Vasilis Strogilos
Biographic Data
| ID | 4083177 |
|---|---|
| NAME | Vasilis Strogilos |
| GIVEN NAMES | Vasilis |
| FAMILY NAME | Strogilos |
| SIGNATURE | STROGILOS V |
| AFFILIATIONS | University of Thessaly |
| ORCID | 0000-0003-1754-4306 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
A Systematic Review of Students’ Views and Experiences in Co-Taught Classrooms
Despite the existence of several systematic reviews and meta-analyses on co-teaching, research that includes student voice through students’ views and experiences is rare. This systematic review of 63 published and unpublished studies synthesises the experiences and views of students with and without disabilities when co-taught by a general and a special educator. Data were extracted from seven databases in July 2025. We used an assimilated appro…
Resourced provision in mainstream schools for students with special educational needs and/or disabilities: Inclusive service or safe space
Although the number of resource provision (RP) classrooms for the education of students with special educational needs and/or disabilities (SEND) in English mainstream schools has increased, very little is known about their functioning and impact. Through collaborative research, based on critical communicative methodology, this study aims to (i) evaluate with the participants the effective practices and challenges in educating students with SEND …
Peer tutoring as a means to inclusion: A collaborative action research project
In this collaborative action research project three researchers and six primary teachers in two Greek mainstream schools developed a peer tutoring programme for 130 students, 11 of whom were students with special educational needs and disabilities (SEND). Through exploring new roles for researchers and teachers, the aim of this study was to enhance teachers’ capacity to develop peer tutoring programmes and improve students’ academic and social sk…
Academic achievement for students with and without disabilities in co-taught classrooms: A meta-analysis
Differentiated instruction for students with SEN in mainstream classrooms: Contextual features and types of curriculum modifications
This qualitative study explores what contributes to the development of differentiated instruction (DI) through the use of curriculum modifications for the inclusion of students with special educational needs (SEN) in three primary Singaporean schools. Data were collected through semi-structured interviews, descriptive observations, lesson plans and focus groups. Five teachers, six allied educators, and two learning support teachers (n = 13) parti…
Work–family strain of employees with children with disabilities
Purpose The purpose of this study is to investigate the relationships between (1) employed parents' work–family conflict (WFC), (2) their children with disabilities' support needs, (3) their children's age, and (4) those parents' levels of school engagement. Design/methodology/approach Data were collected from 193 US parents of children with disabilities who completed a survey regarding work and family strain as well as school engagement. Descrip…
An exploratory study of self-efficacy, school belongingness, and co-teaching perspectives from middle school students and teachers in a mathematics co-taught classroom
In this exploratory study, self-rated measures from two co-teachers who taught mathematics to a group of students with and without disabilities were gathered to determine perspectives about their co-teaching experiences. Students also completed three measures. Students and co-teachers agreed that the one-teach, one observe or drift co-teaching model was used most frequently. Although students noted the general educator was the instructional lead,…
Differentiated instruction for students with disabilities in early childhood co-taught classrooms: Types and quality of modifications
Differentiated instruction is considered a prerequisite for the inclusion of students with disabilities (SWD) in general education. The aim of this study was to describe and evaluate the type and quality of curriculum modifications for SWD in Greek early childhood co-taught classrooms. Sixty-eight general and special education teachers in 34 co-taught classrooms participated in this study. The collection of data included 68 lesson plans with acco…
Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms
Differentiation has gained international attention as a strategy associated with responsive teaching, and as a means for ensuring access to the curriculum for all pupils. This study investigates the development of differentiated instruction in 34 Greek co-taught classrooms. The aim is to explore how co-teachers understand the term ‘differentiated instruction’, and to identify the conditions surrounding its implementation as an inclusive strategy.…
Contextual antecedents of co-teaching efficacy: Their influence on students with disabilities' learning progress, social participation and behaviour improvement
Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents
The cultural understanding of inclusion and its development within a centralised system
