{"id":2544,"date":"2020-12-09T16:56:34","date_gmt":"2020-12-09T16:56:34","guid":{"rendered":"https:\/\/asdlab.uom.gr\/?page_id=2544"},"modified":"2023-10-06T05:38:48","modified_gmt":"2023-10-06T05:38:48","slug":"publications","status":"publish","type":"page","link":"https:\/\/asdlab.uom.gr\/index.php\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"

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\n\t\tPublications<\/span>\t<\/div>\n<\/div>\n<\/div><\/div><\/div><\/div><\/section>
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\n<\/div>International Journals<\/a>

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\n<\/div>National Journals<\/a>

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\n<\/div>International Conferences<\/a>

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\n<\/div>National Conferences<\/a>

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\n<\/div>National Books<\/a>

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International Journals<\/strong><\/h3>\n<\/div>\n<\/div>\n<\/div>\n<\/section>\n
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  1. Gkatzola, A., & Papadopoulos, K. (in print). Facebook usage and quality of life of individuals with visual impairments. British Journal of Visual Impairment<\/em>. https:\/\/doi.org\/10.1177\/02646196221117644<\/a><\/li>\n
  2. Chronopoulou, E., Stamovlasis, D., & Papadopoulos, K. (in print). Self-esteem and locus of control of individuals with visual impairments before and during the COVID-19 pandemic: A latent class analysis. British Journal of Visual Impairment<\/em>, https:\/\/doi.org\/10.1177\/02646196231183892<\/a><\/li>\n
  3. Alvanoudi, N., Staboulis, M. & Papadopoulos, K. (2023). Rewards for rehabilitation and special education staff and their importance in employee motivation. International Journal of Instruction 16<\/em>(2), 71-88.<\/li>\n
  4. Psalti, A. & Zafiropoulos, \u039a. (2023). The role of parents in digital media use by preschool-age children in Greece. Journal of Contemporary Education Theory & Research, 6<\/em>(1\/2), 3\u201313. https:\/\/doi.org\/10.5281\/zenodo.7812927<\/li>\n
  5. Alvanoudi, N., Staboulis, M. & Papadopoulos, K. (2022). Motivation for Greek Special Education and Rehabilitation Staff. International Journal of Special Education, 37<\/em>(3), 738-750.<\/li>\n
  6. Papadopoulos, K.,\u00a0Koustriava, E.,\u00a0Georgoula, E.,\u00a0& Kalpia, V. (2022). Individuals with and without Visual Impairments Use a Force Feedback Device to Identify the Friction and Hardness of Haptic Surfaces. Sensors<\/em>,\u00a022<\/em>(24), 9745. https:\/\/doi.org\/10.3390\/s22249745<\/a><\/li>\n
  7. Papakonstantinou, D. & Papadopoulos, K. (2022). The implementation of Holland SDS to employed higher education graduates: A comparison between sighted adults and adults with visual impairments. British<\/em> Journal of Visual Impairment, <\/em>40<\/em>(2), 316\u2013326. <\/em>https:\/\/doi.org\/10.1177\/0264619620973687<\/a><\/li>\n
  8. Koustriava, E. (2022). Readiness of individuals with visual impairments for participation in distance education.\u00a0British Journal of Visual Impairment, 40<\/em>(2), 435-450. https:\/\/doi.org\/10.1177\/0264619621994865<\/a><\/em><\/li>\n
  9. Martos, A., Kouroupetroglou, G., Argyropoulos, V., and Papadopoulos, K. (2021). Tactile identification of embossed lines and square areas in diverse dot heights by blind individuals. Universal Access in the Information Society, <\/em>20<\/em>(2), 333\u2013342. https:\/\/doi.org\/10.1007\/s10209-020-00729-4<\/a><\/li>\n
