Academic and phychosocial support to students with learning disabilities

Course Information
TitleΜαθησιακή και ψυχοκοινωνική στήριξη μαθητών με μαθησιακές δυσκολίες / Academic and phychosocial support to students with learning disabilities
CodeΠΕ302
FacultyPhilosophy
SchoolPhilosophy and Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorMaria Doikou
CommonNo
StatusActive
Course ID600003472

Programme of Study: Paidagōgikī epistīmī 2016

Registered students: 7
OrientationAttendance TypeSemesterYearECTS
Eidikī AgōgīCompulsory Course2110

Class Information
Academic Year2016 – 2017
Class PeriodSpring
Faculty Instructors
Weekly Hours2
Total Hours26
Class ID
600032669
Course Type 2016-2020
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
This seminar aims to underscore the importance and the need for provision of academic, emotional and social support to students with learning disabilities for the purpose of enhancing successful completion of their education and promoting their psychosocial development. More specifically: The students are expected to: - acquire sufficient knowledge concerning the difficulties of pupils with learning disabilities in the use of cognitive and metacognitive strategies and in study skills - acquire sufficient knowledge concerning the psychosocial difficulties pupils with learning disabilities - understand the importance of the provision of academic and psychosocial support to pupils with learning disabilities in the school context - develop skills of critical evaluation of research - develop research skills by conducting a research project on a topic related to the content of the course
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
This seminar aims to underscore the importance and the need for provision of academic, emotional and social support to students with learning disabilities for the purpose of enhancing successful completion of their education and promoting their psychosocial development. More specifically, the course aims to familiarise the students with educational programmes and methods that are orientated to this goal. The difficulties of the students with learning disabilities in the use of cognitive strategies as well as their difficulties in the psychosocial domain are first described. Methods for cognitive strategies and study skills instruction are examined. In addition, the framework of the design, the implementation and the evaluation of prevention or intervention programmes of psychosocial support for these students is explored from a risk and resilience perspective. Special emphasis is placed on the need for development of emotional and social skills of the students with learning disabilities and improvement of their social interaction with their peers. Examples of social and emotional learning programmes and social skills training programmes are discussed. 1. Difficulties of students with learning disabilities in the use of cognitive and metacognitive strategies and in study skills 2. Psychosocial difficulties of students with learning disabilities: behavioural and emotional difficulties 3. Academic support: enhancing the use of cognitive and metacognitive strategies and study skills of students with learning disabilities- 4. Academic support:Teaching methods and techniques. 5. Exemplary programmes to address the difficulties of students with learning disabilities in the use of cognitive and metacognitive strategies 6. Psychosocial support for the students with learning disabilities. Theoretical context. The enhancement of resilience 7. Social skills training programmes. Aims, content, teaching methods, assessment. 8. social and emotional learning programmes. Aims, content, teaching methods, assessment. 9. Exemplary Social skills training programmes for students with learning disabilities 10. Exemplary social and emotional learning programmes for students with learning disabilities 11. The role of the teacher: The relationship between teacher and students with learning disabilities. Social support from teachers 12. Teacher-parent partnership. Collaboration between general and special education teachers 13. Evaluation of the course's content-critical approach: Identification of issues for further investigation.Challenges that the teacher faces in the context of provision of social support for students with learning disabilities.
