Browsing by Person "Vasileiadis, Ilias"

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Changing the attitudes of high school students towards intellectual disabilities: the contribution of a social coexistence programme
(Wiley, 2021-02) Vasileiadis, Ilias; Koutras, Spyros; Stagiopoulos, Petros
AbstractStudents’ attitudes towards peers with intellectual disabilities are mostly negative, and negative attitudes appear more among secondary education students than any other age group. Social coexistence programmes are intervention programmes implemented by school psychologists to manage and change negative attitudes and enforce social interaction with students with disabilities. The research sample consisted of 193 public high school students in Greece who were given the Chedoke–McMaster Attitudes Toward Children with Handicaps (CATCH) Scale. The study aimed to explore whether there is a change in the attitudes of high school students towards peers with intellectual disabilities after participation in a social coexistence programme. The findings showed that students who participated in the programme had more positive attitudes towards people with intellectual disabilities after the completion of the programme. The above findings confirm the research on the possibility of changing attitudes of secondary school students towards peers with disabilities and reinforce the need for the systematic development of social coexistence programmes for the entire student population. Future research should focus on the benefits of students with disabilities from their participation in social coexistence programmes.
The social dimension of inclusive education for students with cognitive and developmental difficulties
(IGI Global, 2023-11-28) Vasileiadis, Ilias; Dimitriadou, Ioanna; Koutras, Spyros
The purpose of this chapter is to present firstly - with a critical approach - a clarification of the terms and concepts describing the social dimension of inclusion, with regard to students with developmental and cognitive difficulties, in order to identify differences or convergences. These specific variables are usually examined within observational studies of the social interaction among peers, sociometric studies of acceptance, and studies that require self-reports from the students regarding themselves and their social relationships. Furthermore, the variables related to the social dimension of inclusive education for these students, and their development in each age period, are presented. Finally, the chapter focuses on school intervention programmes concentrating on the social dimension of inclusion, and evaluates the impact of such programmes on the daily school life of students with developmental and cognitive difficulties. © 2023, IGI Global.
The development of social competence in students with General Learning Difficulties in early primary grades: The necessity of psychological support programmes in schools
(2024-02-25) Vasileiadis, Ilias; Dimitriadou, Ioanna; Koutras, Spyros; Vleioras, Georgios
Students with General Learning Difficulties present low levels of social competence. In order to increase them, students participate in school psychological support programmes. There are no research data available in Greece regarding social competence in students with General Learning Difficulties in the first grades of elementary school. The purpose of this research was to evaluate the efficiency of an intervention programme, which focused on strengthening their social competence, in the first grades of primary school. The levels of social competence of the students were evaluated before and after the implementation of an 8‐month social empowerment programme, following a mixed‐methods approach with the use of semi‐structured interviews and observation in the school context. The participants were 21 students with General Learning Difficulties, 18 education professionals, whose classes the 21 students attended, together with the 21 parents of these students (one parent per student). The results showed that the social competence of the participants was low before and that it increased after their participation in the intervention programme. In addition, girls had higher social competence than boys both before and after their participation in the intervention programme. These results highlight the benefits of classroom intervention programmes for children with General Learning Difficulties.
Tools for Promoting Independent Living Skills in Individuals with Disabilities
(IGI Global, 2024-10) Dimitriadou, Ioanna; Vasileiadis, Ilias; Koutras, Spyros; Dimitriadou, Ioanna; Vasileiadis, Ilias; Koutras, Spyros
Promoting independent living skills in individuals with disabilities is a crucial aspect of enhancing their quality of life and enabling them to thrive. These skills, which range from personal care and household management to navigating social and community settings, are essential for fostering autonomy and self-reliance. Teaching these skills requires a tailored approach that considers the unique needs of each individual, ensuring that they are equipped to face daily challenges and succeed in the personal and professional aspects of their lives. Tools for Promoting Independent Living Skills in Individuals With Disabilities provides a comprehensive resource for educators and specialists working across multiple disciplines. Featuring expert contributions, it focuses on promoting independence in individuals with disabilities of all ages and types. With practical strategies and real-world applications, the book serves as a vital tool for those teaching life skills to help individuals with disabilities achieve greater autonomy and a higher quality of life.