Academic Rank: Associate Professor
Subject: Special Education - Education of the deaf
Tel: (+30) 24210-74751
• Αccess and learning within formal and nonformal learning contexts for persons with disabilities and particularly for persons who are deaf or hard of hearing
• Inclusive education for persons who are deaf or hard of hearing
• Differentiated instruction for persons who are deaf or hard of hearing
• Reading instruction for persons who are deaf or hard of hearing
• Basic principles of communication and education for persons who are deaf or hard of hearing
• Language development of deaf and hard of hearing children: The role of early intervention
• Literacy assessment and instruction for children who are deaf or hard of hearing
• Differentiated Instruction for deaf and hard of hearing children
• Assessment in Special Education (postgraduate)
• Tuesday: 900-1000
• Thursday: 1200-1300
Every other day after email communication
• 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.
• 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. Oxford University Press.
• Rowland, J., Arenas, M., Cordani, F., Grisi, A., Nikolaraizi, M., Papazafiri, M., Williams LIoyd A., Goto, A. & Bingley, A. (2021). Participatory tools for disaster risk management with children and young people (pp.117-150). In M.Mort, I.Rodriguez-Giralt, & A.Delicado (Eds.) Children and young people’s participation in disaster risk reduction. Bristol University Press
• Stinson, M. & Nikolaraizi, M. (2020). Assisting people who are deaf or hard of hearing through technology. In A. Tatnall (Ed) Encyclopedia of Education and Information Technologies. Heidelberg: Springer Nature.
• Nikolaraizi, M., Kanari, C., & Marschark, M. (2020). Tickets for the inclusive museum: Accessible opportunities for non-formal learning by deaf and hard-of-hearing individuals. In M. Marschark & H. Knoors (Eds.), The Oxford Handbook of Deaf Studies in Learning and Cognition. New York, NY: Oxford University Press.
• Nikolaraizi, M., Kofidou, C. & Hyde, M. (2019). The role of self-advocacy in academic access for students who are deaf or hard of hearing in higher education. In S.Halder & V.Argyropoulos (Eds), Inclusion, Equity and access for individuals with disabilities (pp.383-408). Palgrave Macmillan, Singapore.
Dr Nikolaraizi is an Associate Professor in special education-education of the deaf in the Department of Special Education at the University of Thessaly. Also, she is the coordinator of the Accessibility Centre of the University of Thessaly which aims to support students with disabilities at the University of Thessaly.
She has acted as a coordinator and a team member in several projects in the area of special and inclusive education, education of the deaf and also in the field of accessibility. She has published more than 50 papers in international journals and proceedings of international conferences with 500 citations.
Dr Nikolaraizi has a Bachelor in Pedagogic, Aristotle University of Thessaloniki (1992), a Postgraduate Diploma in Special Education (education of the deaf), University of Birmingham (1994), a Postgraduate Certificate in Research methods (1997), an a PhD in education, University of Birmingham (1997).
Her research interests lie within the area of access and education of persons with disabilities and specially for persons who are deaf or hard of hearing.