  10. Papakonstantinou, D. (2021). Work Disability and Rheumatoid Arthritis: Predictive Factors.WORK: A Journal of Prevention, Assessment, and Rehabilitation, 69<\/em>(4), 1293-1304. <\/em>https:\/\/doi.org\/10.3233\/WOR-213550<\/a><\/li>\n
  11. Kobus-Ostrowska, D., & Papakonstantinou, D. (2020). Labor market integration of people with disabilities according to Polish and Greek Legislation. Comparative Economic Research \u2018Central and Eastern Europe\u2019, 23<\/em>(1), 111-126.<\/em><\/li>\n
  12. Papakonstantinou, D. (2020). Relationships between individual characteristics and occupational possibilities for young adults with visual impairments. British Journal of Visual Impairment<\/em>, 38<\/em>(2), 137- 150. https:\/\/doi.org\/10.1177\/2F0264619619896005<\/a><\/li>\n
  13. Papadopoulos, K., Charitakis, K., Koustriava, E., Kouroupetroglou, G., Muller, K., Stylianidis, E., & Sakalli Gumus, S. (2020). Environmental information for inclusion in orientation and mobility maps, identified by travelers with blindness: the cases of city centers and neighborhoods\/ residential areas. British<\/em> Journal of Visual Impairment<\/em>, <\/em>38<\/em>(3),\u00a0333-346. org\/10.1177\/0264619620913895<\/a><\/li>\n
  14. Papadopoulos, K., Charitakis, K., Koustriava, E., Kouroupetroglou, G., Stiefelhagen, , Stylianidis, E., & Sakalli Gumus, S. (2020). Environmental information required from individuals with blindness for orientation and mobility aids concerning campuses. Journal of Visual Impairment & Blindness<\/em>, 114<\/em>(4),\u00a0263-276. doi.org\/10.1177\/0145482X20941312<\/a><\/li>\n
  15. Papakonstantinou, D. & Papadopoulos, K. (2020). Employers\u2019 Attitudes toward Hiring Individuals with Visual Impairments. Disability and Rehabilitation<\/em>, 42<\/em>(6), 798-805.org\/10.1080\/09638288.2018.1510044<\/a><\/li>\n
  16. Papadopoulos, K. & Papakonstantinou, D. (2020). The impact of social support by friends on depression of young adults with visual impairments. International Journal of Disability, Development and Education, <\/em>67<\/em>(5),\u00a0484-496. http:\/\/dx.doi.org\/10.1080\/1034912X.2019.1620922<\/a><\/li>\n
  17. Panselinas, G., Polymeris, G., Efopoulos, V., Gogoulos, G., Kotini, I., & Tzelepi, S. (2019). Greek Computer Science Teachers\u2019 Training Needs Assessment.\u00a0European Journal of Engineering and Technology Research<\/em> (CIE), 28-32. org\/10.24018\/ejers.2019.0.CIE.1293<\/a><\/li>\n
  18. Katsantonis, M.N., Kotini, I., Fouliras, P., & Mavridis, I. (2019). Conceptual Framework for Developing Cyber Security Serious Games.\u00a02019 IEEE Global Engineering Education Conference (EDUCON)<\/em>, 872-881. org\/10.1109\/EDUCON.2019.8725061<\/a><\/li>\n
  19. Athanasopoulou, A. , Tsitsas, G. , Psalti, A. , Yotsidi, V., & Kounenou, K. (2018). Greek Teachers\u2019 Attitude towards Multiculturalism: Psychometric Properties of the Teacher Multicultural Attitudes Survey Scale (TMAS). Creative Education<\/em>, 9<\/em>, 2525-2533. DOI: 10.4236\/ce.2018.915191<\/a><\/li>\n
  20. Papakonstantinou, D. (2018). Why should employers be interested in hiring people with mental illness? A review for occupational therapists. Journal of Vocational Rehabilitation, 49<\/em>(2), 217\u2013226. https:\/\/psycnet.apa.org\/doi\/10.3233\/JVR-180967<\/a><\/li>\n
