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Αυτή η διεύθυνση ηλεκτρονικού ταχυδρομείου προστατεύεται από τους αυτοματισμούς αποστολέων ανεπιθύμητων μηνυμάτων. Χρειάζεται να ενεργοποιήσετε τη JavaScript για να μπορέσετε να τη δείτε.

Άλλες πληροφορίες

Vasilis Argyropoulos photo

Academic Rank: Associate Professor

Subject: Educational Perspectives in the Education of Individuals with Visual Disability

Email: Αυτή η διεύθυνση ηλεκτρονικού ταχυδρομείου προστατεύεται από τους αυτοματισμούς αποστολέων ανεπιθύμητων μηνυμάτων. Χρειάζεται να ενεργοποιήσετε τη JavaScript για να μπορέσετε να τη δείτε.

Tel: (+30) 24210-74860

Curriculum vitae

Research interests

  • Education and inclusion of students with vision disability
  • Issues of accessibility in academic and physical environments regarding individuals with vision disability
  • Issues of access and accessibility in formal (e.g. educational settings) and non-formal educational settings (e. g. museums)
  • The braille code, literacy in the education of students who are visually impaired, universal design, differentiated instruction and differentiated curricula.
  • Issues of evaluation and early intervention in students with visual impairment and multiple disabilities

SED courses

  • Introduction in the education of students with visual impairments.
  • Instructional approaches and assessment in the education of students with visual impairment and multiple disabilities.
  • The differentiated curriculum in the education of students with visual impairments.
  • The Braille Code: Reading and Writing.

Office hours

It is recommended to communicate in advance by sending an email (Αυτή η διεύθυνση ηλεκτρονικού ταχυδρομείου προστατεύεται από τους αυτοματισμούς αποστολέων ανεπιθύμητων μηνυμάτων. Χρειάζεται να ενεργοποιήσετε τη JavaScript για να μπορέσετε να τη δείτε.) in order to arrange an on-line appointment.

Selected Publications

Publications in peer-reviewed International Journals

  1. Kouroupetroglou, G., Martos, A., Argyropoulos, V., & Papadopoulos, K. (in press). Tactile Identification of Embossed Lines and Square Areas in Diverse Dot Heights by Blind Individuals. Universal Access in the Information Society.
  2. Argyropoulos, V., Sideridis, G., Padeliadu, S., Martos, A., Koutsogiorgou, S., & Nikolaraizi, M. (2020). Refreshable Braille Displays and Reading Fluency: a pilot study in individuals with blindness. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10126-2
  3. Papadimitriou, V. & Argyropoulos, V. (2019). Tracing the effectiveness of braille reading patterns in individuals with blindness: handedness and error analysis. British Journal of Visual Impairment, 38(2), 209-221.
  4. Argyropoulos, V., Hathazi, A., & Nikolaraizi, M. (2019). Undergraduate Student Education Programs Regarding Braille Literacy: A Transnational Comparative Study. Higher Education Studies, 9(4), 44-57.
  5. Argyropoulos, V. & Padeliadu, S., Avramidis, E., Tsiakali, T., & Nikolaraizi, M. (2019). An investigation of preferences and choices of students with vision impairments on literacy mediums for studying. British Journal of Visual Impairment, 37(2), 154-198.
  6. Argyropoulos, V., Paveli, A. & Nikolaraizi, M. (2019). The role of DAISY digital talking books in the education of individuals with blindness: A pilot study. Education and Information Technologies, 24(1), 693-709.
  7. Papadimitriou, V. & Argyropoulos, V. (2017). The effect of hand movements on braille reading accuracy. International Journal of Educational Research, 85, 43-50.
  8. Argyropoulos, V., & Papadimitriou, V. (2017). Spelling accuracy and students with visual impairments: A quantitative and qualitative approach of spelling errors. International Journal of Educational Research, 83, 135-141.
  9. Vlachos, F., Argyropoulos, V., & Papadimitriou, V. (2017). Effects of handedness and blindness on braille reading accuracy. Advances in Neurodevelopmental Disorders, 1, 141-148.
  10. Argyropoulos, V., Masoura, E., Tsiakali, T., Nikolaraizi, M., & Lappa, C. (2017). Verbal working memory and reading abilities among students with visual impairment. Research in Developmental Disabilities, 64, 87-95. 