Keywords
Specific learning disabilities, resilience, learning strategies, academic support, social skills training, social-emotional learning
Educational Material Types
  • Notes
  • Slide presentations
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Description
Power point elearning
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Seminars261.0
Reading Assigment853.4
Project702.8
Written assigments702.8
Total25110.0
Student Assessment
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Report (Formative)
  • παρουσίαση ερευνητικής εργασίας στην τάξη/ συμμετοχή στα σεμινάρια (Formative, Summative)
Bibliography
Additional bibliography for study
Ενδεικτική βιβλιογραφία Ελληνόγλωσση Weare, K. & Gray, G. (2000). Η προαγωγή της ψυχικής και συναισθηματικής υγείας στο σχολείο – Παγκόσμια Οργάνωση Υγείας-Γραφείο Ευρώπης/ Μετ. Κ. Σώκου Αθήνα: Ελληνικά Γράμματα. Δαβάζογλου, Α & Κόκκινος, Κ. (2003). Η σχέση του σχολείου με οικογένειες που έχουν παιδιά με μαθησιακές δυσκολίες, Παιδαγωγική Επιθεώρηση, 35, 97-114. Goleman, D. (1998) Η συναισθηματική νοημοσύνη / Μετ. Α. Παπασταύρου. Αθήνα: Ελληνικά Γράμματα Δόικου-Αυλίδου, Μ. (2006). Ψυχοκοινωνική στήριξη των μαθητών με ειδικές μαθησιακές δυσκολίες: Αντιλήψεις φοιτητών/τριών για το ρόλο του εκπαιδευτικού, Επιστημονική Επετηρίδα της Ψυχολογικής Εταιρείας Βορείου Ελλάδος, 4, 89-118. Δόικου-Αυλίδου, Μ. (2006). Ο ρόλος του εκπαιδευτικού στην αντιμετώπιση των ψυχοκοινωνικών προβλημάτων των μαθητών με μαθησιακές δυσκολίες: Απόψεις εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης, Παιδαγωγική Επιθεώρηση, 41, 93-116. Δόικου-Αυλίδου, Μ. (2007). Η αντιμετώπιση των ψυχοκοινωνικών προβλημάτων των μαθητών με ειδικές μαθησιακές δυσκολίες: Η συμβολή των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης, στο Πανευρωπαϊκό Συνέδριο "Η ευρωπαϊκή διάσταση της ειδικής αγωγής. Ανάδυση μιας άλλης φυσιογνωμίας" (σσ. 240-253). Θεσσαλονίκη: University Studio Press. Ζαφειροπούλου, Μ. & Παπαδοπούλου-Φαρμάκη, Μ. (2004). Μαθησιακές δυσκολίες: Εναλλακτικοί τρόποι αξιολόγησης και αντιμετώπισης, στο Μ. Ζαφειροπούλου & Κλεφτάρας Γ. (επίμ.). Εφαρμοσμένη κλινική ψυχολογία του παιδιού (σσ. 19-64). Αθήνα: Ελληνικά Γράμματα. Ίσαρη, Φ. (2007). Η ανάπτυξη της ψυχικής ανθεκτικότητας: Μια εναλλακτική προσέγγιση στα πλαίσια της εκπαίδευσης και των μαθησιακών δυσκολιών. Στο Βιβλίο Πρακτικών Πανευρωπαϊκό Συνέδριο: Η Ευρωπαϊκή διάσταση της ειδικής αγωγής: Ανάδυση μιας άλλης φυσιογνωμίας (σσ. 276-283). Θεσσαλονίκη: University Studio Press. Ματσόπουλος, Αναστάσιος (Επιμ) (2011). Από την ευαλωτότητα στην ψυχική ανθεκτικότητα: εφαρμογές στο σχολικό πλαίσιο και στην οικογένεια. Αθήνα: Παπαζήσης. Μόττη-Στεφανίδη, Φ. (2006). Το φαινόμενο της ψυχικής ανθεκτικότητας κατά τη διάρκεια της ανάπτυξης του παιδιού και του εφήβου : Σύντομη ανασκόπηση. Παιδί και Έφηβος: Ψυχική Υγεία και Ψυχοπαθολογία, 8(1), 9-22. Παντελιάδου, Σ. (2000). Μαθησιακές δυσκολίες και εκπαιδευτική πράξη: Τι και γιατί. Αθήνα: Ελληνικά Γράμματα. Πλατσίδου, Μ. (2010). Η συναισθηματική νοημοσύνη: Θεωρητικά μοντέλα, τρόποι μέτρησης και εφαρμογές στην εκπαίδευση και στην εργασία. Αθήνα: Gutenberg. Πολυχρόνη, Φ. (2012). Δεξιότητες μελέτης μαθητών με και χωρίς αναγνωστικές δυσκολίες. Στο Χατζηχρήστου, Χ. & Μπεζεβέγκης, Η. (Επιμ), Θέματα ανάπτυξης και προσαρμογής στην οικογένεια και στο σχολείο (σσ. 205-211). Αθήνα: Πεδίο. Πούλου, Μ. (2008). Κοινωνική και συναισθηματική μάθηση: Μια προσέγγιση πρόληψης και αντιμετώπισης των συναισθηματικών και συμπεριφορικών