Sofia Mavropoulou
Biographic Data
| ID | 6689379 |
|---|---|
| NAME | Sofia Mavropoulou |
| GIVEN NAMES | Sofia |
| FAMILY NAME | Mavropoulou |
| SIGNATURE | MAVROPOULOU S |
| AFFILIATIONS | Queensland University of Technology |
| ORCID | 0000-0003-1308-9000 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Narrative Skills in Autistic and Non-Autistic Preschool Children
Background/Objectives: Narrative skills play an important role in children’s overall development from a very young age, and they are linked to social behavior, as well as several emotional and cognitive outcomes. Young autistic children often experience difficulties in their narrative skills and these difficulties may impact their social interactions. The present study reviews recent findings to detect factors influencing narrative development in…
Interpretations of inclusive education in Australian policy
Closing special schools
Many countries grapple with the tension between commitment to inclusive education reform and the closure of special schools. This tension is particularly problematic for countries, like Australia, that have ratified the Convention on the Rights of Persons with Disabilities (CRPD). The CRPD is clear that closing special schools is pivotal to protecting the rights of students with disability to an inclusive education. Some provinces in Canada are c…
Societal, systemic, school and family drivers for and barriers to inclusive education
Inclusive education is central to achieving high-quality education for all students and is a recognised commitment of the Australian government under international human rights law. However, Australia’s lack of commitment to move away from segregation is reflected in its persistence in maintaining and funding segregated (special) settings. Queensland led the way with the introduction of an inclusive education policy in 2018; nonetheless, this doe…
The future of special schools in Australia
The United Nations has called upon Governments that are signatory to the Convention on the Rights of Persons with Disabilities (CRPD) to adopt practical but progressive systems to transfer resources from segregated settings/special schools into mainstream schools. What will this mean for Australia’s special schools, particularly given their significant rise in enrolments over the past decade? What will it mean for the education of Australian stud…
Exploring Bhutanese teachers’ knowledge and use of strategies for the inclusion of students on the autism spectrum
Despite the increasing number of students on the autism spectrum attending regular schools worldwide, research on the knowledge and use of teaching strategies to support the inclusion of students on the autism spectrum in the South Asian region remains scarce. The current study was informed by Florian and Spratt’s Inclusive Pedagogy Framework and utilised an exploratory sequential mixed-method design to investigate Bhutanese teachers’ knowledge a…
Educational Research in the Age of Anthropocene
Benefits and concerns
This qualitative study explored Bhutanese parents’ perceptions of the benefits and their concerns in relation to the inclusive education of their children with special educational needs (SEN). Twenty-six parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in three pilot schools with SEN programmes located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The thematic analysis…
Parental communication and collaboration in schools with special educational needs (SEN) programmes in Bhutan
This study explored the experiences of communication and collaboration of parents with the teachers of their children with special educational needs (SEN). In this investigation in the Bhutanese context, 26 parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in 3 schools with SEN programmes in Bhutan located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The interview data…
The future of special schools in Australia
The United Nations has called upon Governments that are signatory to the Convention on the Rights of Persons with Disabilities (CRPD) to adopt practical but progressive systems to transfer resources from segregated settings/special schools into mainstream schools. What will this mean for Australia’s special schools, particularly given their significant rise in enrolments over the past decade? What will it mean for the education of Australian stud…
Benefits and concerns
This qualitative study explored Bhutanese parents’ perceptions of the benefits and their concerns in relation to the inclusive education of their children with special educational needs (SEN). Twenty-six parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in three pilot schools with SEN programmes located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The thematic analysis…
Parental communication and collaboration in schools with special educational needs (SEN) programmes in Bhutan
This study explored the experiences of communication and collaboration of parents with the teachers of their children with special educational needs (SEN). In this investigation in the Bhutanese context, 26 parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in 3 schools with SEN programmes in Bhutan located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The interview data…
Educational Research in the Age of Anthropocene
Benefits and concerns
This qualitative study explored Bhutanese parents’ perceptions of the benefits and their concerns in relation to the inclusive education of their children with special educational needs (SEN). Twenty-six parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in three pilot schools with SEN programmes located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The thematic analysis…
Parental communication and collaboration in schools with special educational needs (SEN) programmes in Bhutan
This study explored the experiences of communication and collaboration of parents with the teachers of their children with special educational needs (SEN). In this investigation in the Bhutanese context, 26 parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in 3 schools with SEN programmes in Bhutan located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The interview data…
Exploring Bhutanese teachers’ knowledge and use of strategies for the inclusion of students on the autism spectrum
Despite the increasing number of students on the autism spectrum attending regular schools worldwide, research on the knowledge and use of teaching strategies to support the inclusion of students on the autism spectrum in the South Asian region remains scarce. The current study was informed by Florian and Spratt’s Inclusive Pedagogy Framework and utilised an exploratory sequential mixed-method design to investigate Bhutanese teachers’ knowledge a…
Societal, systemic, school and family drivers for and barriers to inclusive education
Inclusive education is central to achieving high-quality education for all students and is a recognised commitment of the Australian government under international human rights law. However, Australia’s lack of commitment to move away from segregation is reflected in its persistence in maintaining and funding segregated (special) settings. Queensland led the way with the introduction of an inclusive education policy in 2018; nonetheless, this doe…
The future of special schools in Australia
The United Nations has called upon Governments that are signatory to the Convention on the Rights of Persons with Disabilities (CRPD) to adopt practical but progressive systems to transfer resources from segregated settings/special schools into mainstream schools. What will this mean for Australia’s special schools, particularly given their significant rise in enrolments over the past decade? What will it mean for the education of Australian stud…
Closing special schools
Many countries grapple with the tension between commitment to inclusive education reform and the closure of special schools. This tension is particularly problematic for countries, like Australia, that have ratified the Convention on the Rights of Persons with Disabilities (CRPD). The CRPD is clear that closing special schools is pivotal to protecting the rights of students with disability to an inclusive education. Some provinces in Canada are c…
Interpretations of inclusive education in Australian policy
Narrative Skills in Autistic and Non-Autistic Preschool Children
Background/Objectives: Narrative skills play an important role in children’s overall development from a very young age, and they are linked to social behavior, as well as several emotional and cognitive outcomes. Young autistic children often experience difficulties in their narrative skills and these difficulties may impact their social interactions. The present study reviews recent findings to detect factors influencing narrative development in…
Special education (7 works) · Family and Disability Support Research (6 works) · Sociology (6 works) · Pedagogy (5 works) · Economic growth (4 works) · Inclusion (mineral (4 works) · Law (4 works) · Political science (4 works) · Psychology (4 works) · Public Administration (4 works)