Katerina Mavrou
Biographic Data
| ID | 1734332 |
|---|---|
| NAME | Katerina Mavrou |
| GIVEN NAMES | Katerina |
| FAMILY NAME | Mavrou |
| SIGNATURE | MAVROU K |
| AFFILIATIONS | European University Cyprus |
| ORCID | 0000-0002-9622-170X |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Critical policy analysis and disability rights violations in the context of inclusion
The article employs Policy Discourse Analysis (PDA) to examine how the concept of inclusion and its human rights foundations are featured and possibly distorted in recent official documents and political rhetoric. The article also examines how parents of children with disabilities and disability organisations criticise dominant discourses enshrined in current policy documents and politicians’ rhetoric. The analysis reveals a recurrent pattern of …
Allies of inclusion or agents of normalcy? student voices exposing the paradox of SETs in secondary mainstream schools
Inclusive education in the aftermath of the pandemic
This paper reports on a study that sought to explore mainstream and special teachers’ inclusive practices during the Covid-19 pandemic and discusses issues that are relevant in the post-Covid-19 period. The study is contextualized with European and international studies and reports on teachers’ role in the inclusion of children with disabilities before and during the pandemic. The sample of the study comprised of 17 mainstream and special teacher…
Accessibility and universal design in higher education curricula
This article is based on work undertaken in a cross-national European-funded project to explore how Universal Design (UD) and Accessibility are conceptualized in Higher Education (HE) curricula across different disciplines. This paper focuses on the case of Cyprus. The study utilized corpus linguistics and thematic analysis methods to investigate to what extent and in what ways Accessibility and UD feature in HE curricula. Findings suggest that U…
Once inclusive always inclusive (?)
In this paper teachers and parents of children with disabilities in primary education share their perspectives on instructional practices that support inclusive education. The paper explores participants' views on their own teaching practices before the Covid-19 pandemic in comparison to what they employed during the transition to emergency remote online education. The study involved 17 mainstream and special teachers from public schools in Cypru…
The Role of Learning and Communication Technologies in Online Courses’ Design and Delivery
This article presents the results of a study, conducted within the scope of the EU-funded project RELOBIE: Reusable Learning Objects in Education, which investigated faculty perceptions and practices regarding the educational use of contemporary and emerging technologies. A cross-national, in-depth online survey of n = 171 faculty members in the four partner countries (Estonia, Cyprus, Norway, Portugal) took place. Seventy-six ( n = 76; 44.4%) of…
Exploring Adolescents’ Understandings of Disability in a Blended Environment of Interactions
Understanding how disability is socially constructed is important for establishing inclusive schools, since the ways in which educators and non-disabled nondisabled students understand disability affect their actions towards disabled students. As social interaction today is very often an interplay between online and offline communication activities, this study aimed to explore how young adolescents in Cyprus construct the concept of disability in…
Teacher Training for ‘Augmented Reading’
Living Book—Augmenting Reading for Life, a three-year EU-funded Erasmus + project (September 2016–August 2019), exploited the affordances of augmented reality (AR) and other emerging technologies in order to address the underachievement of European youth in reading skills. The program developed an innovative approach that empowers teachers from upper primary and lower secondary schools (ages 9–15) to ‘augment’ students’ reading experiences throug…
IConstruct
The present study focused on cultural constructions of disability in virtual settings, examining specifically how cultural constructions of disability were mediated through the use of online technology. This was accomplished by identifying and analyzing Greek Cypriot online news media articles and online readers’ posts in response to these articles. Findings indicated that disability in these online settings mainly reproduced traditional models o…
Disability rights in Higher Education Programs
Employing the principles of universal design for learning to deconstruct the Greek-Cypriot new national curriculum
The present paper discusses issues related to inclusive education and curricula development based on the principles of universal design for learning (UDL), and it reports on the results of a qualitative content analysis of the new national curriculum (NNC) developed for the public Greek-Cypriot schools in Cyprus. According to the findings, the NNC does not accommodate the principles of the UDL to an extent that would enable teachers differentiate…
Deconstructing the Greek-Cypriot new national curriculum
The present paper contextualizes the recent process of development of the New National Curriculum (NNC) for use in Greek-Cypriot public schools. Using content analysis, it pays particular attention to the degree to which the language, performance expectations, and suggested materials described in the NNC take account of disabled children. Notwithstanding the human rights and anti-discrimination rhetoric that surrounds the process of creating an i…
Examining peer acceptance in verbal and non-verbal interaction during computer-supported collaborative learning
This paper discusses the results of peer acceptance in a study investigating the interactions of pairs of disabled and non-disabled pupils working together on computer-based tasks in mainstream primary schools in Cyprus. Twenty dyads of pupils were observed and videotaped while working together at the computer. Data analyses were based on the collaborative nature of events for the non-verbal interaction and the functional–structural approaches fo…
Deconstructing the Greek-Cypriot new national curriculum
The present paper contextualizes the recent process of development of the New National Curriculum (NNC) for use in Greek-Cypriot public schools. Using content analysis, it pays particular attention to the degree to which the language, performance expectations, and suggested materials described in the NNC take account of disabled children. Notwithstanding the human rights and anti-discrimination rhetoric that surrounds the process of creating an i…
IConstruct
The present study focused on cultural constructions of disability in virtual settings, examining specifically how cultural constructions of disability were mediated through the use of online technology. This was accomplished by identifying and analyzing Greek Cypriot online news media articles and online readers’ posts in response to these articles. Findings indicated that disability in these online settings mainly reproduced traditional models o…
Disability rights in Higher Education Programs