This paper discusses inclusion in relation to centralised systems, in particular the constraints central control makes upon decisions at school level. The discussion is empowered by an evaluative case study research undertaken to understand the development of inclusion in contexts where flexible teaching and curriculum change are sometimes hard to find. In particular, based on a systems approach, this research describes and evaluates an attempt i…
Collaboration and integration of services in Greek special schools: Two different models of delivering school services
Multidisciplinary collaboration is considered to be very important for the education of pupils with special educational needs and particularly those pupils with the most severe disabilities. This research adopts a multiple case‐study design in order to understand collaboration and the integration of services and the effectiveness of these among pupils with profound and multiple learning difficulties (PMLD) in Greece. The teams, choosing case stud…
Contextual antecedents of co-teaching efficacy: Their influence on students with disabilities' learning progress, social participation and behaviour improvement
Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents
Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms
Differentiation has gained international attention as a strategy associated with responsive teaching, and as a means for ensuring access to the curriculum for all pupils. This study investigates the development of differentiated instruction in 34 Greek co-taught classrooms. The aim is to explore how co-teachers understand the term ‘differentiated instruction’, and to identify the conditions surrounding its implementation as an inclusive strategy.…
The cultural understanding of inclusion and its development within a centralised system
This paper discusses inclusion in relation to centralised systems, in particular the constraints central control makes upon decisions at school level. The discussion is empowered by an evaluative case study research undertaken to understand the development of inclusion in contexts where flexible teaching and curriculum change are sometimes hard to find. In particular, based on a systems approach, this research describes and evaluates an attempt i…
Collaboration and integration of services in Greek special schools: Two different models of delivering school services
Multidisciplinary collaboration is considered to be very important for the education of pupils with special educational needs and particularly those pupils with the most severe disabilities. This research adopts a multiple case‐study design in order to understand collaboration and the integration of services and the effectiveness of these among pupils with profound and multiple learning difficulties (PMLD) in Greece. The teams, choosing case stud…
An exploratory study of self-efficacy, school belongingness, and co-teaching perspectives from middle school students and teachers in a mathematics co-taught classroom
In this exploratory study, self-rated measures from two co-teachers who taught mathematics to a group of students with and without disabilities were gathered to determine perspectives about their co-teaching experiences. Students also completed three measures. Students and co-teachers agreed that the one-teach, one observe or drift co-teaching model was used most frequently. Although students noted the general educator was the instructional lead,…
Work–family strain of employees with children with disabilities
Purpose The purpose of this study is to investigate the relationships between (1) employed parents' work–family conflict (WFC), (2) their children with disabilities' support needs, (3) their children's age, and (4) those parents' levels of school engagement. Design/methodology/approach Data were collected from 193 US parents of children with disabilities who completed a survey regarding work and family strain as well as school engagement. Descrip…
Differentiated instruction for students with disabilities in early childhood co-taught classrooms: Types and quality of modifications
Differentiated instruction is considered a prerequisite for the inclusion of students with disabilities (SWD) in general education. The aim of this study was to describe and evaluate the type and quality of curriculum modifications for SWD in Greek early childhood co-taught classrooms. Sixty-eight general and special education teachers in 34 co-taught classrooms participated in this study. The collection of data included 68 lesson plans with acco…
The cultural understanding of inclusion and its development within a centralised system
This paper discusses inclusion in relation to centralised systems, in particular the constraints central control makes upon decisions at school level. The discussion is empowered by an evaluative case study research undertaken to understand the development of inclusion in contexts where flexible teaching and curriculum change are sometimes hard to find. In particular, based on a systems approach, this research describes and evaluates an attempt i…
Collaboration and integration of services in Greek special schools: Two different models of delivering school services
Multidisciplinary collaboration is considered to be very important for the education of pupils with special educational needs and particularly those pupils with the most severe disabilities. This research adopts a multiple case‐study design in order to understand collaboration and the integration of services and the effectiveness of these among pupils with profound and multiple learning difficulties (PMLD) in Greece. The teams, choosing case stud…
Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents
Contextual antecedents of co-teaching efficacy: Their influence on students with disabilities' learning progress, social participation and behaviour improvement
Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms
Differentiation has gained international attention as a strategy associated with responsive teaching, and as a means for ensuring access to the curriculum for all pupils. This study investigates the development of differentiated instruction in 34 Greek co-taught classrooms. The aim is to explore how co-teachers understand the term ‘differentiated instruction’, and to identify the conditions surrounding its implementation as an inclusive strategy.…
An exploratory study of self-efficacy, school belongingness, and co-teaching perspectives from middle school students and teachers in a mathematics co-taught classroom
In this exploratory study, self-rated measures from two co-teachers who taught mathematics to a group of students with and without disabilities were gathered to determine perspectives about their co-teaching experiences. Students also completed three measures. Students and co-teachers agreed that the one-teach, one observe or drift co-teaching model was used most frequently. Although students noted the general educator was the instructional lead,…
Differentiated instruction for students with disabilities in early childhood co-taught classrooms: Types and quality of modifications
Differentiated instruction is considered a prerequisite for the inclusion of students with disabilities (SWD) in general education. The aim of this study was to describe and evaluate the type and quality of curriculum modifications for SWD in Greek early childhood co-taught classrooms. Sixty-eight general and special education teachers in 34 co-taught classrooms participated in this study. The collection of data included 68 lesson plans with acco…
Peer tutoring as a means to inclusion: A collaborative action research project
In this collaborative action research project three researchers and six primary teachers in two Greek mainstream schools developed a peer tutoring programme for 130 students, 11 of whom were students with special educational needs and disabilities (SEND). Through exploring new roles for researchers and teachers, the aim of this study was to enhance teachers’ capacity to develop peer tutoring programmes and improve students’ academic and social sk…
Academic achievement for students with and without disabilities in co-taught classrooms: A meta-analysis
Differentiated instruction for students with SEN in mainstream classrooms: Contextual features and types of curriculum modifications
This qualitative study explores what contributes to the development of differentiated instruction (DI) through the use of curriculum modifications for the inclusion of students with special educational needs (SEN) in three primary Singaporean schools. Data were collected through semi-structured interviews, descriptive observations, lesson plans and focus groups. Five teachers, six allied educators, and two learning support teachers (n = 13) parti…
Work–family strain of employees with children with disabilities
Purpose The purpose of this study is to investigate the relationships between (1) employed parents' work–family conflict (WFC), (2) their children with disabilities' support needs, (3) their children's age, and (4) those parents' levels of school engagement. Design/methodology/approach Data were collected from 193 US parents of children with disabilities who completed a survey regarding work and family strain as well as school engagement. Descrip…
Resourced provision in mainstream schools for students with special educational needs and/or disabilities: Inclusive service or safe space
Although the number of resource provision (RP) classrooms for the education of students with special educational needs and/or disabilities (SEND) in English mainstream schools has increased, very little is known about their functioning and impact. Through collaborative research, based on critical communicative methodology, this study aims to (i) evaluate with the participants the effective practices and challenges in educating students with SEND …
A Systematic Review of Students’ Views and Experiences in Co-Taught Classrooms
Despite the existence of several systematic reviews and meta-analyses on co-teaching, research that includes student voice through students’ views and experiences is rare. This systematic review of 63 published and unpublished studies synthesises the experiences and views of students with and without disabilities when co-taught by a general and a special educator. Data were extracted from seven databases in July 2025. We used an assimilated appro…
Psychology (12 works) · Collaborative Teaching and Inclusion (11 works) · Mathematics education (10 works) · Pedagogy (10 works) · Disability Education and Employment (9 works) · Special education (9 works) · Family and Disability Support Research (7 works) · Mainstream (7 works) · Mainstreaming (6 works) · Political science (6 works)