Publications in peer-reviewed Greek Journals

  1. Παπαδημητρίου, Β. & Αργυρόπουλος, Β. (υπό δημοσίευση). Κώδικας braille και αλφαβητική στρατηγική ανάγνωσης: ανάλυση λαθών και εφαρμογές στην εκπαίδευση. Επιστήμες της Αγωγής.
  2. Αργυρόπουλος, Β. & Κατσαντώνη, Σ. (2020). Μουσεία, καθολικός σχεδιασμός και άτομα με αναπηρία όρασης: μια οικολογική προσέγγιση. Επιστήμες της Αγωγής, 149-170.
  3. Αργυρόπουλος, Β., & Βλαχογιάννη, Α. (2019). Ερευνώντας τις αντιλήψεις εκπαιδευτικών δευτεροβάθμιας εκπαίδευσης για τη διαφοροποίηση μέσα από την αποτελεσματικότητα της διδασκαλίας τους. Επιστημονική Επετηρίδα του Παιδαγωγικού Τμήματος Δ.Ε. του Πανεπιστημίου Ιωαννίνων, «Διαφοροποιημένη Διδασκαλία και Καινοτόμες Δράσεις», Τομ. 31, 76-102, Παν/μιο Ιωαννίνων.
  4. Παπαδημητρίου, Β., & Αργυρόπουλος, Β. (2019). Ο ρόλος της προτίμησης χεριού στη μηχανική διαδικασία γραφής μέσω braille. Επιστήμες της Αγωγής, 106-119.
  5. Αργυρόπουλος, Β., Κανάρη, Χ., & Χαμονικολάου, Σ. (2017). Επιμορφωτικές δράσεις σε θέματα προσβασιμότητας ατόμων με αναπηρία σε μουσεία και αρχαιολογικούς χώρους: Μια μελέτη περίπτωσης, Museumedu, 5, 35-53.
  6. Κανάρη, Χ., Αργυρόπουλος, Β., & Φιλιππάτου, Δ. (2017). Κοινωνική ένταξη και μουσεία: Απόψεις εκπαιδευτικών ειδικής αγωγής και εκπαίδευσης για τη συνεισφορά των μουσείων στην κοινωνική ένταξη μαθητών με αναπηρία όρασης, Museumedu, 107-133.

Publications in Proceedings (Conferences)

  1. Argyropoulos, V., Kanari, C., Papazafiri, M., & Nikolaraizi, M. (2020). Effective Communication for Individuals with vision impairment and multiple disabilities: the case of the PrECIVIM project. In M. Mira Tzvetkova-Arsova & M. Tomova (Eds), Proceedings of the 7th ICEVI Balkan Conference (pp. 143-149). Sofia, Bulgaria: ICEVI-Europe.
  2. Argyropoulos, V., & Nikolaraizi, M. (2019). Bridging the gap between teaching and researching in the field of visual impairment. Proceedings of IASTEM International Conference (pp. 33-36). London. United Kingdom.
  3. Argyropoulos, V., & Thymakis. P. (2018). Special education teachers and self-determination of students with vision disability. Proceedings of EDULEARN18 Conference (pp. 6598-6603). Palma de Mallorca, Spain.
  4. Papazafiri, M., & Argyropoulos, V. (2018). Assistive Technology and special education teachers: the case of students with multiple disabilities and vision impairment. Proceedings of EDULEARN18 Conference (pp. 5485-5492). Palma de Mallorca, Spain.
  5. Argyropoulos, V., Nikolaraizi, M., & Papazafiri, M. (2018). Disaster Education and children with visual impairment. Proceedings of the 20th International Conference on Advanced Pedagogical Sciences and Educational Policies (pp. 2134-2137). Sydney, Australia.
  6. Argyropoulos, V., & Papazafiri, M. (2017). Investigating tactile exploratory procedures of students with multiple disabilities and visual impairment: current trends in education. Proceedings of ICERI2017 (pp. 2023-2029). Seville, Spain.
  7. Argyropoulos, V., Nikolaraizi, M., Kanari, C., & Chamonikolaou, S. (2017). Current and future trends in museums regarding visitors with disabilities: the case of visitors with visual impairments. Proceedings of the 9th ICEVI “empowered by dialogue” (pp. 32-33). Bruges, Belgium.
  8. Argyropoulos, V., Nikolaraizi, M., Kanari, C., Chamonikolaou, S., Plati, M., Markou, E., & Leotsakou, B. (2017). Bridging theory and practice in developing inclusive practices in museum: The Greek case. Proceedings of the 9th ICEVI “empowered by dialogue” (pp. 40-41). Bruges, Belgium.
  9. Nikolaraizi, M., Chamonikolaou, S., Argyropoulos, V., & Kanari, C. (2017). Investigating risk perception and disaster management through perspectives of children with and without visual disability. Proceedings of the 9th ICEVI “empowered by dialogue” (pp. 69-70). Bruges, Belgium.

Chapters in Books

As editor

  1. Halder, S., & Argyropoulos, V. (Eds) (2019). Inclusion, Equity and Access for Individuals with Disabilities: Insights from Educators across World. Cham: Palgrave McMillan.
  2. Argyropoulos, V. (section-Ed, 2019). Subsection: Assistive Technologies for Special Education and People with Disabilities. In A. Tatnall (Ed) Encyclopedia of Education and Information Technologies. Heidelberg: Springer Nature publishing company.
  3. Αrgyropoulos, V., Chamonikolaou, S., & Kanari, C. (Eds). (2015) Culture and Special Education: access of people with disabilities in the physical and cultural environment of museums and archeological sites. Volos, University of Thessaly (in Greek).
  4. Padeliadu, S., & Argyropoulos, V. (2013) (Eds.) Special Education: from theory to praxis. Athens: Pedio (in Greek).

