1. Kanari, C., Nikolaraizi, Μ., Argyropoulos, V., & Papazafiri, M. (2021). Museums and people with sensory disabilities: challenges and perspectives for a museum for All. Culture – Journal of Culture in Tourism, Αrt and Education, 1(1), 45-56 (in Greek).
2. Papazafiri, M., & Argyropoulos, V. (2021). Professionals and children with multiple disabilities or deafblindness: contemporary challenges and suggestions. Journal of Social Sciences, 2, 177-197 (in Greek).
3. Papadimitriou, V., & Argyropoulos, V. (2020). The braille code and alphabetic reading strategy. Κώδικας braille και αλφαβητική στρατηγική ανάγνωσης: ανάλυση λαθών και εφαρμογές στην εκπαίδευση. Journal of Social Sciences, 3, 7-22 (in Greek).
4. Argyropoulos, V., & Katsantoni, S. (2020). Museums, universal design, and persons with visual disability. Journal of Social Sciences, 1, 149-170 (in Greek).
5. Argyropoulos, V., & Vlachogianni, Α. (2019). Investigating the concepts of secondary teachers regarding differentiation and its effectiveness. Journal of Research in Education and Training, 31, 76-102 (in Greek).
6. Papadimitriou, V., & Argyropoulos, V. (2019). The role of handedness in braille writing. Journal of Social Sciences, 106-119 (in Greek).
7. Argyropoulos, V., Kanari, C., & Chamonikolaou, S. (2017). Training activities in museums and archeological sites regarding disability and accessibility: a case study, Museumedu, 5, 35-53 (in Greek).
8. Kanari, C., Argyropoulos, V., & Filippatou, D. (2017). Social integration and museums: Special education teachers’ perspectives about museum contribution regarding social integration of students with vision disability, Museumedu, 107-133 (in Greek).
9. Argyropoulos, V., & Papadimitriou, V. (2016). Individuals with blindness and reading accuracy through braille. Mentor, 150-166 (in Greek).

15. Nikolaraizi, M., Argyropoulos, V., Papazafiri, M., & Kofidou, C. (2021) Promoting accessible and inclusive education on disaster risk reduction: the case of students with sensory disabilities, International Journal of Inclusive Education, DOI: 10.1080/13603116.2020.1862408.
16. Martos, A., Kouroupetroglou, G., Argyropoulos, V., & Papadopoulos, K. (2020). Tactile Identification of Embossed Lines and Square Areas in Diverse Dot Heights by Blind Individuals. Universal Access in the Information Society, doi 10.1007/s10209-020-00729-4.
17. 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, 25(5), 3613-3630 https://doi.org/10.1007/s10639-020-10126-2.
18. 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.
19. 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.
20. 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.
21. 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. 8.       Papadimitriou, V. & Argyropoulos, V. (2017). The effect of hand movements on braille reading accuracy. International Journal of Educational Research, 85, 43-50. 9.       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. 10.   Vlachos, F., Argyropoulos, V., & Papadimitriou, V. (2017). Effects of handedness and blindness on braille reading accuracy. Advances in Neurodevelopmental Disorders, 1, 141-148.11.   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, 87-95.12.   Argyropoulos, V., & Chamonikolaou, S. (2016). Investigating key functions of hand movements by individuals with visual impairment: Improving instructional practices in special education through research. Contemporary Educational Researches Journal, 6(1), 02-10. 13.   Argyropoulos, V., & Papadimitriou, V. (2015). Braille Reading Accuracy of Students Who Are Visually Impaired: The Effects of Gender, Age of Sight Loss, and Level of Education. Journal of Visual Impairment and Blindness, 109(2), 107-118.14.  
22. Argyropoulos, V., & Kanari, C. (2015). Re-imagining the museum through “touch”: reflections of individuals with visual disability on their experience of museum-visiting in Greece. European Journal on Disability Research, 9(2), 130-143.
23. Argyropoulos, V., Sideridis, G., & Papadimitriou, V. (2014). Hand Preference of Individuals with Blindness in Everyday Activities: The Effects of Age of Sight Loss, Age and Gender. Research in Developmental Disabilities, 35(8), 1885-1898.
24. Argyropoulos, V., & Thymakis, P. (2014). Multiple Disabilities and Visual Impairment: An Action Research Project. Journal of Visual Impairment and Blindness, 108(2), 163-167.

1. Argyropoulos, V., Cascio, V., David, A., Elek, D., Hurtado Martínez, F., & Lemanczyk, A. (2021). Empowering young people with visual impairments to become active agents for social inclusion: the case of the ADD@ME project (to be published). 14th annual International Conference of Education, Research and Innovation.
2. Argyropoulos, V., Kanari, C., Hathazi, A., Kyriakou, M., Papazafiri, M., & Nikolaraizi, M. (2020). Children with vision impairment and multiple disabilities: issues of communication skills and professionals’ challenges. In M. Carmo (Ed.), Proceedings of the International Conference on Education and New Developments (pp. 271-275). Lisbon, Portugal: inScience Press.
3. 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.
4. 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.
5. 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.
6. 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.
7. Argyropoulos, V., Nikolaraizi, M., & Papazafiri, M. (2018). Disaster Education and children with visual impairment. Proceedings of the 20^th International Conference on Advanced Pedagogical Sciences and Educational Policies (pp. 2134-2137). Sydney, Australia.
8. 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.
9. 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.
10. 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.
11. 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.