δυσκολιών. Στο Δ. Νικολόπουλος (Επιμ.). Σχολική ψυχολογία: Εφαρμογές στο σχολικό περιβάλλον (σσ. 237-281). Αθήνα: Εκδ. Τόπος. Πρόγραμμα εξειδίκευσης εκπαιδευτικών δευτεροβάθμιας εκπαίδευσης στις δυσκολίες μάθησης, http://www.e-yliko.gr/htmls/amea/prakseis_epeaek/EKS_epeaek.pdf Pumfrey, P. (1997). Ειδική αναπτυξιακή δυσλεξία: Προέλευση, εντοπισμός, αντιμετώπιση, στο Ε. Τάφα (επιμ.), Συνεκπαίδευση παιδιών με και χωρίς προβλήματα μάθησης και συμπεριφοράς (σσ. 320-352). Αθήνα: Ελληνικά Γράμματα. Τζουριάδου Μ. & Μπάρμπας, Γ. (2003). Δυσλεξία: Επιστημονικές αντιφάσεις και παιδαγωγικά αδιέξοδα, στο Ευκλείδη A., Τζουριάδου, M. & Λεονταρή, A. (επιμ.), Επιστημονική Επετηρίδα της Ψυχολογικής Εταιρείας Βορείου Ελλάδος, Τόμος 1. Ψυχολογία και εκπαίδευση (σσ. 11-34). Αθήνα: Ελληνικά Γράμματα. Τζουριάδου, Μ. (1995). Παιδιά με ειδικές εκπαιδευτικές ανάγκες. Θεσσαλονίκη: Προμηθεύς. Τριλίβα Σ. &. Chiementi G. (2000) Συναισθηματική και κοινωνική επιδεξιότητα: Ένα εγχειρίδιο τεχνικών. Αθήνα: Εκδ. Πατάκη. Τσοβίλη, Θ. Δ. (2003). Δυσλεξία και άγχος: Μια σχέση ζωής; Το άγχος των δυσλεξικών εφήβων και ο ρόλος της μητέρας και του φιλόλογου καθηγητή. Αθήνα: Ελληνικά Γράμματα. Fijalkow, J. (1997). Κακοί αναγνώστες. Γιατί; Αθήνα: Ελληνικά Γράμματα. Χατζηχρήστου, Χ. (Επιμ.) (2004). Πρόγραμμα προαγωγής της ψυχικής υγείας και της μάθησης: Κοινωνική και συναισθηματική αγωγή στο σχολείο. Βιβλίο για τον εκπαιδευτικό Πρωτοβάθμιας εκπαίδευσης, Τάξεις Δ΄, Ε΄ & ΣΤ΄– Κέντρο Έρευνας και Εφαρμοσμένης Σχολικής Ψυχολογίας Εθνικό Καποδιστριακό Πανεπιστήμιο Αθηνών. Αθήνα, Τυπωθήτω- Γιώργος Δαρδανός. Χατζηχρήστου, Χ. (Επιμ.) (2004). Κοινωνική και συναισθηματική αγωγή στο σχολείο. Πρόγραμμα προαγωγής της ψυχικής υγείας και της μάθησης: Εκπαιδευτικό υλικό για εκπαιδευτικούς και μαθητές της δευτεροβάθμιας εκπαίδευσης, γυμνάσιο, λύκειο: Θεωρητικό πλαίσιο και δραστηριότητες. - Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών. Κέντρο Έρευνας και Εφαρμογών Σχολικής Ψυχολογίας. Αθήνα: Τυπωθήτω. Henderson, N. , Milstein, M. M., Χατζηχρήστου, Χ. (2003). Σχολεία που προάγουν την ψυχική ανθεκτικότητα: πως μπορεί να γίνει πραγματικότητα για τους μαθητές και τους εκπαιδευτικούς. Αθήνα: Τυπωθήτω. Ξενόγλωσση Agaliotis, I., & Goudiras, D. (2004). A profile of interpersonal conflict resolution of children with learning disabilities. Learning Disabilities: A Contemporary Journal, 2(2), 15-29. Allsopp, D. H., Santos, K. E., & Linn, R. (2000). Collaborating to teach prosocial skills. Intervention in School and Clinic, 35(3), 141-146. Alexander-Passe, N. (2006). How dyslexic teenagers cope: An investigation of self-esteem coping and depression, Dyslexia, 12, 257-275. Barga, N. K. (1996). Students with learning disabilities in education: Managing a disability, Journal of Learning Disabilities, 29, 413-421. Brooks, R. B. (2001). Fostering motivation, hope, and resilience in children with learning disorders. Annals of Dyslexia, 51(1), 9-20. Bryan, T., Burstein, K., & Ergul, C. (2004). The social-emotional side of learning disabilities: A science-based presentation of the state of the art, Learning Disability Quarterly, 27(1), 45-51. Burden, R. (2008). Is dyslexia necessarily associated with negative feelings of self-worth? A review and implications for future research. Dyslexia, 14(3), 188-196. Cermak, S. A., & Aberson, J. R. (1998). Social skills in children with learning disabilities. Occupational Therapy in Mental Health, 13(4), 1-24. Chen, K. (2006). Social skills