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Department of Special Education
  • Hellenic Authority for Higher Education

Papazafiri Maria

Παπαζαφείρη

Papazafiri Maria

Academic Rank: Assistant Professor

Subject: Early detection, assessment, and educational intervention for children with disabilities and/or special educational needs.

Email: mapapaza@uth.gr

Office: Papastratos Complex, Building Rosa Imbrioti, 2nd floor, No 19

Telephone: 24210-7xxxx

Office hours: Thursday 16:00-18:00 and Friday 10:00-12:00,  In any case, please send an email to mapapaza@uth.gr, to arrange an appointment.

Curriculum vitae

Research interests

  • Early detection and assessment of individuals with disabilities
  • Early childhood intervention for individuals with disabilities
  • Assessment and educational intervention for individuals with visual impairments and multiple disabilities
  • Accessibility to knowledge and the environment
  • Collaboration among families, educators, and interdisciplinary teams
  • Design, development, and evaluation of professional development programs for professionals involved in early intervention programs and special education teachers

SED courses

  • Early intervention in education: models of support and practices
  • Early detection and intervention
  • The Braille Code: reading and writing processes (laboratory course) (2026-2027)

Doctoral Dissertation

Papazafeiri, M. (2018). Investigation and Mapping of Tactile Strategies Used by Students with Visual Impairments and Multiple Disabilities. Doctoral dissertation, University of Thessaly, Volos, Greece. http://hdl.handle.net/10442/hedi/44515 (in Greek)

Publications

Publications in Peer-Reviewed Journals

  1. Papazafiri, M. (2025). Investing in the Future: A Discussion on the Economic and Broader Social Impact of Early Intervention Programs. Education Sciences, 15(8), 1040. https://doi.org/10.3390/educsci15081040
  2. Georgiadou, M. & Papazafiri, M. (2025). Preparing Future Special Education Teachers: Emphasis on Reflection as an Inclusive Practice. Trends in Higher Education, 4(1), 8. https://doi.org/10.3390/higheredu4010008
  3. Papazafiri, M. & Argyropoulos, V. (2025). Investigating potential tactile strategies of students with deafblindness: an exploratory study. Journal of Research in Special Educational Needs, 2025(00), 1-13. https://doi.org/10.1111/1471-3802.12746
  4. Papazafiri, Μ. & Argyropoulos, V. (2024). Detection of Tactile Exploration Patterns in Individuals with Visual Impairments and Multiple Disabilities or Deafblindness. Educational Sciences, 2024(1), 87-106. https://doi.org/10.26248/edusci.v2024i1779 (in Greek)
  5. 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, 25(2), 1-15. https://doi.org/10.1080/13603116.2020.1862408
  6. Kanari C., Nikolaraizi, Μ., Argyropoulos, Β., & Papazafiri, Μ. (2021). Museums and Individuals with Sensory Disabilities: Reality, Challenges, and Prospects for a Museum for All. Culture – Journal of Culture in Tourism, Αrt and Education, 1, 45-56. [Award-winning publication from the 5th Panhellenic Conference “Education in the 21st Century: Developing Critical Thinking, Creativity, and Innovation.” Athens: Museum of School Life and Education of EKEDISY, Hellenic Educational Society, Arsakeio-Tositseio Schools.
  7. Papazafiri, Μ., & Argyropoulos, V. (2021). Professionals and Children with Multiple Disabilities or Deafblindness: Contemporary Challenges and Recommendations. Educational Sciences, 2, 177-197. https://doi.org/10.26248/.v2021i2.1535 (in Greek).

Books

  1. Papazafiri, Μ. (2026). Building Knowledge Through the Senses: Early Assessment and Interventions in Preschool and Childhood. Gutenberg. ISBN 978-960-01-2755-3 (in Greek)
  2. Papazafiri, Μ. & Argyropoulos, V. (2021). Children with Visual Impairments and Multiple Disabilities or Deafblindness. Pedio Publications. (in Greek)

