Anastasia Vlachou
Biographic Data
| ID | 8842351 |
|---|---|
| NAME | Anastasia Vlachou |
| GIVEN NAMES | Anastasia |
| FAMILY NAME | Vlachou |
| SIGNATURE | VLACHOU A |
| AFFILIATIONS | University of Thessaly |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 51 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Microaggressions and disablism
The study explores how disabled students experience microaggressions as everyday expressions of disablism within higher education institutions. Using Interpretative Phenomenological Analysis (IPA), the study examines everyday interactions that undermine disabled students’ autonomy, identity and status as epistemic and social participants. Eight domains of microaggressions were identified, including denial of identity, patronisation, and desexual…
The Development of the “Checklist for Life Skills Educational Assessment” (CLSEA)
Students with developmental disabilities constitute a heterogeneous group with significant difficulties in adaptive behavior. It is expected that educational programs are equipped with the appropriate resources to support students and promote their skills related to adaptive behavior, such as life skills. A critical issue for the development and implementation of appropriate educational interventions in the domain of life skills is the availabili…
School principal's attitudes towards inclusive education
Organizational preparedness domains and indicators of educational organizations for students with disabilities in pandemic times
Background The impact of the COVID-19 pandemic on educational systems has caused a profound shift in the organization and delivery of education worldwide. The effects of the pandemic crisis on educational systems proved to be detrimental for students with disabilities, highlighting not only the looming social and educational inequalities but also the huge gap in organizational preparedness for education, including identifying the main areas (doma…
The Importance of School Principals’ Values towards the Inclusive Education of Disabled Students
The current paper presents part of a broader, large-scale study regarding inclusive education and educational leadership in Greece that highlights the decisive role that school principals’ values play into shaping inclusive education. Its proposed theoretical model, based on extensive bibliographical research, explores the relationships between values, and knowledge, beliefs, attitudes and practices regarding the education of disabled students, h…
Microaggressions and Psychosocial Adjustment among Greek University Students with Disabilities
This study investigated differences in experiences of microaggressions between students with different characteristics (type, visibility, severity, and onset of impairment) and associations between the occurrence of microaggressions and specific psychological dimensions, such as stress, depression, self-esteem, and life satisfaction. It also examined how the afore-mentioned psychological factors and microaggressions contribute to students’ adjust…
What Persons with Chronic Health Conditions Need to Maintain or Return to Work—Results of an Online-Survey in Seven European Countries
Chronic health conditions represent the major share of the disease burden in Europe and have a significant impact on work. This study aims to: (1) identify factors that have a negative or positive impact on the work lives of persons with chronic health conditions; (2) explore the needs of these persons to maintain a job or return to work and (3) compare these results with respect to these persons' occupational status. An online survey was perform…
Policy Guidelines for Effective Inclusion and Reintegration of People with Chronic Diseases in the Workplace
The increasing prevalence of chronic diseases among the European working age population, as well as the implications for the individual and societal level, underline the need for policy guidelines targeting the effective inclusion of persons with chronic diseases in the workplace. The aim of the present paper was to explore the perspectives of European and National-level stakeholders on existing strategies for work re-integration of persons with …
Disabled students’ narratives about their schooling experiences
An ongoing interest in disabled learners’ voices has been reflected in a number of studies that explore students’ experiences of schooling, as part of the quest to understand how inclusive education can be achieved. These studies, however, have been conducted mainly in industrially developed countries, while very few studies exist from industrially developing countries such as Greece in which disabled people’s voices are under-represented not onl…
Greek teachers’ belief systems about disability and inclusive education
This paper is based on the argument that dominant beliefs and their associated assumptions are a core area of exploration in understanding the process of change and the politics of resistance in education. It commences with an analysis of the role, function and importance of beliefs in the development of special‐inclusive education and continues with the exploration of Greek teachers’ beliefs about disability and inclusion. The insights offered i…
Role of special/support teachers in Greek primary schools
Pull‐out programmes, resource, and/or support rooms and services have played a vital role in either hindering or promoting the implementation of more inclusive practices in school communities. In Greece there is a strong assumption that support rooms and part‐time withdrawal are the most effective ways of promoting the educational and social inclusion of children defined as having special needs. It is this assumption that the present analysis int…
Education and inclusive policy-making
It seems that inclusion has become a global issue while in different countries we can find a number of stated intentions and written policies to move towards its achievement. However, despite the magnitude of the debate towards inclusion efforts to create more inclusive schooling communities are fraught with multiple difficulties, dilemmas and contradictions that often result into piecemeal or sequential reforms. In light of the above, this paper…
Education and inclusive policy-making
It seems that inclusion has become a global issue while in different countries we can find a number of stated intentions and written policies to move towards its achievement. However, despite the magnitude of the debate towards inclusion efforts to create more inclusive schooling communities are fraught with multiple difficulties, dilemmas and contradictions that often result into piecemeal or sequential reforms. In light of the above, this paper…
Greek teachers’ belief systems about disability and inclusive education
This paper is based on the argument that dominant beliefs and their associated assumptions are a core area of exploration in understanding the process of change and the politics of resistance in education. It commences with an analysis of the role, function and importance of beliefs in the development of special‐inclusive education and continues with the exploration of Greek teachers’ beliefs about disability and inclusion. The insights offered i…
