Eleni Lithari
Biographic Data
| ID | 6689404 |
|---|---|
| NAME | Eleni Lithari |
| GIVEN NAMES | Eleni |
| FAMILY NAME | Lithari |
| SIGNATURE | LITHARI E |
| AFFILIATIONS | Anglia Ruskin University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Relationships and sex education in special schools
Sex education is a key aspect of safeguarding, particularly for children with learning disabilities who are significantly more at risk of sexual abuse. To contribute to research in the field of sex education of children with learning disabilities, we examined teachers’ perceptions of how Relationships and Sex Education (RSE) and Health Education programmes are taught in Special Schools and to what extent children can be supported through these pr…
Academic identity development
This paper examines identity construction for young people with dyslexia, based on their educational experiences during and after their transition to mainstream secondary education. The study is based on interviews with 20 English individuals who contributed their perceptions of how their identity was shaped by their experiences. Some of the most important experiences for dyslexic young people and the main themes discussed here are: experiences o…
Fractured academic identities
Identity construction for individuals with dyslexia is significantly moulded by their transition to and experiences within secondary education. This is an interview-based study with 20 participants living in England. Support-related school experiences, relationships with teachers, societal perceptions about the importance of literacy and academic achievement and the reactions of others around them are the core focus. The findings are theorised us…
Care-less spaces and identity construction
There is a growing body of literature which marks out a feminist ethics of care and it is within this framework we understand transitions from primary to secondary school education can be challenging and care-less, especially for disabled children. By exploring the narratives of parents and professionals, we investigate transitions and self-identity, as a meaningful transition depends on the care-full spaces pupils inhabit. These education narrat…
Fractured academic identities
Identity construction for individuals with dyslexia is significantly moulded by their transition to and experiences within secondary education. This is an interview-based study with 20 participants living in England. Support-related school experiences, relationships with teachers, societal perceptions about the importance of literacy and academic achievement and the reactions of others around them are the core focus. The findings are theorised us…
Care-less spaces and identity construction
There is a growing body of literature which marks out a feminist ethics of care and it is within this framework we understand transitions from primary to secondary school education can be challenging and care-less, especially for disabled children. By exploring the narratives of parents and professionals, we investigate transitions and self-identity, as a meaningful transition depends on the care-full spaces pupils inhabit. These education narrat…
Academic identity development
This paper examines identity construction for young people with dyslexia, based on their educational experiences during and after their transition to mainstream secondary education. The study is based on interviews with 20 English individuals who contributed their perceptions of how their identity was shaped by their experiences. Some of the most important experiences for dyslexic young people and the main themes discussed here are: experiences o…
Care-less spaces and identity construction
There is a growing body of literature which marks out a feminist ethics of care and it is within this framework we understand transitions from primary to secondary school education can be challenging and care-less, especially for disabled children. By exploring the narratives of parents and professionals, we investigate transitions and self-identity, as a meaningful transition depends on the care-full spaces pupils inhabit. These education narrat…
Fractured academic identities
Identity construction for individuals with dyslexia is significantly moulded by their transition to and experiences within secondary education. This is an interview-based study with 20 participants living in England. Support-related school experiences, relationships with teachers, societal perceptions about the importance of literacy and academic achievement and the reactions of others around them are the core focus. The findings are theorised us…
Academic identity development
This paper examines identity construction for young people with dyslexia, based on their educational experiences during and after their transition to mainstream secondary education. The study is based on interviews with 20 English individuals who contributed their perceptions of how their identity was shaped by their experiences. Some of the most important experiences for dyslexic young people and the main themes discussed here are: experiences o…
Relationships and sex education in special schools
Sex education is a key aspect of safeguarding, particularly for children with learning disabilities who are significantly more at risk of sexual abuse. To contribute to research in the field of sex education of children with learning disabilities, we examined teachers’ perceptions of how Relationships and Sex Education (RSE) and Health Education programmes are taught in Special Schools and to what extent children can be supported through these pr…
Developmental psychology (4 works) · Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Gender Studies (3 works) · Identity (music (3 works) · Academic achievement (2 works) · Aesthetics (2 works) · Disability Rights and Representation (2 works) · Dyslexia (2 works)