1. Subban, P. Woodcock, S., Bradford, B., Romano, A., Sahli-Lozano, C. Kullman, H. Sharma, U., Loreman, T. & Avramidis, E. (2024). What does the village need to raise a child with additional needs?  Thoughts on creating a framework to support collective inclusion. Teachers and Teaching: Theory and Practice: https://doi.org/10.1080/13540602.2024.2338398

2. Wüthrich, Sahli Lozano, C., Kullmann, H., Knickenberg, M., Sharma, U., Loreman, T., Romano, A., Avramidis, E., Woodcock, S. & Subban, P. (2024). How do attitudes and self-efficacy predict teachers’ intentions to teach in inclusive classrooms? A cross-national comparison between Canada, Germany, Greece, Italy, and Switzerland. Exceptionality Education International, 34(1), 17-41. https://doi.org/10.5206/eei.v34i1.16803.

3. Sharma, U., Loreman, T., May, F., Romano, A., Lozano, C. S., Avramidis, E., Woodcock, S., Subban, P. & Kullmann, H. (2024). Measuring collective efficacy for inclusion in a global context. European Journal of Special Needs Education, 1-17. https://doi.org/10.1080/08856257.2023.2195075

4. Lindner, K. T., Schwab, S., Emara, M., & Avramidis, E. (2023). Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 38(6), 766-787. https://doi.org/10.1080/08856257.2023.2172894

5. Subban, Bradford, B., Sharma, U., Loreman, T. Avramidis, E. Kullmann, H. Sahli Lozano, C., Romano, A., Woodcock, S. (2023). Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. European Journal of Special Needs Education, 38(2), 291-302. https://doi.org/10.1080/08856257.2022.2059632

6. Papazis, F., Avramidis, E., & Bacopoulou, F. (2023). Greek teachers’ resilience levels during the COVID‐19 pandemic lockdown and its association with attitudes towards emergency remote teaching and perceived stress. Psychology in the Schools, 60(5), 1459-1476. https://dOI: 10.1002/pits.22709

7. Toulia, A., Alves, S., Avramidis, E., Sanches-Ferreira, M., & Silveira-Maia, M. (2022). Qualitative evaluation of an intervention programme fostering students’ social participation implemented by Greek and Portuguese elementary school teachers. International Journal of Educational Research Open, 3, 100205. https://doi.org/10.1016/j.ijedro.2022.100205

8. Toulia, A., Strogilos, V., & Avramidis, E. (2023). Peer tutoring as a means to inclusion: A collaborative action research project. Educational Action Research, 31(2), 213-229. https://doi.org/10.1080/09650792.2021.1911821

9. Avramidis, E., Aroni, K. & Strogilos, V. (2022). Social Participation and Quality of Best Friendship of Students With Moderate Learning Difficulties in Early Adolescence: A Longitudinal Study. Australasian Journal of Special and Inclusive Education, 46(1), 74-87. https://doi:10.1017/jsi.2022.3.

10. Hassani, S., Alves, S., Avramidis, E., & Schwab, S. (2022). The Circle of Friends intervention: a research synthesis. European Journal of Special Needs Education, 37(4), 535-553. https://doi.org/10.1080/08856257.2021.1911522

11. Avramidis, E. & Aroni, K. (2020). “With a little help from my best friend…”: Exploring the social functioning of students with moderate learning difficulties in inclusive educational settings. International Journal of Educational Research, 103, 101640. https://doi.org/10.1016/j.ijer.2020.101640

12. Vlachos, F., & Avramidis, E. (2020). The difference between developmental dyslexia and dysgraphia: Recent neurobiological evidence. International Journal of Neuroscience and Behavioral Science, 8(1), 1-5. https://doi.org/10.13189/ijnbs.2020.080101

13. Strogilos, V., Avramidis, E., Voulagka, A., & Tragoulia, E. (2020). Differentiated instruction for students with disabilities in early childhood co-taught classrooms: types and quality of modifications. International Journal of Inclusive Education, 24(4), 443-461. https://doi.org/10.1080/13603116.2018.1466928

14. Avramidis, E., Toulia, A., Tsihouridis, C., & Strogilos, V. (2019). Teachers’ attitudes towards inclusion and their self‐efficacy for inclusive practices as predictors of willingness to implement peer tutoring. Journal of Research in Special Educational Needs, 19(1), 49-59. https://doi.org/10.1111/1471-3802.12477.