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. Grisi, A., Cordani, F., Ribeiro, S., Kanari, C., Argyropoulos, V., Arenas, M., & Delicado, A. (2020). Dialogues with children, mutual learning exercises and national policy debates. In M. Mort, I. Rodriguez-Giralt, & A. Delicado (Eds.) Children and young people’s participation in disaster risk reduction (37-62). Bristol: Bristol University Press.
2. Argyropoulos, V., Nikolaraizi, M., & Papazafiri, M. (2020). Alternative Routes Toward Literacy for Individuals with Deafblindness: The Role of Assistive Technology (pp. 371-384). In S. Easterbrooks & H. Dostal (Eds.), The Oxford Handbook of Deaf Studies in Literacy. London: Oxford University Press.
3. 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.
4. 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.
5. 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.
6. 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.
7. 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.
8. 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.
9. Argyropoulos, V. (2015). Vision Disability and issues of accessibility: the case of museums. In Argyropoulos, V., Chamonikolaou., & Kanari, C. (Eds), Culture and Special Education. Access of individuals with disabilities and special educational needs in museums and archeological sites (pp. 28-44). Volos: University of Thessaly (in Greek).

As Principal Investigator/Coordinator

2019-2022

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).

2017-2020

Coordinator of the European project “Promoting Effective Communication for Individuals with a Vision Impairment and Multiple Disabilities” (PrECIVIM). The project was 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

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).

2014-2015

Coordinator of the project “The access of individuals with disabilities or/and special educational needs to the physical and cultural environment of museums”. 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).

2012-2015

Coordinator of the project “ARISTEIA-University of Thessaly: Handedness and Braille Literacy in Individuals with Severe Visual Impairments” (HaBLISVI/1861). This research was co-financed by the European Union (European Social Fund – ESF) and Greek national funds through the Operational Program “Education and Lifelong Learning” of the National Strategic Reference Framework (NSRF).

2010 – 2012

Coordinator of the national project “An investigation into the functions of educational software for students with severe visual impairment: Evaluation from teachers and students”, funded by the University of Thessaly Research Committee.

2008-2010

Coordinator of the national project “An investigation into conception of students with blindness and students with learning difficulties in mathematics with emphasis on geometry and fractions”, funded by the University of Thessaly Research Committee.

2006-2008

Coordinator of the project “Pilot educational programmes for blind students and those with visual impairments via assistive technology and modified haptic material”. This 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).

As Coordinating Partner

2020-2022

European project “Ambassadors of Diversity and non-Discrimination @ new Methods in non-formal Education, ADD@ME>” which is funded by European Social Fund (Erasmus + Programme, 2020-2022). Applicant Organisation: Unione Italiana Ciechi ed Ipovedenti Sezione Provinciale di Firenze-ITALY, Project Agreement Number: 2020-2-ΙΤ03-ΚΑ205-019070.

2020-2022

European project “Four-Minute BarrierS” Project, FMBS”, which was funded by European Social Fund (Erasmus + Programme, 2020-2021). Applicant Organisation: Foundation for Development of the Cultural and Business Potential of Civil Society-BULGARIA/Project Agreement Number: 613251-EPP-1-2019-1-BG-SPO-SCP.

2019-2022

European project “Towards a Multisensory and Inclusive Museum for Individuals with Sensory Disabilities, ToMiMEUs”, which was funded by European Social Fund (Erasmus + Programme, KA2, 2019-2021). Applicant Organisation: Muzeul Etnografic al Transilvaniei-ROMANIA/Project Agreement Number: 2019-1-RO01-KA202-063245.

2019-2021

European project “Visually Impaired youth with Vested Autonomy –Social inclusion via social entrepreneurship, VIVA”, which was funded by European Social Fund (Erasmus + Programme/Cooperation for Innovation and the exchange of good practices, 2019-2021). Applicant Organisation: OFENSIVA TINERILOR ASOCIATIA-BULGARIA, Project Agreement Number: 2018-3-RO01-KA205-060985.

2012-2015

Project “THALIS-University of Macedonia (Coordinating Organisation) – KAIKOS: Audio and Tactile Access to Knowledge for Individuals with Visual Impairments”, MIS 380442. This research has been co-financed by the European Union (European Social Fund – ESF) and Greek national funds through the Operational Program “Education and Lifelong Learning” of the National Strategic Reference Framework (NSRF).

As a Research Fellow

2014-2017

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

May 2003 – December 2003

Research fellow in a national project which investigated the transcription of all textbooks into Braille for blind students, funded by the Ministry of Education and Religious Affairs.

2003-2004

Research fellow in mapping and construction of curricula for special education for students with severe visual impairments (and blind) in Greece. This 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). Applicant Organisation: Pedagogical Institute, Athens, Greece.

1997-1998

Research fellow in a project regarding pedagogical issues in Curricula of Greece, co-financed by the European Social Fund (ESF) and national resources (Ministry of National Education and Religious Affairs). Applicant Organisation: University of Patras, Greece.