Zobrazeno 1 - 10
of 49
pro vyhledávání: '"Elias Avramidis"'
Autor:
Anastasia Toulia, Silvia Alves, Elias Avramidis, Manuela Sanches-Ferreira, Monica Silveira-Maia
Publikováno v:
International Journal of Educational Research Open, Vol 3, Iss , Pp 100205- (2022)
This study investigates the perspectives of teachers in Greece and Portugal on the effectiveness of a newly developed programme (FRIEND-SHIP intervention) aiming at fostering students’ social participation. Sixteen elementary school teachers, ten f
Externí odkaz:
https://doaj.org/article/ba357682a29449ed8f13874e8fb8750c
Publikováno v:
European Journal of Special Needs Education. :1-22
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::afb5198fca6d94656220f2f870978679
https://doi.org/10.1080/08856257.2023.2172894
https://doi.org/10.1080/08856257.2023.2172894
Publikováno v:
Australasian Journal of Special and Inclusive Education. 46:74-87
Recent sociometric research has described students with special educational needs (SEN) as less accepted and experiencing more social difficulties than their classmates without SEN. This study addresses the social participation of students with moder
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::70a73173e7ba97cf915d17db5694314c
https://doi.org/10.1017/jsi.2022.3
https://doi.org/10.1017/jsi.2022.3
Publikováno v:
Psychology in the Schools. 60:1459-1476
The mandatory closure of schools due to the Covid-19 pandemic affected the mental health, and, by extension, the personal and professional life of teachers. This study explored their level of resilience during the pandemic and its association with at
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::17c80eddbe674edbfdb05190976526c1
https://doi.org/10.1002/pits.22709
https://doi.org/10.1002/pits.22709
Autor:
Umesh Sharma, Tim Loreman, Fiona May, Alessandra Romano, Caroline Sahli Lozano, Elias Avramidis, Stuart Woodcock, Pearl Subban, Harry Kullmann
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f71397bb464420c296f043bc4750512d
https://hdl.handle.net/11365/1228974
https://hdl.handle.net/11365/1228974
THE NEUROCOGNITIVE NATURE OF DEVELOPMENTAL DYSLEXIA: EVIDENCE SUPPORTING THE MULTIPLE-DEFICIT MODELS
Publikováno v:
EDULEARN Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8bc3a21fe8edff909a7cf39be1952cfe
https://doi.org/10.21125/edulearn.2022.0926
https://doi.org/10.21125/edulearn.2022.0926
Autor:
Filippos Vlachos, Elias Avramidis
Publikováno v:
International Journal of Neuroscience and Behavioral Science. 8:1-5
Developmental dyslexia and developmental dysgraphia are considered to be distinct learning difficulties that affect the child's ability to learn. Dyslexia affects all aspects of written language, while the symptoms of dysgraphia appear to be confined
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4f889ad4c572c564a2e5b43faaba371f
https://doi.org/10.13189/ijnbs.2020.080101
https://doi.org/10.13189/ijnbs.2020.080101
Autor:
Pearl Subban, Brent Bradford, Umesh Sharma, Tim Loreman, Elias Avramidis, Harry Kullmann, Caroline Sahli Lozano, Alessandra Romano, Stuart Woodcock
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2be6a36ab2121623d6b905f1557e985a
http://hdl.handle.net/11365/1204751
http://hdl.handle.net/11365/1204751
Autor:
Susana Padeliadu, Elias Avramidis, Thomai K. Tsiakali, Vassilios Argyropoulos, Magda Nikolaraizi
Publikováno v:
British Journal of Visual Impairment. 37:154-168
This article presents the outcomes of a national survey set in Greece examining the preferences and choices of students with vision impairments on literacy medium for studying. In brief, this study explored (a) the students’ preferences regarding l
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a9ec1325848fe5e6fd18ada16d3c7b72
https://doi.org/10.1177/0264619619838667
https://doi.org/10.1177/0264619619838667
In this collaborative action research project three researchers and six primary teachers in two Greek mainstream schools developed a peer tutoring programme for 130 students, 11 of whom were students with special educational needs and disabilities (S
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5aa07f559eb0b723c077b9a54766bc24
https://eprints.soton.ac.uk/448427/
https://eprints.soton.ac.uk/448427/