{"id":1395,"date":"2021-07-02T06:01:33","date_gmt":"2021-07-02T06:01:33","guid":{"rendered":"https:\/\/newdev.ucy.ac.cy\/edu\/?page_id=1395"},"modified":"2024-09-19T10:45:14","modified_gmt":"2024-09-19T07:45:14","slug":"special-and-inclusive-education","status":"publish","type":"page","link":"https:\/\/www.ucy.ac.cy\/edu\/research\/research-areas\/special-and-inclusive-education\/?lang=en","title":{"rendered":"Special and inclusive Education"},"content":{"rendered":"

Special and Inclusive Education<\/strong><\/p>\n

Brief description<\/strong>
\nThe vision of the Special and Inclusive Education research team is the design and implementation of studies that cover a broad range of issues in the field and contribute in strengthening theory, policy development and improvement of teaching praxis. The theoretical framework guiding research is Special and Inclusive Education, Disability Studies and Sociology of Education. The research team is comprised of academics based in the Department of Education, master and doctoral students, and other collaborators from Cyprus and other countries. Research conducted in the field of Special and Inclusive Education has a significant place in local and international literature and is presented in academic books, journals and conferences. The dissemination of research findings in Greek language is carried out through press articles and local seminars or day conference. The research findings are also employed in the teaching of undergraduate and postgraduate students in the Department of Education.<\/p>\n

Staff<\/strong>
\nHelen Phtiaka, Professor (Sociology and Inclusive Education)
\nSimoni Symeonidou, Associate Professor (Inclusive Education)<\/p>\n

Research interests<\/strong>
\nCurriculum development for inclusive education
\nExperience of disability and education
\nHome-school relationships
\nIdeological, social, cultural and historical dimensions of special and inclusive education
\nTeacher education for inclusive education<\/p>\n

Current research projects<\/strong><\/h5>\n

\u2022 Title<\/strong>: Tesserae of Knowledge<\/a><\/p>\n

\u2022 Funding<\/strong>: University of Cyprus start-up finding 2011 & annual research activity fund
\n\u2022 Duration<\/strong>: 2011 to date
\n\u2022 Research co-ordinator:<\/strong> Simoni Symeonidou
\n\u2022 Description<\/strong>: ‘Tesserae of Knowledge’ (in Greek, Psifides Gnosis) is a research project which aims at collecting, digitizing and disseminating material related to disabled people and people with chronic illnesses, primarily in order to promote inclusive education. In the context of the project, a digital archive was developed. The archive comprises of ‘digital portfolios’ for each person, entailing his\/her biography, representative work (e.g. poems, literary texts, artwork, songs, videos, documentaries), and interviews. The digital portfolios can be used by anyone who is interested in disability issues, and particularly by teachers, as part of the curriculum. To this end, a search tool was developed, to facilitate teachers locate material that is suitable for different subjects, thematic areas, and class levels. The project runs a number of activities, such as research on teacher professional learning, teacher professional learning programmes, school-based seminars, school based interventions addressed to teachers and students, presentations at conferences, and publications.<\/p>\n

Completed research projects:<\/strong>
\n\u2022 Title<\/strong>: DISARTS<\/em> Professional learning programme<\/a>
\n\u2022 Funding: University of Cyprus, Internal Research Grant (though competition), \u20ac30000<\/strong>
\n\u2022 Duration: 2019-2021<\/strong>
\n\u2022 Research co-ordinator: Simoni Symeonidou<\/strong>
\n\u2022 Description:<\/strong> DISARTS was located in the Disability Studies theoretical framework and aimed to provide teacher professional learning opportunities on disability issues. The purpose of the programme was to empower teachers to design and implement lesson plans, that included the work of people with disabilities, either directly or indirectly. The programme used poems, literary texts, works of art, songs, videos, interviews and other material developed by people with disabilities. Participating teachers were involved in school\u2013based professional learning activities. Through the knowledge, attitudes and skills developed through DISARTS, teachers were empowered to develop anti-oppressive curricula in order to (re)construct the concept of disability at school level.<\/h5>\n

\u2022 Title<\/strong>: Cyprus School-Wide Positive Bahavior Interventions and Support: Prevention, Support and Empowerment of high rick children<\/a><\/p>\n

\u2022 Funding<\/strong>: Cyprus National Addictions Authority, \u20ac 40,000
\n\u2022 Duration<\/strong>: 20\/12\/2017-31\/03\/2021
\n\u2022 Research co-ordinator:<\/strong> Eleni Phtiaka
\n\u2022 Scientific Collaborator:<\/strong> Lefki Kourea
\n\u2022 Description<\/strong>: The goal of the research project was the redesign of actions of the Cyprus School-Wide Positive Behavior Interventions and Supports (SWPBIS) system in six elementary schools. The emphasis was on the development of a safe, positive and inclusive environment through a multi-level approach of prevention and protection of youths at risk regarding use of substances. The research team targeted the support of vulnerable groups in collaboration with the teaching staff and community agents.<\/p>\n

\u2022 Title<\/strong>: Improving School Climate and Student Social Outcomes Through Positive Discipline
\n\u2022 Funding<\/strong>: University of Cyprus, Internal Research Grants, \u20ac43,000
\n\u2022 Duration<\/strong>: 01\/01\/2017-31\/05\/2019
\n\u2022 Research co-ordinator:<\/strong> Eleni Phtiaka
\n\u2022 Scientific Collaborator:<\/strong> Lefki Kourea
\n\u2022 Description<\/strong>: This was a follow-up research investigation of a previously funded project by the European Commission under the Marie \u2013Sk\u0142odowska Curie and aimed at providing technical assistance to six school-based SWPBIS leadership teams in establishing and sustaining efforts in Tier 1 implementation, to conduct professional development workshops on effective classroom management and positive discipline, and to help school-based SWPBIS leadership teams to establish systematic procedures for Tier 2 and 3 implementation<\/p>\n

\u2022 Title<\/strong>:Establishing safe, positive, inclusive school environments: The three-tiered prevention paradigm (ESPISE-3P)<\/a><\/p>\n

\u2022 Funding<\/strong>: European Commission – Marie Curie Foundation (though competition), \u20ac254.690,70
\n\u2022 Duration<\/strong>: 2013-2016
\n\u2022 Research Co-ordinator:<\/strong> Helen Phtiaka
\n\u2022 Research Collaborator:<\/strong> Lefki Kourea
\n\u2022 Description<\/strong>: This was a three-year project funded by the European Commission to examine the core features and procedures of the School-Wide Positive Behavior Interventions and Supports (SWPBIS) system in elementary schools in North Carolina (USA) as well as in Cyprus. Based on the prevention logic and the principles of science of human behavior, the SWPBIS system originated in the US, has been investigated extensively and has produced research evidence for more than three decades. The SWPBIS framework purports in creating and maintaining a positive and safe school environment, in which students are successful socially and academically. The programme has generated a number of national and international presentations and publications, as well as a day-conference with international participation.<\/p>\n

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