15. Argyropoulos, V., Padeliadu, S., Avramidis, E., Tsiakali, T., & Nikolaraizi, M. (2019). An investigation of preferences and choices of students with vision impairments on literacy medium for studying. British Journal of Visual Impairment, 37(2), 154-168. https://doi.org/10.1177/0264619619838667

16. Zygouris, N.C., Avramidis, E., Karapetsas, A.V., & Stamoulis, G.I. (2018). Differences in dyslexic students before and after a remediation program: A clinical neuropsychological and event related potential study. Applied Neuropsychology: Child, 1-10. https://doi.org/10.1080/21622965.2017.1297710

17. Avramidis, E., Avgeri, G., & Strogilos, V. (2018). Social participation and friendship quality of students with special educational needs in regular Greek primary schools. European Journal of Special Needs Education, 33(2), 221-234. https://doi.org/10.1080/08856257.2018.1424779

18. Strogilos, V., Tragoulia, E., Avramidis, E., Voulagka, A., & Papanikolaou, V. (2017). Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms. Disability & Society, 32(8), 1216-1238. https://doi.org/10.1080/09687599.2017.1352488

19. Avramidis, E., Strogilos, V., Aroni, K. & Kantaraki, C.T. (2017). Using sociometric techniques to assess the social impacts of inclusion: some methodological considerations. Educational Research Review, 20, 68-80. https://doi.org/10.1016/j.edurev.2016.11.004

20. Strogilos, V. & Avramidis, E. (2016). Teaching experiences of students with Special Educational Needs in Co-taught and Non-co-taught classes. Journal of Research in Special Educational Needs, 16(1), 24-33. https://doi.org/10.1111/1471-3802.12052

21. Fyssa, A., Vlachou, A. & Avramidis, E. (2014). Early childhood teachers’ understanding of inclusive education and associated practices: Reflections from Greece. International Journal of Early Years Education, 22(2), 223-237. https://doi.org/10.1080/09669760.2014.909309

22. Mammas, C. & Avramidis, E. (2013). Promoting social interaction in the inclusive classroom: Lessons from inclusive schools in England and Cyprus. Learning, Culture and Social Interaction, 2(4), 217-226. https://doi.org/10.1016/j.lcsi.2013.07.001

23. Vlachos, F., Avramidis, E., Dedousis, G., Katsigianni, E., Ntalla, I. & Giannakopoulou, M. & Chalmpe, M. (2013). Incidence and gender differences for handedness among Greek adolescents and its association with familial history and brain injury. Research in Psychology and Behavioral Sciences, 1(1), 6-10.

24. Vlachos, F., Avramidis, E., Dedousis, G., Chalmpe, M., Ntalla, I. & Giannakopoulou, M. (2013). Prevalence and gender ratio of dyslexia in Greek adolescents and its association with parental history and brain injury.  American Journal of Educational Research, 1(1), 22-25.

25. Avramidis, E. (2013) Self-concept, social position, and social participation of pupils with SEN in mainstream primary schools. Research Papers in Education, 28(4), 421-442. https://doi.org/10.1080/02671522.2012.673006

26. Kyriacou, C., Avramidis, E., Stephens, P. & Werler, T. (2013). Social pedagogy in schools: Student teacher attitudes in England and Norway. International Journal of Inclusive Education, 17(2), 192-204. https://doi.org/10.1080/13603116.2011.629689

27. Mavropoulou, S. & Avramidis, E. (2012). Befrienders to persons in the autistic spectrum in Greece: what support do they offer and what challenges they face? European Journal of Special Needs Education, 27(3), 337-353. https://doi.org/10.1080/08856257.2012.691230

28. Wilde, A. & Avramidis, E. (2011). Mixed feelings: Towards a continuum of inclusive pedagogies. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 39(1), 83-101. https://doi.org/10.1080/03004270903207115

29. Avramidis, E. (2010). Social relationships of pupils with Special Educational Needs in the mainstream primary class: Peer group membership and peer-assessed social behaviour. European Journal of Special Needs Education, 25(4), 413-429.

