special education support provision. The sample of the study consisted of 173 students attending 5th and 6th primary school grades and participating in pull-out speci...

Research paper thumbnail of Development of the “special-vocational-education-service-quality scale”

Quality Assurance in Education, 2020

Purpose The purpose of this paper is to describe the development of a scale for the evaluation of... more Purpose The purpose of this paper is to describe the development of a scale for the evaluation of the perceived quality of services provided to students with disabilities by Special Vocational Education (SVE) institutions in Greece. Design/methodology/approach SVE service quality was approached on the basis of the performance-only model. The participatory research paradigm was followed, engaging students with disability and specifically with intellectual disability in several stages of the instrument development. The methodological design included two phases for the establishment and testing of the reliability and validity of the scale. Findings The findings of the study support a multifactorial construct of SVE service quality consisting of five factors: responsiveness, surroundings, personalization, training and facilities adequacy. Research limitations/implications Generalization of results should be attempted with concern. The type and severity of disability should be considered...

Research paper thumbnail of Challenges for the labor market: 2 complementary approaches to premature cessation of occupational activity

International Journal of Occupational Medicine and Environmental Health, 2019

Objectives: Current demographic trends, such as society aging, the spreading of chronic diseases,... more Objectives: Current demographic trends, such as society aging, the spreading of chronic diseases, as well as early retirement choices, lead to the dwindling labor market population. Taking into consideration the foregoing tendencies and their consequences, the issue of the shrinking labor force resources seems to be the most important challenge for the labor market. In response to it, this paper identifies individual and institutional causes of withdrawal from the labor market, and explores the views of Polish stakeholders on existing strategies for the occupational reintegration of persons with chronic diseases (PwCDs). Material and Methods: Polish results of 2 European projects: "Participation to Healthy Workplaces and Inclusive Strategies in the Work Sector" (the PATHWAYS project) and "The Collaborative Research on Aging in Europe" (COURAGE in Europe) complemented each other. The cross-sectional population data and data from stakeholders' interviews were used. Results: The authors identified several causes which could encourage people to withdraw from the labor market before attaining the official retirement age at 3 different levels: individual, occupational, and institutional. Although research has shown that the macro-level situation is crucial to staying occupationally active, in Poland stakeholders have reported the lack of effective coordination in the implementation of policies for the occupational reintegration of PwCDs. Conclusions: A decision to cease work prematurely reflects a combination of many different factors, such as individual determinates, work characteristics, personal convictions, and systemic solutions. The study demonstrated that, despite the awareness of the dwindling resources of labor force, the employment-related challenges faced by PwCDs as well as people who are close to the retirement age remain unaddressed.

Research paper thumbnail of Effectiveness of Integration and Re-Integration into Work Strategies for Persons with Chronic Conditions: A Systematic Review of European Strategies

International journal of environmental research and public health, Mar 19, 2018

Due to low employment rates associated to chronic conditions in Europe, it is essential to foster... more Due to low employment rates associated to chronic conditions in Europe, it is essential to foster effective integration and re-integration into work strategies. The objective of this systematic review is to summarize the evidence on the effectiveness of strategies for integration and re-integration to work for persons with chronic diseases or with musculoskeletal disorders, implemented in Europe in the past five years. A systematic search was conducted in MedLine, PsycINFO, CDR-HTA, CDR-DARE and Cochrane Systematic Reviews. Overall, 32 relevant publications were identified. Of these, 21 were considered eligible after a methodological assessment and included. Positive changes in employment status, return to work and sick leave outcomes were achieved with graded sickness-absence certificates, part-time sick leave, early ergonomic interventions for back pain, disability evaluation followed by information and advice, and with multidisciplinary, coordinated and tailored return to work in...

Research paper thumbnail of What Persons with Chronic Health Conditions Need to Maintain or Return to Work-Results of an Online-Survey in Seven European Countries

International journal of environmental research and public health, Mar 26, 2018

Chronic health conditions represent the major share of the disease burden in Europe and have a si... more Chronic health conditions represent the major share of the disease burden in Europe and have a significant impact on work. This study aims to: (1) identify factors that have a negative or positive impact on the work lives of persons with chronic health conditions; (2) explore the needs of these persons to maintain a job or return to work and (3) compare these results with respect to these persons' occupational status. An online survey was performed in seven European countries. Open-ended survey questions were analyzed using qualitative methods. In total, 487 participants with six chronic health conditions participated. The majority of participants named work-related aspects (such as career development, stress at the workplace, work structure and schedule as well as workload), support of others and attitudes of others as being the factors positively and negatively impact their work lives the most. Our study shed light on the importance of changing the attitudes of supervisors and...