Disabled students’ narratives about their schooling experiences
An ongoing interest in disabled learners’ voices has been reflected in a number of studies that explore students’ experiences of schooling, as part of the quest to understand how inclusive education can be achieved. These studies, however, have been conducted mainly in industrially developed countries, while very few studies exist from industrially developing countries such as Greece in which disabled people’s voices are under-represented not onl…
Role of special/support teachers in Greek primary schools
Pull‐out programmes, resource, and/or support rooms and services have played a vital role in either hindering or promoting the implementation of more inclusive practices in school communities. In Greece there is a strong assumption that support rooms and part‐time withdrawal are the most effective ways of promoting the educational and social inclusion of children defined as having special needs. It is this assumption that the present analysis int…
Education and inclusive policy-making
It seems that inclusion has become a global issue while in different countries we can find a number of stated intentions and written policies to move towards its achievement. However, despite the magnitude of the debate towards inclusion efforts to create more inclusive schooling communities are fraught with multiple difficulties, dilemmas and contradictions that often result into piecemeal or sequential reforms. In light of the above, this paper…
Role of special/support teachers in Greek primary schools
Pull‐out programmes, resource, and/or support rooms and services have played a vital role in either hindering or promoting the implementation of more inclusive practices in school communities. In Greece there is a strong assumption that support rooms and part‐time withdrawal are the most effective ways of promoting the educational and social inclusion of children defined as having special needs. It is this assumption that the present analysis int…
Greek teachers’ belief systems about disability and inclusive education
This paper is based on the argument that dominant beliefs and their associated assumptions are a core area of exploration in understanding the process of change and the politics of resistance in education. It commences with an analysis of the role, function and importance of beliefs in the development of special‐inclusive education and continues with the exploration of Greek teachers’ beliefs about disability and inclusion. The insights offered i…
Disabled students’ narratives about their schooling experiences
An ongoing interest in disabled learners’ voices has been reflected in a number of studies that explore students’ experiences of schooling, as part of the quest to understand how inclusive education can be achieved. These studies, however, have been conducted mainly in industrially developed countries, while very few studies exist from industrially developing countries such as Greece in which disabled people’s voices are under-represented not onl…
What Persons with Chronic Health Conditions Need to Maintain or Return to Work—Results of an Online-Survey in Seven European Countries
Chronic health conditions represent the major share of the disease burden in Europe and have a significant impact on work. This study aims to: (1) identify factors that have a negative or positive impact on the work lives of persons with chronic health conditions; (2) explore the needs of these persons to maintain a job or return to work and (3) compare these results with respect to these persons' occupational status. An online survey was perform…
Policy Guidelines for Effective Inclusion and Reintegration of People with Chronic Diseases in the Workplace
The increasing prevalence of chronic diseases among the European working age population, as well as the implications for the individual and societal level, underline the need for policy guidelines targeting the effective inclusion of persons with chronic diseases in the workplace. The aim of the present paper was to explore the perspectives of European and National-level stakeholders on existing strategies for work re-integration of persons with …
Microaggressions and Psychosocial Adjustment among Greek University Students with Disabilities
This study investigated differences in experiences of microaggressions between students with different characteristics (type, visibility, severity, and onset of impairment) and associations between the occurrence of microaggressions and specific psychological dimensions, such as stress, depression, self-esteem, and life satisfaction. It also examined how the afore-mentioned psychological factors and microaggressions contribute to students’ adjust…
Organizational preparedness domains and indicators of educational organizations for students with disabilities in pandemic times
Background The impact of the COVID-19 pandemic on educational systems has caused a profound shift in the organization and delivery of education worldwide. The effects of the pandemic crisis on educational systems proved to be detrimental for students with disabilities, highlighting not only the looming social and educational inequalities but also the huge gap in organizational preparedness for education, including identifying the main areas (doma…
The Importance of School Principals’ Values towards the Inclusive Education of Disabled Students
The current paper presents part of a broader, large-scale study regarding inclusive education and educational leadership in Greece that highlights the decisive role that school principals’ values play into shaping inclusive education. Its proposed theoretical model, based on extensive bibliographical research, explores the relationships between values, and knowledge, beliefs, attitudes and practices regarding the education of disabled students, h…
The Development of the “Checklist for Life Skills Educational Assessment” (CLSEA)
Students with developmental disabilities constitute a heterogeneous group with significant difficulties in adaptive behavior. It is expected that educational programs are equipped with the appropriate resources to support students and promote their skills related to adaptive behavior, such as life skills. A critical issue for the development and implementation of appropriate educational interventions in the domain of life skills is the availabili…
School principal's attitudes towards inclusive education
Microaggressions and disablism
The study explores how disabled students experience microaggressions as everyday expressions of disablism within higher education institutions. Using Interpretative Phenomenological Analysis (IPA), the study examines everyday interactions that undermine disabled students’ autonomy, identity and status as epistemic and social participants. Eight domains of microaggressions were identified, including denial of identity, patronisation, and desexual…
Psychology (10 works) · Pedagogy (6 works) · Inclusion (mineral (5 works) · Medicine (5 works) · Political science (5 works) · Sociology (5 works) · Disability Rights and Representation (4 works) · Mathematics education (4 works) · Computer Science (3 works) · Public relations (3 works)