intervention for students with emotional/behavioral disorders: A literature review from the American perspective, Educational Research and Reviews, 1(3), 143-149. Court, D. & Givon, S. (2003). Group intervention: Improving social skills of adolescents with learning disabilities, Teaching Exceptional Children, 36(2), 50-55. Deshler, D. D., Ellis, E. S. & Lenz, B. K. (1996). Teaching adolescents with learning disabilities: strategies and methods. Denver: Love Publishing Co. DiCecco, V. M., & Gleason, M. M. (2002). Using graphic organizers to attain relational knowledge from expository text. Journal of Learning Disabilities, 35(4), 306-320. Doikou-Avlidou, Μ. (2015). The educational, social and emotional experiences of students with dyslexia: The perspective of postsecondary education students, International Journal of Special Education, 30(1), 132-145. Doikou-Avlidou, M., & Dadatsi, K. (2013). Enhancing social integration of immigrant pupils at risk for social, emotional and/or behavioural difficulties: the outcomes of a small-scale social-emotional learning programme. Emotional and Behavioural Difficulties, 18(1), 3-23. Dudley-Marling, C. (2004). The social construction of learning disabilities, Journal of Learning Disabilities, 35(6), 482-489. Elias, M. J. (2004). The connection between social-emotional learning and learning disabilities: Implications for intervention, Learning Disability Quarterly, 27(1), 53-63. Elksnin, K. L. & Elksnin, N. (2004). The social-emotional side of learning disabilities, Learning Disability Quarterly, 27, 3-8. Elksnin, L. & Elksnin, N. (1998). Teaching social skills to students with learning and behavior problems, Intervention in School and Clinic, 33, 131-140. Espelage, D. L., Rose, C. A., & Polanin, J. R. (2015). Social-emotional learning program to reduce bullying, fighting, and victimization among middle school students with disabilities. Remedial and special education, 36(5), 299-311. Espelage, D. L., Rose, C. A., & Polanin, J. R. (2016). Social-emotional learning program to promote prosocial and academic skills among middle school students with disabilities. Remedial and Special Education, 1-10. 0741932515627475. Estell, D. B., Jones M. H., Pearl R., & Acker R. V. (2009). Best friendships of students with and without learning disabilities across late elementary school. Exceptional Children, 76(1), 110-124. Forgan, J. W. & Vaughn, S. (2000). Adolescents with and without LD make the transition to middle school, Journal of Learning Disabilities, 33(1), 33-43. Gorman, J. C. (2015). Emotional disorders and learning disabilities in the elementary classroom: Interactions and interventions. Skyhorse Publishing. Griffiths, M. (2002). Study skills and dyslexia in the secondary school: A practical approach. London: David Fulton. Heaton, P. & Winterson, P. (1996). Dealing with dyslexia. London: Whurr Publishers. Humphrey, N. (2003). Facilitating a positive sense of self in pupils with dyslexia: the role of teachers and peers, Support for Learning, 8(3), 130-136. Kalyva, E., & Agaliotis, I. (2009). Can social stories enhance the interpersonal conflict resolution skills of children with LD? Research in Developmental Disabilities, 30(1), 192-202. Kam, C. M., Greenberg, M. T., & Kusché, C. A. (2004). Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in special education. Journal of Emotional and Behavioral Disorders, 12(2), 66-78. Kavale, K. A., & Forness, S. R. (2000). What definitions of learning disability say and don't say: A critical analysis, Journal of Learning Disabilities, 33(3), 239-256. Kavale, K. A., & Mostert, M. P. (2004). Social skills interventions for individuals with learning disabilities. Learning Disability Quarterly, 27(1), 31-43. Kim, A-H, Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic οrganizers and τheir effects on the reading comprehension of students with LD: A synthesis of research, Journal of Learning Disabilities, 37(2), 105-118. Kirby R. J., Silvestri R., Allingham, H. B., Parrila, R. & La Fave, B. Ch. (2008). Learning strategies and study approaches of postsecondary students with dyslexia, Journal of Learning Disabilities, 41(1), 85-96. Kuhne, M. & Wiener, J. (2000). Stability of social status of children with and without learning disabilities, Learning Disability Quarterly, 23(1), 64-75. Lackaye, T. D. & Margalit, M. (2006). Comparisons of achievement, effort and self-perceptions among students with learning disabilities and their peers from different achievement groups, Journal of Learning Disabilities, 39(5), 432-446. Lee, F. & Wright, J. (2001). Developing an emotional awareness programme for pupils with moderate learning difficulties at Durants School, Emotional and Behavioural Difficulties, 6(3), 186-199. McIntosh, R., Vaughn, S., & Zaragoza, N. (1991). A review of social interventions for students with learning disabilities. Journal of Learning Disabilities, 24(8), 451-458. Merrell, K. W. & Gueldner, B. A. (2010). Social and emotional learning in the classroom: Promoting mental health and academic success. New York: The Guilford Press. Miles, T. R. & Hales, G. (1994). Dyslexia matters: A celebratory contributed volume to honour professor T. R. Miles. London: Whurr Publishers. Miles, T. R. & Miles, E. (1990). Dyslexia: A hundred years on. Milton Keynes: Open University Press. Mishna, F., & Muskat, B. (2004). School-based group treatment for students with learning disabilities: A collaborative approach. Children & Schools, 26(3), 135-150. Mortimore, T., & Crozier, W. R. (2006). Dyslexia and difficulties with study skills in higher education. Studies in Higher Education, 31(2), 235-251. Pavri, S., & Luftig, R. (2000). The social face of inclusive education: Are students with learning disabilities really included in the classroom? Preventing School Failure, 45(1), 8-14. Pavri, S., & Monda-Amaya, L. (2001). Social support in inclusive schools: Student and teacher perspectives. Exceptional Children, 67(3), 391-411. Peer, L. & Reid, G. (Eds.) (2001). Dyslexia – Successful inclusion in the secondary school. London: David Fulton. Prior, M. R. (1996). Understanding specific learning difficulties. Hove: Psychology Press. Pumfrey, P. D. & Reason, R. (1991). Specific learning difficulties (dyslexia): challenges and responses. London: NFER-Routledge. Reid, G. (1998). Dyslexia: A practitioner’s handbook. Chichester: John Wiley and Sons. Riddick, B. (1996). Living with dyslexia. London: Routledge. Sencibaugh, J. M. (2008). A synthesis of content enhancement strategies for teaching students with reading difficulties at the middle and secondary level, Reading Improvement, 45(2), 84-98. Singer, E. (2007). Coping with academic failure, a study of Dutch children with dyslexia, Dyslexia 14, 314–333 Snowling, M. J. (2000). Dyslexia. Malden, MA: Blackwell Publishers. Sullivan, T. N., Sutherland, K. S., Farrell, A. D., & Taylor, K. A. (2015). An evaluation of Second Step: What are