Research paper thumbnail of Promoting social inclusion: a structured intervention for enhancing interpersonal problem-solving skills in children with mild intellectual disabilities

Support for Learning, 2016

There has been increasing interest in providing students with disabilities, who are at risk of so... more There has been increasing interest in providing students with disabilities, who are at risk of social isolation, with opportunities to develop social competence and self-determination. Specifically, the provision of opportunities for teaching these students to promote social problem-solving skills is potentially useful for facilitating their social participation in inclusive settings. Although the importance of teaching problem-solving skills has been emphasised, there are still open questions regarding how teachers could put knowledge about problem-solving skills learning into practice, especially with regard to students with intellectual disabilities. This article presents a four-phase educational intervention programme designed to teach students with mild intellectual disabilities social problem-solving skills. A detailed description of the programme, including materials and methods, is provided. [ABSTRACT FROM AUTHOR]

Research paper thumbnail of Assessment of Quality for Inclusive Programs in Greek Preschool Classrooms

Journal of Early Intervention, 2015

The purpose of this study was to examine the quality of the practices that Greek teachers use to ... more The purpose of this study was to examine the quality of the practices that Greek teachers use to support the inclusion of children with disabilities in general preschools. Fifty-two preschool units for children between 4 and 6 years of age participated in this study. Data were collected through systematic observation with the use of the Inclusive Classroom Profile (ICP). Given that the ICP was devised and field tested in the United Kingdom, its applicability to Greece was subsequently explored. Results from descriptive statistics revealed the existence of mainly poor-quality practices. Analysis of the reliability of the scale showed high interrater agreement, while exploration of its structural validity showed that quality was detected as a unidimensional construct consisting of nine items. This article discusses the issue of preschool inclusion quality in Greece, while it contributes to the emergent research on the ICP in relation to its validation in different cultures.

Research paper thumbnail of 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, 2015

The acquisition of appropriate social skills is considered critical for a person’s social develop... more The acquisition of appropriate social skills is considered critical for a person’s social development and personal well-being. This consideration is far more crucial in the area of inclusive education, where the development of social skills in children with SEN has been associated with academic progress, social inclusion and successful transition to adult life. Special teachers are considered to be critical agents in designing and implementing school-based interventions targeting at the social development of students with SEN. The aim of this qualitative study was to explore the responses of forty (40) Greek special education teachers about dealing with the difficulties experienced by students with SEN in the social domain. Data were gathered through semi-structured interviews and were coded and analysed according to the principles of the inductive data-driven analysis approach. The analysis revealed that special teachers had to respond to a wide range of difficulties concerning the students’ social skills that were mainly associated with the formation and maintenance of peer relations, the development of assertion, self-management, compliance and academic related skills. The participant teachers used a repertoire of strategies. However, their responses were not a part of a systematic social skills programming. Furthermore, many participants did not consider themselves efficient enough to create and implement such programmes. The paper concludes by highlighting the need to advance the initial training and professional development programmes of special teachers by incorporating courses related to designing and implementing multi-layered and holistic school-based interventions targeting at the social skills development of students with SEN.

Research paper thumbnail of Roles, duties and challenges of special/support teachers at secondary education: implications for promoting inclusive practices

European Journal of Special Needs Education, 2015

Recent inclusive policy directives and advice offered to schools strongly recommend special/suppo... more Recent inclusive policy directives and advice offered to schools strongly recommend special/support teachers to expand their role and extend their duties. In light of this, we investigated how Greek secondary special/support teachers perceive and experience their role, work profile and the challenges they encounter. Qualitative analysis revealed that participants perceived their role as multidimensional, but focused on its reactive rather than proactive aspect. Role ambiguity, confusing expectations, lack of collaboration and the devalued position within the teaching staff of the school were some of the complexities reported. The findings are discussed in terms of their implications for advancing teachers’ professional development and promoting inclusive practices within secondary education schools.