As author

  1. Argyropoulos, V., Nikolaraizi, M., & Papazafiri, M. (in press). Alternative Routes Toward Literacy for Individuals with Deafblindness: The Role of Assistive Technology. In S. Easterbrooks & H. Dostal (Eds.), The Oxford Handbook of Deaf Studies in Literacy. London: Oxford University Press.
  2. Argyropoulos, V., & Gentle, F. (2019). Formal and non-formal education for individuals with vision impairment or multiple disabilities and vision impairment. In J. Ravenscroft (Εd.) The Routledge Handbook of Visual Impairment (pp. 118-142). Abingdon: Routledge.
  3. Argyropoulos, V., & Halder, S. (2019). Disability within contemporary inclusion dynamics: a global point of view. In S. Halder & V. Argyropoulos (Eds), Inclusion, Equity and Access for Individuals with Disabilities: Insights from Educators across World (pp. 1-15). Cham: Palgrave McMillan.
  4. Halder, S., & Argyropoulos, V. (2019). Challenges and strategic pathways to participation, equity, and access. In S. Halder & V. Argyropoulos (Eds), Inclusion, Equity and Access for Individuals with Disabilities: Insights from Educators across World (pp. 665-688). Cham: Palgrave McMillan.
  5. Argyropoulos, V., & Papadimitriou, V. (2019). Examining the inclusion of people with visual disabilities in workplace: a Greek case study. In S. Halder & V. Argyropoulos (Eds), Inclusion, Equity and Access for Individuals with Disabilities: Insights from Educators across World (pp. 243-262). Cham: Palgrave McMillan.
  6. Argyropoulos, V., & Kanari, C. (2019). The role of non-formal learning environments in education and socialization of children with visual disability: the case of museums. In S. Halder & V. Argyropoulos (Eds), Inclusion, Equity and Access for Individuals with Disabilities: Insights from Educators across World (pp. 125-151). Cham: Palgrave McMillan.
  7. Argyropoulos V., Ravenscroft J. (2019) Assisting People with Vision Impairments through Technology. In: A. Tatnall (Ed.), Encyclopedia of Education and Information Technologies (pp. 1-10). Cham: Springer Nature.

National and European Projects

2019-2022, University of Thessaly, Greece

Coordinator of the European project “Early Intervention Services for Families with Children with Vision Impairment and Additional Disabilities” (ErISFaVIA). The project is implemented by the University of Thessaly and financed by the European Social Fund (Erasmus + Programme, KA2), (Project Agreement Number 2019-1-EL01-KA201-062886).

2020-2021, University of Thessaly, Greece

Formal Partner of the European project “Four-Minute BarrierS" Project (FMB)”. The project is coordinated by Bulgaria and it is financed by the European Social Fund (Erasmus + Programme, 2020-2021/ Project Agreement Number 613251-EPP-1-2019-1-BG-SPO-SCP).

2019-2021, University of Thessaly, Greece

Formal Partner of the European project “Visually Impaired youth with Vested Autonomy –Social inclusion via social entrepreneurship” (VIVA). The project is coordinated by Bulgaria and it is financed by the European Social Fund (Erasmus + Programme/Cooperation for Innovation and the exchange of good practices Project Agreement Number: 2018-3-RO01-KA205-060985).

2019-2021, University of Thessaly, Greece

Formal Partner of the European project “Towards a Multisensory and Inclusive Museum for Individuals with Sensory Disabilities” (ToMiMEUs). The project is coordinated by Romania and is financed by the European Social Fund (Erasmus + Programme.

2017-2020, University of Thessaly, Greece

Coordinator of the European project “Promoting Effective Communication for Individuals with a Vision Impairment and Multiple Disabilities” (PrECIVIM). The project is implemented by the University of Thessaly and financed by the European Social Fund (Erasmus + Programme, KA2), (Project Agreement Number 2017-1-EL01-KA201-036289).

2014-2017, University of Thessaly, Greece

Coordinator of the European project “Bridging the Gap between Museums and Individuals with Visual Impairments (BaGMIVI)” (Project Number: 1-EL01-KA200-001631). The project was implemented by the University of Thessaly and financed by the European Social Fund (Erasmus + Programme- A2 Programme).

2014-2017, University of Lancaster, UK

Research Fellow in the European project “Cultures of disaster and resilience among children and young people” (Horizon 2020- under grant agreement No 653753).

2014-2015, University of Thessaly, Greece

Coordinator of the project “The access of individuals with disabilities or/and special educational needs to the physical and cultural environment of museums (PEGA)”. The project was implemented by the University of Thessaly and co-financed by the European Social Fund (ESF) and national resources (Ministry of National Education and Religious Affairs).

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