the benefits for youth with and without disabilities?. Remedial and Special Education, 36(5), 286-298. Svetaz, M. V., Ireland, M., & Blum, R. (2000). Adolescents with learning disabilities: Risk and protective factors associated with emotional well-being: Findings from the National Longitudinal Study of Adolescent Health, Journal of Adolescent Health, 27, 340-348. Swanson, L. H. & Hoskyn, M. (2001). Instructing adolescents with learning disabilities: A component and composite analysis, Learning Disabilities Research and Practice, 16(2), 109-119. Triliva, S. & Matsopoulos, A. (2007). From risk to resilience: Enhancing the social and emotional skills of Greek adolescents. Στο Βιβλίο Πρακτικών - Πανευρωπαϊκό Συνέδριο: Η Ευρωπαϊκή διάσταση της ειδικής αγωγής: Ανάδυση μιας άλλης φυσιογνωμίας (σσ. 254-265). Θεσσαλονίκη: University Studio Press. Vaughn, S. & Klinger, J. K. (1999). Teaching reading comprehension through collaborative strategic reading, Intervention in School and Clinic, 34(5), 284-292. Vaughn, S., Elbaum, B., & Boardman, A. G. (2001). The social functioning of students with learning disabilities: Implications for inclusion, Exceptionality: A Special Education Journal, 9(1-2), 47-65. Walker, B., Shippen, M. E. Alberto, P., Houchins, D. E. & Cihak, D. F. (2005). Using the Expressive Writing Program to Improve the Writing Skills of High School Students with Learning Disabilities, Learning Disabilities Research & Practice, 20(3), 175-183. Wenz-Gross, M. & Siperstein, N. G. (1998). Students with learning problems at risk in middle school: Stress, social support, and adjustment, Exceptional Children, 65(1), 91-100. Wiener, J. & Tardif, C. (2004). Social and emotional functioning of children with learning disabilities: Does special education placement make a difference? Learning Disabilities Research and Practice, 19(2), 20-32. Womack, S. A., Marchant, M. & Borders, D. (2011). Literature-based social skills instruction: A strategy for students with learning disabilities, Intervention in School and Clinic, 46(3), 157-164. Wolford, P. L., Heward, W. L. & Alber, S. R. (2001). Teaching middle school students with learning disabilities to recruit peer assistance during cooperative learning group activities, Learning Disabilities Research and Practice, 16(3), 161-173. Wong, B. Y. L. (1996). The ABCs of learning disabilities. San Diego: Academic Press. Wong, B. Y., & Donahue, M. L. (Eds.). (2002). The social dimensions of learning disabilities: Essays in honor of Tanis Bryan. Routledge. Zins, J. E. & Elias, M. J. (2006). Social and emotional learning. In G .G. Bear & K. M. Minke (Εds.) Children's needs III: Development, prevention, intervention (pp. 1-13). National Association of School Psychologists. Zigmond, N., & Baker, J. M. (1996). Full inclusion for students with learning disabilities: Too much of a good thing? Theory into Practice, 35, 26-34. Βασική βιβλιογραφία Δόικου-Αυλίδου, Μ. (2016). Δυσλεξία: Συναισθηματικοί παράγοντες και ψυχοκοινωνικά προβλήματα (Έκδοση αναθεωρημένη). Αθήνα: Gutenberg. Δόικου-Αυλίδου, Μ. (2002). Δυσλεξία: Συναισθηματικοί παράγοντες και ψυχοκοινωνικά προβλήματα. Αθήνα: Ελληνικά Γράμματα. Πολυχρόνη, Φ. (2011). Ειδικές μαθησιακές δυσκολίες. Αθήνα: Πεδίο Στασινός, Δ. (1999). Δυσλεξία και σχολείο. Αθήνα: Gutenberg. Περιοδικά Journal of Learning Disabilities Learning Disabilities Research and Practice Learning Disabilities Quarterly Exceptional Children Annals of Dyslexia
Last Update
02-03-2017