Research paper thumbnail of Early childhood teachers' understanding of inclusive education and associated practices: reflections from Greece

International Journal of Early Years Education, 2014

This paper focuses on Greek regular and special preschool teachers' understanding of inclusion; t... more This paper focuses on Greek regular and special preschool teachers' understanding of inclusion; their views about the engagement of children with disabilities in typical day routines/activities; and their preferred strategies for facilitating children's engagement in classroom activities. Data were gathered through semi-structured interviews with 77 teachers (45 regular and 32 special educators) drawn from 47 preschool mainstream settings in Greece. The analysis revealed that teachers hold conflicting and restrictive beliefs about inclusive education. Further, the teachers' accounts indicated that most of the children with disabilities were experiencing significant difficulties in their engagement during free-play as well as structured/semi-structured activities. Lastly, teachers identified a range of strategies that they deployed for promoting children's involvement in classroom activities. The paper concludes by highlighting the need to shift away from a narrow individualistic-deficit assumption of disability towards a socio-constructivist conceptualisation of 'diversity' and the establishment of genuinely inclusive school cultures.

Research paper thumbnail of Bully/victim problems among Greek pupils with special educational needs: associations with loneliness and self-efficacy for peer interactions

Journal of Research in Special Educational Needs, 2013

This study explores the prevalence of different types of bullying and victimisation among Greek p... more This study explores the prevalence of different types of bullying and victimisation among Greek pupils receiving special education support provision. Associations of these types with feelings of loneliness and perceived social efficacy for peer interactions are also examined. The sample consisted of 178 students of fifth and sixth primary school grades who participated in pull-out special education delivery programmes. Participants were found to be actively involved in both bullying and victimisation, with higher rates in victimisation. Statistically significant gender and disability differences in bullying and loneliness were identified. Both bullying and victimisation were associated with loneliness/social dissatisfaction, and self-efficacy for peer interactions. Moreover, our data provided evidence that bully/victims may be a distinct group in terms of their increased levels of loneliness. Results are discussed in terms of their implications for promoting children with special educational needs and disabilities social inclusion.

Research paper thumbnail of The Roles of Self-Efficacy, Peer Interactions and Attitudes in Bully-Victim Incidents

School Psychology International, 2005

This study examines the relationship between both bullying and victimization (as a whole and in i... more This study examines the relationship between both bullying and victimization (as a whole and in its different forms) and: (a) self-efficacy measures; (b) peer-interactions and (c) attitudes towards bullying and victimization. It also examined whether bully/victims are a distinct group in terms of the above-mentioned variables. The sample consisted of 448 4th to 6th grade primary education pupils (206 girls, 242 boys). The results of the study clearly indicate that self-efficacy measures, peer interactions and attitudes are associated with both bullying and victimization. In particular: (a) high self-efficacy for aggression is associated with both bullying and victimization, whereas high-self efficacy for assertion and for intervening in bully/victim situations is associated with lower scores on physical victimization for boys and girls respectively; (b) higher scores on positive interactions with peers are associated with lower scores on victimization and (c) higher scores on pro-bu...

Research paper thumbnail of Children's self-regulated learning profile in language and mathematics: The role of task value beliefs

Psychology in the Schools, 2010

... Panayiota Metallidou 1,* ,; Anastasia Vlachou 2. Article first published online: 30 JUN 2010.... more ... Panayiota Metallidou 1,* ,; Anastasia Vlachou 2. Article first published online: 30 JUN 2010. DOI: 10.1002/pits.20503. ... How to Cite. Metallidou, P. and Vlachou, A. (2010), Children's self-regulated learning profile in language and mathematics: The role of task value beliefs. ...

Research paper thumbnail of Motivational beliefs, cognitive engagement, and achievement in language and mathematics in elementary school children