Chapters in books

  1. Argyropoulos, V., Papazafiri, Μ., & Nikolaraizi, Μ. (2026). Individuals with Multiple Disabilities and Severe Visual Impairments or Deafblindness. In A. S. Antoniou (Ed.), Contemporary Approaches to Special Education and Inclusive Education (pp. 174–220). (in Greek)
  2. Papazafiri, Μ. & Papoutsaki, Κ. (2026). Communication Skills and Oral Language: Assessment and Educational Interventions. In G. Andreou, Ch. K. Syriopoulou-Delli, K. Papoutsaki, & Ch. Kanari (Eds.), Theoretical and Practical Approaches to the Assessment of Individuals with Oral and Written Language Difficulties in Formal and Distance Education Settings (pp. 157–182). Edited Volume. Gutenberg. ISBN 978-960-01-2735-5 (in Greek)
  3. Papazafiri, Μ. & Georgiadi, Μ. (2026). Social Communication in Students with Autism Spectrum Disorder (ASD): Assessment and Psychoeducational Interventions. In G. Andreou, Ch. K. Syriopoulou-Delli, K. Papoutsaki, & Ch. Kanari (Eds.), Theoretical and Practical Approaches to the Assessment of Individuals with Oral and Written Language Difficulties in Formal and Distance Education Settings (pp. 183-204). Gutenberg. ISBN 978-960-01-2735-5 (in Greek)
  4. Georgiadi, Μ. & Papazafiri, Μ. (2026). Reflection as a Tool for Enhancing the Personal and Professional Development of Special Education Teachers.. In G. Andreou, Ch. K. Syriopoulou-Delli, K. Papoutsaki, & Ch. Kanari (Eds.), Theoretical and Practical Approaches to the Assessment of Individuals with Oral and Written Language Difficulties in Formal and Distance Education Settings (pp. 539-564). Gutenberg. ISBN 978-960-01-2735-5 (in Greek)
  5. Papazafiri, M. (2023). Effective Practices in the Education of Children with Deafblindness. In S. Panteliadou & V. Argyropoulos (Eds.), Special Education: From Theory to Practice (pp. 311–358). Pedio Publications. (in Greek)
  6. Nikolaraizi, M., Papazafeiri, M. & Argyropoulos, V. (2023). Empowering inclusive classrooms in higher education: the case of a multidimensional peer support model. In S. Halder, S. Dada, & R. Banerjee (Eds.), The Routledge Handbook of Inclusive Education for Teachers and Educators: Issues, Considerations and Strategies (pp. 608-617). Routledge Taylor & Francis Group. https://doi.org/10.4324/9781003266068
  7. Argyropoulos, V., Papazafiri, M. & Nikolaraizi, Μ. (2021). Individuals with Multiple Disabilities and Severe Visual Impairments or Deafblindness: Communication Methods and Practices. In A. S. Antoniou (Ed.), Contemporary Approaches to Special Education and Inclusive Education (pp. 60–87). Athens: Gutenberg. (in Greek)
  8. Argyropoulos, V., Nikolaraizi, M., & Papazafiri, M. (2020). 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. Oxford: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197508268.013.26
  9. Rowland, J., Arenas, M., Cordani, F., Grisi, A., & Nikolaraizi, M., Papazafiri, M., Lloyd Williams, A., & Goto, A. (2020). Chapter 5 Participatory tools for disaster risk reduction with children and young people. In M. Mort, I. Rodriguez-Giralt, & A. Delicado (Eds). Children And Young People’s Participation In Disaster Risk Reduction: Agency and Resilience (pp. 94-119). Bristol: Bristol University Press

Publication in Proceedings (Conferences)