  21. Papadopoulos, \u039a., Koustriava, \u0395., & Koukourikos, P. (2018). Orientation & mobility aids for individuals with blindness: verbal description vs. audio-tactile map. Assistive Technology, 30<\/em>(4), 191-200. org\/10.1080\/10400435.2017.1307879<\/a><\/li>\n
  22. Papadopoulos, K., Barouti, M., & Koustriava, E. (2018). Differences in Spatial Knowledge of Individuals With Blindness When Using Audiotactile Maps, Using Tactile Maps, and Walking. Exceptional Children, 84<\/em>(3), 330 \u2013343. org\/10.1177\/0014402918764300<\/a><\/li>\n
  23. Papakonstantinou, D. & Papadopoulos, K. (2017). The Impact of Information on Employers' Attitudes towards Employees with Visual Impairments. Journal of Vocational Rehabilitation<\/em>, 47, <\/em>99-107. http:\/\/dx.doi.org\/10.3233\/JVR-170886<\/a><\/li>\n
  24. Papadopoulos, K., Koustriava, E., & Barouti, M. (2017). Cognitive maps of individuals with blindness for familiar and unfamiliar spaces: construction through audio-tactile maps and walked experience. Computers in Human Behavior, 75, <\/em>376-384. org\/10.1016\/j.chb.2017.04.057<\/a><\/li>\n
  25. Papadopoulos, K., Koustriava, E., Koukourikos, P., Kartasidou, L., Barouti, M., Varveris, A., Misiou, M., Zacharogeorga, T., & Anastasiadis T. (2017). \u201cComparison of three orientation & mobility aids for individuals with blindness: verbal description, audio-tactile map and audio-haptic map\u201d. Assistive technology<\/em>, 29<\/em>(1), 1-7. org\/10.1080\/10400435.2016.1171809<\/a><\/li>\n
  26. Psalti, \u0391. (2017). Greek In-Service and Preservice Teachers\u2019 Views About Bullying in Early Childhood Settings. Journal of School Violence, 16<\/em>(4), 386-398, DOI: 10.1080\/15388220.2016.1159573<\/li>\n
  27. Athanasiades, C., Baldry, A.C., Kamariotis, T., Kostouli, M., & Psalti, A. (2016). The \u201cnet\u201d of the Internet: Risk Factors for Cyberbullying among Secondary-School Students in Greece. European Journal on Criminal Policy and Research, 22<\/em>(2), 301-317. DOI:<\/em>10.1007\/s10610-016-9303-4<\/em><\/a><\/li>\n
  28. Bonaiuto, M., Mao, Y., Roberts, S., Psalti, A., Ariccio, S., Ganucci Cancellieri, U., & Csikszentmihalyi, M. (2016). Optimal Experience and Personal Growth: Flow and the Consolidation of Place Identity. Frontiers in Psychology, 7<\/em>, 1654. https:\/\/doi.org\/10.3389\/fpsyg.2016.01654<\/a><\/li>\n
  29. Papadopoulos, K., & Papakonstantinou, D. (2016). Social support provided to high school students with visual impairments by their sighted classmates. TOJET: The Turkish Online Journal of Educational Technology, <\/em>Special Issue December 2016, 517-522.<\/li>\n
  30. Papakonstantinou, D., & Papadopoulos, K. (2016). Social support provided to higher education students with visual impairments by their sighted fellow students. TOJET: The Turkish Online Journal of Educational Technology, <\/em>Special Issue December 2016, 1393-1400.<\/li>\n
  31. Chronopoulou, E., & Papadopoulos, K. (2016). Distance training in special education: participants\u2019 attitudes and preferences. TOJET: The Turkish Online Journal of Educational Technology, <\/em>Special Issue November 2016, 737-742.<\/li>\n
  32. Barouti, M. & Papadopoulos K. (2015). Satisfaction of individuals with blindness from use of audio-tactile maps, tactile maps and walking experience as means for spatial knowledge of a city route. TOJET: The Turkish Online Journal of Educational Technology, <\/em>Special Issue August 2015, 447-452.<\/li>\n