International Journal of Psychology, 2007

T he contextual differences in the patterns of relations among various motivational, cognitive, a... more T he contextual differences in the patterns of relations among various motivational, cognitive, and metacognitive components of self-regulated learning and performance in two key curriculum subject areas, language and mathematics, were examined in a sample of 263 Greek primary school children of fifth-and sixthgrade classrooms. Age and gender differences were also investigated. Students were asked to complete the Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990), which comprised five factors: (a) Self-efficacy, (b) Intrinsic Value, (c) Test Anxiety, (d) Cognitive Strategy Use, and (e) Self-regulation Strategies. They responded to the statements of the questionnaire on a 7-point Likert scale in terms of their behaviour in mathematics and language classes, respectively. Moreover, their teachers were asked to evaluate each of their students' academic achievement in Greek language and mathematics on a 1-to 20-point comparative scale in relation to the rest of the class. The results of the study indicated very few differences in the pattern of relations among self-regulated components within and across the two subject areas and at the same time revealed a context-specific character of self-regulated components at a mean level differences. Further, the current study (a) confirmed the mediatory role of strategies in the motivation-performance relation, (b) stressed the differential role of cognitive and regulatory strategies in predicting performance in subject areas that differ in their structural characteristics of the content, and (c) pointed out the key motivational role of self-efficacy. In fact, self-efficacy proved the most significant predictor not only of performance but of cognitive and regulatory strategy use as well. Gender differences in motivation and strategy use were not reported, while motivation was found to vary mainly with age. The usefulness of these findings for promoting greater clarity among motivational and metacognitive frameworks and ideas for future research are discussed. C ette étude porte sur les différences contextuelles dans les patrons relationnels entre les diverses composantes motivationnelle, cognitive et métacognitive de l'apprentissage et de la performance auto-régulés dans deux domaines d'étude clé du programme, soit la langue et les mathématiques. Ces différences contextuelles ont été examinées dans un échantillon de 263 d'enfants d'une école primaire grecque (of) en cinquième et sixième année. Les différences sexuelles et les différences d'â ge ont été aussi étudiées. Les élèves ont été priés de compléter le «Motivated Strategies for Learning Questionnaire» (Pintrich & De Groot, 1990) qui comprend cinq facteurs: (a) l'auto-efficacité, (b) la valeur intrinsèque, (c) un test d'anxiété, (d) l'utilisation d'une stratégie cognitive et (e) les stratégies d'auto-régulation. Ils ont répondu aux énoncés du questionnaire sur une échelle de type Likert à 7 points en termes de leur comportement en classe de langue et en classe de mathématiques séparément. De plus, les enseignants ont été priés d'évaluer chaque résultat de leurs élèves dans la langue grecque et en mathématique sur une échelle allant de 1 à 20 points en comparaison au reste de la classe. Les résultats de l'étude ont indiqué très peu de différences dans les patrons relationnels entre les composantes auto-régulées à l'intérieur et entre les domaines d'étude. En même temps, les résultats ont révélé un caractère contextuel spécifique des composantes auto-regulées. De plus, la présente étude (a) a confirmé le rô le médiateur des stratégies dans la relation motivation-performance, (b) a souligné le rô le différé des stratégies cognitive et régulatoire dans la prédiction de la performance dans les domaines d'étude qui diffèrent dans leurs caractéristiques structurelles du contenu et (c) a souligné le rô le motivationnel clé de l'auto-efficacité. En effet, l'auto-efficacité s'est avérée être le prédicteur le plus significatif non seulement de la performance mais aussi de l'utilisation d'une stratégie cognitive et régulatoire. Des différences sexuelles dans la motivation et dans l'utilisation d'une stratégie n'ont pas été

Research paper thumbnail of Greek teachers’ belief systems about disability and inclusive education

International Journal of Inclusive Education, 2006

This paper is based on the argument that dominant beliefs and their associated assumptions are a ... more This paper is based on the argument that dominant beliefs and their associated assumptions are a core area of exploration in understanding the process of change and the politics of resistance in education. It commences with an analysis of the role, function and importance of beliefs in the development of special-inclusive education and continues with the exploration of Greek teachers' beliefs about disability and inclusion. The insights offered in an analysis of a particular national case study, while not comparative as such, can contribute to the international quest for understanding of the deep structures of beliefs and assumptions upon which surface structures of day-today practices in the organization and operation of schools are based.

Research paper thumbnail of Role of special/support teachers in Greek primary schools: a counterproductive effect of ‘inclusion’ practices

International Journal of Inclusive Education, 2006

Pull-out programmes, resource, and/or support rooms and services have played a vital role in eith... more Pull-out programmes, resource, and/or support rooms and services have played a vital role in either hindering or promoting the implementation of more inclusive practices in school communities. In Greece there is a strong assumption that support rooms and part-time withdrawal are the most effective ways of promoting the educational and social inclusion of children defined as having special needs. It is this assumption that the present analysis intends to challenge through the exploration of the way special teachers of primary education, who work in support rooms, perceive and interpret their role(s) and duties.

Research paper thumbnail of Education and inclusive policy-making: implications for research and practice

International Journal of Inclusive Education, 2004

and-conditions-of-access.pdf This article may be used for research, teaching and private study pu... more and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.

Research paper thumbnail of Preferences of students with general learning difficulties for different service delivery modes

European Journal of Special Needs Education, 2006

and-conditions-of-access.pdf This article may be used for research, teaching and private study pu... more and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.