Magda Nikolaraizi

A Cross-Cultural Examination of Typically Developing Children's Attitudes toward Individuals with Special Needs.

This study explores childrens attitudes toward individuals with special needs in Greece and in the United States. A total of 196 kindergarten‐age children participated in the study. Childrens attitudes were examined using the Acceptance Scale for Kindergartners‐Revised (ASK‐R) and were further explored with the use of an open‐ended interview. In addition, the Inventory of Disability Representation (IDR) was used to collect information about how individuals with special needs are represented in school and classroom environments through books, displays, materials and curriculum. The results indicated that children in Greece and the United States were accepting of individuals with special needs. Also, children attending inclusive kindergartens held more positive attitudes when compared with children attending non‐inclusive kindergartens. Results from the interviews provided further information that contributes to the understanding of childrens perceptions of people with special needs and the reasons why children become more or less favourably disposed towards individuals with special needs. Finally, IDR results indicated that the classrooms in Greece had low representations of individuals with special needs compared with US classrooms, which had moderate and high representations of individuals with disabilities in the classroom and school environments.

A comparative study of children's attitudes towards deaf children, children in wheelchairs and blind children in Greece and in the UK

This comparative study explores the attitudes of children towards deaf children, children in wheelchairs and blind children in Greece and in the UK. A total of 463 children participated in this study, with 229 children from Greece and 234 children from the UK, in the fifth and sixth grades in primary schools. The views of the children were elicited with the use of an attitude scale. The roles of prior contact and current contact were examined. Results indicated that all children were positive towards the three categories of children and that girls were more positive than boys. Comparative findings showed that childrens attitudes in the two countries differed in several ways. Children in Greece were more positive than children in the UK. However, children attending schools with special education units in Greece held more negative attitudes than children attending schools with special education units in the UK. Also, children in Greece who had prior contact with deaf children were less favourable towards deaf children compared with children in the UK. Furthermore, the results indicated that children held positive attitudes at a superficial level, expressing mostly social and emotional concern, and not a willingness to interact with these children. The findings stimulate a discussion regarding the impact of sociocultural characteristics upon childrens attitudes towards children with special educational needs.

Deaf and Hearing Individuals' Beliefs about the Capabilities of Deaf People.

The study explored the beliefs of 100 residents of Greece about the capabilities of deaf people living in that country. Participants included deaf adults who communicated in Greek Sign Language (GSL), deaf adults who communicated orally, hearing adults who attended GSL courses, and hearing adults who did not attend such courses. Beliefs were explored through the ODP (Opinions About Deaf People) scale (Berkay, Gardner, & Smith, 1995) and an open-ended interview. All participant groups viewed deaf peoples capabilities positively, but Deaf users of GSL expressed the most positive beliefs. The findings suggest that less positive beliefs reflect diverse ideological views toward GSL and Deaf culture or an awareness of the obstacles preventing deaf people from developing their potential. The Deaf communitys role in empowering deaf people and the role of GSL courses in promoting awareness regarding deaf people are also discussed.

Investigating Deaf Students' Use of Visual Multimedia Resources in Reading Comprehension

A mixed research design was used to examine how deaf students used the visual resources of a multimedia software package that was designed to support reading comprehension. The viewing behavior of 8 deaf students, ages 8–12 years, was recorded during their interaction with multimedia software that included narrative texts enriched with Greek Sign Language videos, pictures, and concept maps. Also, students’ reading comprehension was assessed through reading comprehension questions and retelling. Analysis of the students’ viewing behavior data, their answers to reading comprehension questions, their “think alouds,” and their story retells indicated that they used visual resources, but they did not exploit them in a strategic manner to aid their reading comprehension. The study underscores the important role of mediated instruction in “visual literacy” skills that enable students to learn how to process visual aids in a way that supports their reading comprehension.