  33. Koukourikos, P., & Papadopoulos, K. (2015). Development of Cognitive Maps by Individuals with Blindness Using a Multisensory Application. Procedia Computer Science, 67,<\/em> 213-222. http:\/\/dx.doi.org\/10.1016\/j.procs.2015.09.265<\/a><\/li>\n
  34. Papadopoulos, K., Koukourikos, P., Koustriava, E., Misiou, M., Varveris, A., & Valari, E. (2015). Audio-haptic map: An orientation and mobility aid for individuals with blindness. Procedia Computer Science, 67,<\/em> 223-230. org\/10.1016\/j.procs.2015.09.266<\/a><\/li>\n
  35. Papadopoulos K. & Barouti, M. (2015). Cognitive maps of individuals with blindness for familiar spaces: construction through tactile maps and direct experience. TOJET: The Turkish Online Journal of Educational Technology<\/em>, Special Issue September 2015, 96-101.<\/li>\n
  36. Papadopoulos, K., Papakonstantinou, D., Koutsoklenis, A., Koustriava, E., & Kouderi, V. (2015). Social Support, Social Networks and Happiness of Individuals with Visual Impairments. Rehabilitation Counseling Bulletin, 58<\/em>(4), 240-249. org\/10.1177\/0034355214535471<\/a><\/li>\n
  37. Papadopoulos, K., Papakonstantinou, D., Montgomery, A., & Solomou, A. (2014). Social Support and Depression of Adults with Visual Impairments. Research in Developmental Disabilities, 35<\/em>(7), 1734-1741. doi.org\/10.1016\/j.ridd.2014.02.019<\/a><\/li>\n
  38. Koutsoklenis, A. & Papadopoulos, K. (2014). Haptic Cues Used for Outdoor Wayfinding by Individuals with Visual Impairments. Journal of Visual Impairment and Blindness, 108<\/em>(1), 43-53. http:\/\/dx.doi.org\/10.1177\/0145482X1410800105<\/a><\/li>\n
  39. Papadopoulos, K. (2014). The impact of individual characteristics in Self-esteem and Locus of Control of Young Adults with Visual Impairments. Research in Developmental Disabilities<\/em>, 35<\/em>(3), 671-675. http:\/\/dx.doi.org\/10.1016\/j.ridd.2013.12.009<\/a><\/li>\n
  40. Koustriava, E. & Papadopoulos, K. (2014). Attitudes of Individuals with Visual Impairments towards Distance Education. Universal Access in the Information Society, 13, <\/em>439-447. http:\/\/dx.doi.org\/10.1007\/s10209-013-0331-2<\/a><\/li>\n
  41. Papadopoulos, K., Paralikas, Th., Barouti, M., & Chronopoulou, E. (2014). Self-esteem, Locus of control and various aspects of Psychopathology of Adults with Visual Impairments. International Journal of Disability, Development and Education<\/em>, 61<\/em>(4), 403-415. http:\/\/dx.doi.org\/10.1080\/1034912X.2014.955785<\/a><\/li>\n
  42. Glaroudis, D., Manitsaris, A., & Kotini, I. (2013). A Methodology for Enhancing Mobile Learning Through Content Semantics.\u00a0International Journal of Mobile and Blended Learning (IJMBL)<\/em>,\u00a05<\/em>(1), 21-38. https:\/\/doi.org\/10.4018\/jmbl.2013010102<\/a><\/li>\n
  43. Papadopoulos, K., Montgomery, A., & Chronopoulou, E. (2013). The Impact of Visual Impairments in Self-esteem and Locus of Control. Research in Developmental Disabilities, <\/em>34<\/em>(12), 4565-4570. http:\/\/dx.doi.org\/10.1016\/j.ridd.2013.09.036<\/a><\/li>\n
  44. Papadopoulos, K., Koustriava E., Charalampidou, M., & Gerapostolou, I. (2013). The Impact of Vision Loss in Personality Traits. International Journal of Special Education, 28<\/em>(3), 133-139.<\/li>\n
