LEARNING DISABILITIES: THEORY, RESEARCH AND INTERVENTION
| Title | ΜΑΘΗΣΙΑΚΕΣ ΔΥΣΚΟΛΙΕΣ: ΘΕΩΡΙΑ, ΈΡΕΥΝΑ ΚΑΙ ΠΑΡΕΜΒΑΣΗ / LEARNING DISABILITIES: THEORY, RESEARCH AND INTERVENTION |
| Code | ΕΠΜ162 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Eirini Adamopoulou |
| Common | No |
| Status | Active |
| Course ID | 600029005 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs Merikīs Foítīsīs (2026-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 7 | 4 | 5 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2024-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 7 | 4 | 5 |
| Academic Year | 2025 – 2026 |
| Class Period | Winter |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600287023
|
Course Type 2021
Specific Foundation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600287023
Learning Outcomes
Upon successful completion of the course, students are expected to:
1. Understand the etiological approaches, characteristics, and classification of Learning Disabilities
2. Analyze the interdisciplinary approach to the diagnosis and assessment of Learning Disabilities
3. Demonstrate knowledge and understanding of evidence-based intervention methods for Learning Disabilities.
General Competences
- Apply knowledge in practice
- Make decisions
- Work in an interdisciplinary team
- Appreciate diversity and multiculturality
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The course examines the fundamental concepts and current approaches within the field of Learning Disabilities. The aim of the course is to familiarize students with the etiological theories, the characteristics of children and adolescents with general and specific learning disabilities, the assessment process, and the design of evidence-based interventions in the school setting.
Keywords
Learning disabilities, classification criteria, assessment, intervention
Educational Material Types
- Slide presentations
- Video lectures
- Podcast
- Audio
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Description
Use of PowerPoint, audiovisual media (video, webinars, and podcasts), and digital tools (e.g., Poll Everywhere, Socrative, Kahoot).
Use of the e-learning platform to provide lecture notes (slides), bibliography, information, and general support for the course.
Provision of electronic materials (e.g., course overview) using informational graphics (infographics).
The learning process and communication with students are supported via the e-learning platform and email.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 90 | ||||
| Reading Assigment | 50 | ||||
| Exams | 10 | ||||
| Total | 150 |
Student Assessment
Description
The course will be assessed through a written final exam based on multiple-choice questions.
Student Assessment methods
- Written Exam with Multiple Choice Questions (Summative)
Bibliography
Course Bibliography (Eudoxus)
Πολυχρόνη, Φ. (2011). Ειδικές μαθησιακές δυσκολίες. Πεδίο.
Παντελιάδου, Σ. (2011). Μαθησιακές δυσκολίες και εκπαιδευτική πράξη. Τι και Γιατί. Πεδίο.
Additional bibliography for study
Adamopoulou, E. (2025). Greek parents’ perceptions and experiences regarding their children’s learning and social-emotional difficulties. In A. Lukenchuk (Ed.), Paradigms of research for the 21st Century: Perspectives and examples from practice (2nd ed., Vol. 558, pp. 247-259). Peter Lang.
Αντωνίου, Φ., & Κόκκαλη Β. (2023). Αποτελεσματικές παιδαγωγικές παρεμβάσεις για τις μαθησιακές δυσκολίες. Gutenberg.
Blakemore, S.-J., & Frith, U. (2005). The learning brain: Lessons for education. Blackwell Publishing.
Codding, R., Scheman, N., & Yu, T. (2023). The science of math and math anxiety. NASP Communiqué, 51(8), 17-19.
Filderman, M. J., Austin, C. R., Boucher, A. N., O’Donnell, K., & Swanson, E. A. (2021). A meta-analysis of the effects of reading comprehension interventions on the reading comprehension outcomes of struggling readers in third through 12th grades. Exceptional Children, 88(2), 163-184. https://doi.org/10.1177/00144029211050860
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning disabilities: From identification to intervention (2nd ed.). Guilford.
Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (2017). Handbook of Response to Intervention: The science and practice of assessment and intervention (2nd ed.). Springer.
National Association of School Psychologists. (2022). Identification of students with specific learning disabilities (Position Statement). Author.
Okolo, C. M., Terry, N. P., & Cutting, L. E. (Eds.) (2025). Handbook of learning disabilities (3rd ed.). The Guildford Press.
Παντελιάδου, Σ., & Φιλιππάτου, Δ. (2013). Διαφοροποιημένη διδασκαλία. Θεωρητικές προσεγγίσεις και εκπαιδευτικές πρακτικές. Πεδίο.
Pennigton, B. F., McGrath, L. M., & Peterson, R. (2019). Diagnosing learning disorders: From science to practice (3rd ed.). The Guildford Press.
Πόρποδας, Λ. (2002). Η ανάγνωση. Αυτοέκδοση.
Protopapas, A. (2017). Learning to read Greek. In L. T. W. Verhoeven, & C. A. Perfetti (Eds.), Learning to read across languages and writing systems (pp. 155–180). Cambridge University Press.
Πρωτόπαπας, Α., & Σκαλούμπακας, Χ. (2008). Η αξιολόγηση της αναγνωστικής ευχέρειας για τον εντοπισμό αναγνωστικών δυσκολιών. Ψυχολογία, 15(3), 267-289. http://dx.doi.org/10.12681/psy_hps.23840
Reid, G. (2016). Dyslexia. A practitioner’s handbook (5th ed.). John Wiley & Sons, Ltd.
Reid, R., Lienemann, T. O., & Hagaman, J. L. (2023). Η διδασκαλία στρατηγικών στα παιδιά με μαθησιακές δυσκολίες. Φ. Πολυχρόνη (Επιμ.) & Α. Γρίβα (Μετάφρ.). Gutenberg.
Shaywitz, S. & Shaywitz, J. (2020). Overcoming dyslexia (2nd ed.). Vintage.
Στασινός, Δ. (2024). Η ειδική εκπαίδευση & συμπερίληψη 2027. Πολύγλωσσα σχολικά περιβάλλοντα & σοβαρές, πολλαπλές αναπηρίες/δυσκολίες. Η ελκυστική εκδίπλωσή της στο νέο ψηφιακό σχολείο με ψηφιακούς πρωταθλητές. Παπαζήσης.
Τζιβινίκου, Σ. (2015). Μαθησιακές δυσκολίες - Διδακτικές παρεμβάσεις. Kallipos, Open Academic Editions. http://dx.doi.org/10.57713/kallipos-504
VanDerHeyden, A. M., & Solomon, B. (2023). The limits of accuracy and why fluency is a superior metric. School Psychology, 38(3), 160-172. https://doi.org/10.1037/spq000052
Χατζηχρήστου, Χ. (2023). Εισαγωγή στη Σχολική Ψυχολογία (3η εκδ.). Gutenberg.
Συναφή επιστημονικά περιοδικά
Exceptional Children
Journal of Learning Disabilities
Journal of School Psychology
School Psychology Review
Last Update
11-09-2025