Employing the principles of universal design for learning to deconstruct the Greek-Cypriot new national curriculum
The present paper discusses issues related to inclusive education and curricula development based on the principles of universal design for learning (UDL), and it reports on the results of a qualitative content analysis of the new national curriculum (NNC) developed for the public Greek-Cypriot schools in Cyprus. According to the findings, the NNC does not accommodate the principles of the UDL to an extent that would enable teachers differentiate…
Examining peer acceptance in verbal and non-verbal interaction during computer-supported collaborative learning
This paper discusses the results of peer acceptance in a study investigating the interactions of pairs of disabled and non-disabled pupils working together on computer-based tasks in mainstream primary schools in Cyprus. Twenty dyads of pupils were observed and videotaped while working together at the computer. Data analyses were based on the collaborative nature of events for the non-verbal interaction and the functional–structural approaches fo…
Examining peer acceptance in verbal and non-verbal interaction during computer-supported collaborative learning
This paper discusses the results of peer acceptance in a study investigating the interactions of pairs of disabled and non-disabled pupils working together on computer-based tasks in mainstream primary schools in Cyprus. Twenty dyads of pupils were observed and videotaped while working together at the computer. Data analyses were based on the collaborative nature of events for the non-verbal interaction and the functional–structural approaches fo…
Employing the principles of universal design for learning to deconstruct the Greek-Cypriot new national curriculum
The present paper discusses issues related to inclusive education and curricula development based on the principles of universal design for learning (UDL), and it reports on the results of a qualitative content analysis of the new national curriculum (NNC) developed for the public Greek-Cypriot schools in Cyprus. According to the findings, the NNC does not accommodate the principles of the UDL to an extent that would enable teachers differentiate…
Deconstructing the Greek-Cypriot new national curriculum
The present paper contextualizes the recent process of development of the New National Curriculum (NNC) for use in Greek-Cypriot public schools. Using content analysis, it pays particular attention to the degree to which the language, performance expectations, and suggested materials described in the NNC take account of disabled children. Notwithstanding the human rights and anti-discrimination rhetoric that surrounds the process of creating an i…
IConstruct
The present study focused on cultural constructions of disability in virtual settings, examining specifically how cultural constructions of disability were mediated through the use of online technology. This was accomplished by identifying and analyzing Greek Cypriot online news media articles and online readers’ posts in response to these articles. Findings indicated that disability in these online settings mainly reproduced traditional models o…
Disability rights in Higher Education Programs
Teacher Training for ‘Augmented Reading’
Living Book—Augmenting Reading for Life, a three-year EU-funded Erasmus + project (September 2016–August 2019), exploited the affordances of augmented reality (AR) and other emerging technologies in order to address the underachievement of European youth in reading skills. The program developed an innovative approach that empowers teachers from upper primary and lower secondary schools (ages 9–15) to ‘augment’ students’ reading experiences throug…
The Role of Learning and Communication Technologies in Online Courses’ Design and Delivery
This article presents the results of a study, conducted within the scope of the EU-funded project RELOBIE: Reusable Learning Objects in Education, which investigated faculty perceptions and practices regarding the educational use of contemporary and emerging technologies. A cross-national, in-depth online survey of n = 171 faculty members in the four partner countries (Estonia, Cyprus, Norway, Portugal) took place. Seventy-six ( n = 76; 44.4%) of…
Exploring Adolescents’ Understandings of Disability in a Blended Environment of Interactions
Understanding how disability is socially constructed is important for establishing inclusive schools, since the ways in which educators and non-disabled nondisabled students understand disability affect their actions towards disabled students. As social interaction today is very often an interplay between online and offline communication activities, this study aimed to explore how young adolescents in Cyprus construct the concept of disability in…
Once inclusive always inclusive (?)
In this paper teachers and parents of children with disabilities in primary education share their perspectives on instructional practices that support inclusive education. The paper explores participants' views on their own teaching practices before the Covid-19 pandemic in comparison to what they employed during the transition to emergency remote online education. The study involved 17 mainstream and special teachers from public schools in Cypru…
Inclusive education in the aftermath of the pandemic
This paper reports on a study that sought to explore mainstream and special teachers’ inclusive practices during the Covid-19 pandemic and discusses issues that are relevant in the post-Covid-19 period. The study is contextualized with European and international studies and reports on teachers’ role in the inclusion of children with disabilities before and during the pandemic. The sample of the study comprised of 17 mainstream and special teacher…
Accessibility and universal design in higher education curricula
This article is based on work undertaken in a cross-national European-funded project to explore how Universal Design (UD) and Accessibility are conceptualized in Higher Education (HE) curricula across different disciplines. This paper focuses on the case of Cyprus. The study utilized corpus linguistics and thematic analysis methods to investigate to what extent and in what ways Accessibility and UD feature in HE curricula. Findings suggest that U…
Critical policy analysis and disability rights violations in the context of inclusion
The article employs Policy Discourse Analysis (PDA) to examine how the concept of inclusion and its human rights foundations are featured and possibly distorted in recent official documents and political rhetoric. The article also examines how parents of children with disabilities and disability organisations criticise dominant discourses enshrined in current policy documents and politicians’ rhetoric. The analysis reveals a recurrent pattern of …
Allies of inclusion or agents of normalcy? student voices exposing the paradox of SETs in secondary mainstream schools
Pedagogy (9 works) · Psychology (9 works) · Sociology (7 works) · Inclusion (mineral (6 works) · Mathematics education (6 works) · Medicine (6 works) · Political science (6 works) · Computer Science (5 works) · Curriculum (4 works) · Disability Education and Employment (4 works)