  45. Koustriava, E., & Papadopoulos, K. (2012). Are there relationships among different spatial skills of individuals with blindness? Research in Developmental Disabilities, 33<\/em>(6), 2164-2176. http:\/\/dx.doi.org\/10.1016\/j.ridd.2012.06.009<\/a><\/li>\n
  46. Papadopoulos, K., Papadimitriou, K., & Koutsoklenis, A. (2012). The role of sound cues in the spatial knowledge of blind individuals. International Journal of Special Education, 27<\/em>(2), 169-180.<\/li>\n
  47. Papadopoulos, K., Koustriava, E., & Kartasidou, L. (2012). Spatial Coding of Individuals with Visual Impairment. Journal of Special Education,<\/em> 46<\/em>(3), 180-190. http:\/\/dx.doi.org\/10.1016\/j.ridd.2012.06.009<\/a><\/li>\n
  48. Kotini, I., Mattas, A., & Michailidis, (2011). Design and development of a Web-based agricultural economic information system for rural areas.\u00a0Outlook on Agriculture<\/em>,\u00a040<\/em>(2), 139-145. doi.org\/10.5367%2Foa.2011.0041<\/a><\/li>\n
  49. Papadopoulos K. & Koustriava E. (2011). The Impact of Vision in Spatial Coding. Research in Developmental Disabilities, 32<\/em>(6), 2084-2091.<\/em> http:\/\/dx.doi.org\/10.1016\/j.ridd.2011.07.041<\/a><\/li>\n
  50. Metsiou, K., Papadopoulos, K. & Agaliotis I. (2011). Adaptive behavior of primary school students with visual impairments: the impact of educational settings. Research in Developmental Disabilities, 32<\/em>(6), 2340-2345. http:\/\/dx.doi.org\/10.1016\/j.ridd.2011.07.030<\/a><\/li>\n
  51. Papadopoulos, K., Koustriava, E. (2011). Piaget\u2019s Water-Level Task: The impact of vision on performance. Research in Developmental Disabilities<\/em>, 32<\/em>(6), 2289-2293. http:\/\/dx.doi.org\/10.1016\/j.ridd.2011.05.016<\/a><\/li>\n
  52. Koutsoklenis, A. & Papadopoulos, K. (2011). Olfactory cues used for wayfinding in urban environments by individuals with visual impairments. Journal of Visual Impairments and Blindness, 105<\/em>(10), 692-702. http:\/\/dx.doi.org\/10.1177\/0145482X1110501015<\/a><\/li>\n
  53. Koutsoklenis, A. & Papadopoulos, K. (2011). Auditory cues used for wayfinding in urban environments by individuals with visual impairments. Journal of Visual Impairments and Blindness, 105<\/em>(10), 703-714. http:\/\/dx.doi.org\/10.1177\/0145482X1110501016<\/a><\/li>\n
  54. Papadopoulos, K., Koustriava, E., & Kartasidou, L. (2011). The impact of residual vision in spatial skills of individuals with visual impairments. Journal of Special Education, <\/em>45<\/em>(2) 118\u2013127. http:\/\/dx.doi.org\/10.1177\/0022466909354339<\/a><\/li>\n
  55. Papadopoulos, K., Metsiou, K., & Agaliotis, I. (2011). Adaptive behavior of children and adolescents with visual impairments. Research in Developmental Disabilities, 32<\/em>(3), 1086-1096. http:\/\/dx.doi.org\/10.1016\/j.ridd.2011.01.021<\/a><\/li>\n
  56. Koustriava E., & Papadopoulos K. (2010). Mental Rotation Ability of Individuals with Visual Impairments. Journal of Visual Impairment and Blindness, 104<\/em>(9), 570-574. http:\/\/dx.doi.org\/10.1177\/0145482X1010400910<\/a><\/li>\n
  57. Papakonstantinou, D. & Papadopoulos, K. (2010). Forms of Social Support in the Workplace for Individuals with Visual Impairments. Journal of Visual Impairment and Blindness<\/em>, 104<\/em>(3), 183-187. http:\/\/dx.doi.org\/10.1177\/0145482X1010400306<\/a><\/li>\n
