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Professor / Special/Inclusive Education
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

Academic Rank: Professor

Subject: Special and Inclusive Education

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) 24210-74824

Research interests

  • Inclusive pedagogy
  • The inclusion of students with special educational needs and/or disabilities
  • Social inclusion
  • Social skills development
  • Children with intellectual disabilities
  • Family and school relationships
  • Inclusive policy-practices
  • Disability studies
  • Cultural psychology of learning
  • Cultural counseling and the inclusion of socially vulnerable groups

SED courses

  • Introduction to Special Education
  • Contemporary issues in Special Education
  • Inclusive Pedagogy
  • Educational assessment in Special Education

Office hours

  • Monday: 14.00-15.00
  • Thursday: 12.00–13.00

Hours for supporting students

  • Monday: 12.00–15.00
  • Friday: 12.00–15.00

Publications

Book

  1. Kalantzi-Azizi, Α., Ζoniou-Sideri, Α. & Vlachou, Α (1996). Prejudices and Stereotypes: Development and Confrontation. Athens: Grammateia Laikis Epimorfosis. [in Greek]

Edited books

  1. Zoniou-Sideri Α., Deropoulou-Derou, Ε. & Vlachou, Α. (Eds.), (2012). Disability and educational policies. Athens: Pedio. ISBN 978-960-546-100-3 [in Greek]
  2. Vlachou, A., Kaila, Μ. & Stroggylos, Β. (2006) (Eds), Children with special educational needs: Family and School. Athens: Atrapos . ISBN: 960-6622-62-2 [in Greek]

Selected Publications

  1. Didaskalou, E., Stavroussi, P. & Vlachou, A. (in press). ‘Defining and assessing social and personal skills difficulties of students with SENDs: Implications for social inclusion research and practice’. In: Ε. Kourkoutas & Α. Hart (Eds.) Innovative Practices & Interventions for Children & Adolescents with Psychosocial Difficulties and Disabilities. U.K.: Cambridge Scholars Publishing.
  2. Vlachou, A., Eletheriadou, D., & Metallidou, P. (2013) ‘Do learning difficulties differentiate elementary teachers’ attributional patterns for students’ academic failure? A comparison between Greek regular and special education teachers’ European Journal of Special Needs Education, org/10.1080/08856257.2013.830440
  3. Αndreou, E., Didaskalou, E. & Vlachou, A. (2013). ‘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. doi: 10.1111/1471-3802.12028.
  4. Vlachou, A, A. & Zoniou-Sideri, Α. (2010) ‘Inclusive education and co-operative practices between regular and special education teachers’, Hellenic Journal of Psychology, 7(2), 180 -204. [in Greek]
  5. Μetallidou, P & Vlachou, A. (2010) ‘Children's self-regulated learning profile in language and mathematics: The role of task value beliefs’, Psychology in the Schools, 47 (8), 776–788.
  6. Vlachou, A., Didaskalou, E., & Voudouri, E. (2009). ‘Mainstream teachers’ instructional adaptations: implications for inclusive responses’, Journal Revista de Educacion, 349, 179-203.
  7. Didaskalou, E., Andreou, E., & Vlachou, A. (2009). ‘Bullying and Victimization in Children with Special Educational Needs: Implications for Inclusive Practices’, INTERACCOES, 13, 249-274.
  8. Andreou, E., Didaskalou, E., & Vlachou, A. (2008). ‘Outcomes of a curriculum-based anti-bullying intervention program on students’ attitudes and behaviour’, Emotional and Behavioural Difficulties, 13(4), 235-248.
  9. Vlachou, A., Didaskalou, E., & Argyrakoyli, E. (2007). ‘Students’ perceptions of their withdrawal in resource-room settings”’, Epistimes tis Agogis, 4, 213-229. [in Greek]
  10. Didaskalou, Ε., Vlachou, Α., Andreou, Ε., & Μati-Zisi, Ε. (2007). ‘An educational intervention program for combating aggressiveness and bullying at primary schools’, Epitheorisis Simvouleutikis kai Prosanatolismou, 80-81, 65-81. [in Greek]
  11. Vlachou, A. (2006). Role of special/support teachers in Greek primary schools: a counterproductive effect of inclusion practices. International Journal of Inclusive Education, 10(1), 39-58.
  12. Metallidou, P. & Vlachou, A. (2006). Motivational beliefs, cognitive gement, and achievement in language and mathematics in elementary school children. International Journal of Psychology, 42(1), 16-26.
  13. Zoniou-Sideri, A. & Vlachou, A. (2006). Greek teachers’ belief systems about disability and inclusive education. International Journal of Inclusive Education, 10(4/5), 379-394.
  14. Vlachou, A., Didaskalou, E., & Argyrakouli, E. (2006). ‘Preferences of students with general learning difficulties for different service delivery modes’, European Journal of Special Needs Education, 21 (2), 201-216.
  15. Vlachou, A. & Papadimitriou, D. (2004). ‘Inclusive education as a result of school improvement’: Reference to specific “quality” indicators. Pedagogiki Epitheoris, 37, σελ. 105-123. [in Greek]
  16. Vlachou, A. (2004). Education and inclusive policy-making: implications for research and practice. International Journal of Inclusive Education, 8(1), 3-21.

More information

Anastasia Vlachou is an Associate Professor of Special and Inclusive Education at the Department of Special Education, University of Thessaly, Greece. She has a B.A. from the Faculty of Philosophy with a Major Degree in Psychology, M.A. in Educational Psychology and Counselling, from McGill University, Montreal, Canada and a PhD in Inclusive Education from the University of Sheffield, Sheffield U.K She has taught and worked in a number of educational institutions in Canada, England and Greece. She is the author of the book ‘Struggles for inclusive education’ Buckingham: Open University Press, (1997) that has been translated in Spanish «Caminos Hacia una Educación Inclusiva». Madrid: La Mourallia .  

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