30. Avramidis, E. & Wilde, A. (2009). Evaluating the social impacts of inclusion through a multi-method research design. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 37(4), 323-334. https://doi.org/10.1080/03004270903099934

31. Avramidis, E. & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367-389. https://doi.org/10.1080/08856250701649989

32. Kyriacou, C., Avramidis, E., Høie, H., Stephens, P., & Hultgren, Å. (2007). The development of student teachers’ views on pupil misbehaviour during an initial teacher training programme in England and Norway. Journal of Education for Teaching, 33(3), 293-307. https://doi.org/10.1080/02607470701450288

33. Kalyva, E. & Avramidis, E. (2005). Improving Communication Between Children with Autism and Their Peers Through the ‘Circle of Friends’. Journal of Applied Research in Intellectual Disabilities, 18(3), 253-261. https://doi.org/10.1111/j.1468-3148.2005.00232.x

34. Avramidis, E. & Kalyva, E. (2004). Understanding ‘Dyslexia’: cleaning up a messy construct and developing supportive educational environments. The Use of English, 56(1), 25-47.

35 Avramidis, E. & Skidmore, D. (2004). Re-appraising Learning Support in Higher Education. Research in Post-Compulsory Education, 9(1), 63-82. https://doi.org/10.1080/13596740400200167

36. Fox, P. & Avramidis, E. (2003). An evaluation of an outdoor education programme for students with emotional and behavioural difficulties. Emotional and Behavioural Difficulties, 8(4), 267-283. https://doi.org/10.1080/13632750300507025

37. Poulson, L. & Avramidis, E. (2003). Pathways and possibilities in professional development: case studies of effective teachers of literacy. British Educational Research Journal, 29(4), 543-560. DOI: 10.1080/0141192032000099360

38. Avramidis, E. & Norwich, B. (2002). Mainstream teachers’ attitudes towards inclusion/integration: a review of the literature. European Journal of Special Needs Education, 17(2), 129-147. https://doi.org/10.1080/08856250210129056

39. Avramidis, E. Bayliss, P. & Burden, R. (2002). Inclusion in action: An in-depth case study of an effective inclusive secondary school in the Southwest of England. International Journal of Inclusive Education, 6(2), 143-163. https://doi.org/10.1080/13603110010017169

40. Poulson, L., Avramidis, E., Fox, R., Medwell, J. & Wray, D. (2001). The theoretical beliefs of effective teachers of literacy in primary schools: an exploratory study. Research Papers in Education, 16(3), 271-292. https://doi.org/10.1080/02671520126827

41. Avramidis, E. Bayliss, P. & Burden, R. (2000b): A survey of mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one Local Educational Authority. Educational Psychology, 20(2), 193-213.

42. Avramidis, E. Bayliss, P. & Burden, R. (2000a) Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education, 16(3), 277-293. https://doi.org/10.1016/S0742-051X(99)00062-1

43. Avramidis, E. & Smith, B. (1999). An introduction to the major research paradigms and their methodological implications for special needs research. Emotional and Behavioural Difficulties, 4(3), 27-36. https://doi.org/10.1080/1363275990040306

44. Avramidis, E. & Bayliss, P. (1998). An inquiry into children with emotional and behavioural difficulties in two schools in the Southwest of England. Emotional and Behavioural Difficulties, 3(3), 25-35. https://doi.org/10.1080/1363275980030305