Experiences among beginning special education teachers in general education settings: the influence of school culture

In this study 20 beginning special education teachers were asked to describe their experiences in general education settings. To provide data, each teacher completed approximately three electronic reflective journals during a school year and also participated in a phone interview, which was aimed to give in-depth information regarding the participants’ comments in the journals. The participants described their experiences in regard to collaboration with mainstream teachers, the delivery of the curriculum and the understanding of their role with reference to identity. They reported some good experiences but also many difficulties in their attempts to support pupils with special educational needs (SEN) and enhance their learning and participation in mainstream schools. Challenges in collaboration, the delivery of the curriculum and the development of teachers’ identity at the beginning of a career in special education are discussed. We argue that the teachers’ experiences are associated with the legislative educational system and the school culture which does not encourage collaborative practices but rather promotes individualism and leads to exclusive practices.

The design of a software to enhance the reading comprehension skills of deaf students: An integration of multiple theoretical perspectives

In this paper we discuss the role of visual resources, namely Greek Sign Language videos, concept maps and pictures, and their allocation in a multimedia educational software designed to enhance reading comprehension in deaf children. First, we summarize research findings from three bodies of literature that informed the design of the software: reading comprehension and deaf children, the role of visual displays in reading comprehension and multimedia learning theories. In the following part, we describe the software “See and See” and explain how relevant theory and research regarding visual displays and multimedia learning has been applied to its design. Finally, we present a pilot evaluation of “See and See” regarding the students’ interaction with the software and its role in reading comprehension.

An Experimental Approach in Conceptualizing Typographic Signals of Documents by Eight-Dot and Six-Dot Braille Code

The main research aim of the present study focuses on issues of reading comprehension, when users with blindness receive typographic meta-data by touch through a braille display. Levels of reading comprehension are investigated by the use of 6-dot and 8-dot braille code in matched texts for the cases of bold and italic meta-data. The results indicated a slight superiority of the 8-dot braille code in reading time and scorings. The discussion considered the practical implications of the findings such as issues regarding education as well as the development of suitable design of tactile rendition of typographic signals through 6-dot or 8-dot braille code in favor of better perception and comprehension.

Collaborative Action Research Approach Promoting Professional Development for Teachers of Students with Visual Impairment in Assistive Technology

Abstract This paper highlights the framework and discusses the results of an action research project which aimed to facilitate the adoption of assistive technology devices and specialized software ...

Deaf Clubs Today: Do They Still Have a Role to Play? The Cases of Cyprus and Greece

The present study investigated the current functions of Deaf clubs in Cyprus and in Greece. The researchers conducted in-depth semistructured interviews with 24 Cypriot and 22 Greek deaf individuals ages 19–54 years. The researchers found that the Deaf clubs in both countries provide a gathering place for deaf people, organize social and sport activities, and promote their demands through legislation. In addition, Deaf clubs maintain and transmit Deaf culture and history to future generations, offer Deaf role models to young deaf children and their families, and provide Deaf awareness to hearing people (e.g., through sign languages classes). The study participants also stressed the role of Deaf clubs in deaf peoples lives, unity, and prospects for future progress.

SEE and SEE: An Educational Tool for Kids with Hard of Hearing

An educational software, namely ldquoSEE and SEErdquo, that aims to enhance literacy skills of deaf or hard of hearing children is presented in this paper. The proposed computer-based educational environment, takes into account childrenpsilas visual learning characteristics. The software provides a series of adjustable functionalities to the teacher, so s/he can create visual-kinetic educational information for each pupil. Moreover, pupils have the opportunity to use bilateral presentations of the information content, by evoking sign language video for each text sentence, accompanied with comprehensive diagrams and pictures. A series of test-questions are also incorporated that reflect the contribution of each educational process to the learning curve. The whole activity is logged and archived at a local database that outputs statistic/activity reports and files. ldquoSEE and SEErdquo can prove to be a useful learning object that contributes to the normalization of the educational environment towards the children needs.