  1. Papazafiri, Μ. & Nikolaraizi, Μ. (2024). The Role of Teaching Staff Support in Ensuring Access and Inclusion for University Students with Disabilities and/or Special Educational Needs (pp. 61–72). In Ζ. Gavriilidou (Επιμ.) Transforming Higher Education Teaching Practice: Selected papers of the 1st International Conference of the Network of Teaching and Learning Centers in Greece –Volume 2. Komotini 2024 (in Greek)
  2. Papazafiri, M. & Argyropoulos, V. (2023). Identifying patterns of tactile exploratory behaviors in children with vision impairment and multiple disabilities. In M. Carmo (Ed), Proceedings of the International Conference on Education and New Developments (Vol. 2, pp. 594-598). Lisbon, Portugal
  3. Nikolaraizi, M., Papazafiri, M., Kasapi, C., Kofidou, C., & Argyropoulos, V. (2023). THE ROLE OF SELF-ADVOCACY TRAINING IN THE ACCESS AND INCLUSION OF STUDENTS WITH DISABILITIES. In INTED2023 Proceedings (pp. 8743-8748). IATED.
  4. Nikolaraizi, Μ., Papazafiri, Μ., & Papazoglou, Θ. (2022). Accessibility Services in Higher Education: The Case of the University of Thessaly. International Scientific Conference Education in the 21st Century: Contemporary Challenges and Concerns, May 13–15, 2022. University of Ioannina. (in Greek)
  5. Kanari, C., Nikolaraizi, Μ., Argyropoulos, V., & Papazafiri, Μ. (2021). Museums and Individuals with Sensory Disabilities: Reality, Challenges, and Prospects for a Museum for All. In E. Kantarzi, G. Papadimitriou, Ch. Kostaris, A. Poursaitidou, & Th. Fourgkatsiotis (Eds.), Proceedings of the 5th Panhellenic Conference “Education in the 21st Century: Developing Critical Thinking, Creativity, and Innovation” (Vol. 2, pp. 286–297). Athens: Museum of School Life and Education of EKEDISY, Hellenic Educational Society, Arsakeio-Tositseio Schools. (in Greek)
  6. Argyropoulos, V., Kanari, C., Hathazi, A., Kyriacou, M., Papazafiri, M., & Nikolaraizi, M. (2020). Children with vision impairment and multiple disabilities: Issues of communication skills and professional’s challenges. In M. Carmo (Ed.), Proceedings of International Conference of Education and New Developments, (pp.271-275), 27-29 of June, Zagreb, Croatia.
  7. Argyropoulos, V., Nikolaraizi, M., Papazafiri, M., & Kanari, C. (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.
  8. Argyropoulos, V., Papazafiri, Μ., & Kanari, C. (2020).Communication Skills, Collaborative Networks, and Teacher Training in the Education of Children with Multiple Disabilities and Severe Visual Impairments or Deafblindness. In E. Gourgiotou, D. (M.) Kakana, M. Birbili, & K.-A. Chatzopoulou (Eds.), Proceedings of the 2nd Panhellenic Conference of the Network of Teaching Practice: Teacher Education and Departments of Education, 30 Years Later: Addressing New Challenges (pp. 385–397). Volos, Greece: University of Thessaly Press. (in Greek)
  9. Papazafiri, M. & Argyropoulos, V. (2018). Assistive technology and special education teachers: The case of students with multiple disabilities and vision impairment. In L. Gómez Chova, A. López Martínez, I. Candel Torres (Eds), Proceedings of EDULEARN18 Conference, (pp.5485- 5492), 2nd– 4th July 2018, Palma, Mallorca, Spain. https://doi.org/10.21125/edulearn.2018.1323
  10. 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.
  11. Kanari, C., Papazafiri, Μ. & Argyropoulos, V. (2018). Education and Culture: Building Partnerships and Creating Opportunities for Children with and without Disabilities. In G. Papadimitriou & Ch. Kostaris (Eds.), Proceedings of the 3rd Panhellenic Conference “Education in the 21st Century: Exploring Innovation, Art, and Creativity,” Athens, April 20–22, 2018 (Vol. 1, pp. 599–610). Museum of School Life and Education of EKEDISY. (in Greek)
  12. Argyropoulos, V. & Papazafiri, M. (2017). Investigating tactile exploratory procedures of students with multiple disabilities and visual impairment: current trends in education. In L. Gómez Chova, A. López Martínez, I. Candel Torres (Eds), Proceedings of ICERI2017 Conference, (pp.2023-2029), 16-18 November, Seville, Spain
  13. Argyropoulos, V., Martos, A., Sideridis, G., Kouroupetroglou, G., Nikolaraizi, M. & Papazafiri, M. (2015). Reading Comprehension Issues and Individuals with Visual Impairments: The effects of using 8-dot and 6-dot braille code through a braille display. In M. Antona and C. Stephanidis (Eds.), Proceedings of the 17th International Conference on Human-Computer Interaction Part II, LNCS 9176, (pp. 71-81). 5-7 August 2015. Los Angeles DOI: 10.1007/978-3-319-20681-3_7
  14. Argyropoulos, V., Papazafiri, M., Koutsogiotgou, S.M. & Nikoraizi, M. (2015). Haptic Recognition of two- dimensional tactile patterns of basic geometric shapes by individuals with visual impairments. In M. Carmo (Ed.), Proceedings of the International Conference on Education and New Developments (END) (pp. 214-218). 27-29 June 2015. Portugal, Porto. World Institute for Advanced Research and Science (WIARS)
  15. Argyropoulos, V. & Papazafiri, M. (2012). The effects of co-teaching in the integration of a student with blindness in a general educational setting. Proceedings of the 6th International Scientific Conference: “Special Education and Rehabilitation Today” (pp.181-189). University of Belgrade, Serbia.
  16. Argyropoulos, V. & Papazafiri, M. (2007). The Inclusion of a Blind Female Student in Secondary Education: An Intervention Program. In Proceedings of the 1st Panhellenic Conference of the Hellenic Society for Special Education: “Special Education in the Knowledge Society” (Vol. 2, pp. 169–179), April 26–29, Athens.
  • Hellenic Authority for Higher Education
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