  58. Papadopoulos, K., Katemidou, E., Koutsoklenis, A., & Mouratidou, E. (2010). Differences amongst sighted individuals and individuals with visual impairments in word intelligibility presented via synthetic and natural speech. Augmentative and Alternative Communication<\/em>, <\/em>26<\/em>(4), 278\u2013288. https:\/\/doi.org\/10.3109\/07434618.2010.522200<\/a><\/li>\n
  59. Papakonstantinou, D. & Papadopoulos, K. (2009). Social Support in the Workplace for Working-Age Adults with Visual Impairments. Journal of Visual Impairment and Blindness<\/em>, 103<\/em>(7), 393-402. http:\/\/dx.doi.org\/10.1177\/0145482X0910300703<\/a><\/li>\n
  60. Papadopoulos K., Koutsoklenis, A., Katemidou, E., & Okalidou A. (2009). Perception of synthetic and natural speech by adults with visual impairments. Journal of Visual Impairment and Blindness<\/em>, 103<\/em>(7), 403-414. http:\/\/dx.doi.org\/10.1177\/0145482X0910300704<\/a><\/li>\n
  61. Papadopoulos, K., & Koutsoklenis, A. (2009). Reading Media Used by Higher-Education Students and Graduates with Visual Impairments in Greece. Journal of Visual Impairment and Blindness, <\/em>103<\/em>(11), 772-779. http:\/\/dx.doi.org\/10.1177\/0145482X0910301107<\/a><\/li>\n
  62. Papadopoulos, K. & Karanikolas, N. (2009). Tactile maps provide location based services for individuals with visual impairments. Journal of Location Based Services<\/em>, 3<\/em>(3), 150-164. http:\/\/dx.doi.org\/10.1080\/17489720903208228<\/a><\/li>\n
  63. Papadopoulos, K., Arvaniti E., Gkoutsioudi V., Dimitriadi D., & Zantali Ch. (2009). Spelling Knowledge of Visually Impaired Adults. British Journal of Visual Impairment<\/em>, 27<\/em>(1), 49-64. https:\/\/doi.org\/10.1177\/0264619608097746<\/a><\/li>\n
  64. Goudiras, D., Papadopoulos, K., Koutsoklenis, A., Papageorgiou, V. & Stergiou, M. (2009). Factors Affecting the Use of Reading Media by Visually Impaired Adults. British Journal of Visual Impairment, 27<\/em>(2), 111-127.<\/em> https:\/\/doi.org\/10.1177\/0264619609102214<\/a><\/li>\n
  65. Kotini, I., & Hassapis, G. (2008). A hybrid automaton model of the cement mill control.\u00a0IEEE<\/em> transactions on control systems techno<\/em>logy,\u00a016(4), 676-690. org\/10.1109\/TCST.2007.903388<\/a><\/li>\n
  66. Margaritopoulos, M., Margaritopoulos, T., Kotini, I., & Manitsaris, A. (2008). Automatic metadata generation by utilising pre-existing metadata of related resources.\u00a0International Journal of Metadata, Semantics and Ontologies<\/em>,\u00a03<\/em>(4), 292-304. org\/10.1504\/IJMSO.2008.023576<\/a><\/li>\n
  67. Mavridis, I., Mattas, A., Pagkalos, I., Kotini, I., & Ilioudis, C. (2008). Supporting dynamic administration of RBAC in web-based collaborative applications during run-time.\u00a0International Journal of Information and Computer Security<\/em>,\u00a02<\/em>(4), 328-352. http:\/\/dx.doi.org\/10.1504\/IJICS.2008.022487<\/a><\/li>\n
  68. Papadopoulos, K., Argyropoulos, V. & Kouroupetroglou, G. (2008). Discrimination, perception and comprehension of synthetic speech by students with visual impairments: the case of similar acoustic patterns. Journal of Visual Impairment and Blindness, 102<\/em>(7), 420-429. https:\/\/doi.org\/10.1177\/0145482X0810200705<\/a><\/li>\n
  69. Psalti, A. (2007). Training Greek teachers in cultural awareness: A pilot teacher-training programme. Implications for the practice of school psychology. School Psychology International, 28<\/em>(2), 148-162. DOI: 10.1177\/0143034307078090<\/li>\n
  70. Kotini, I., & Hassapis, G. (2006). Verification of rectangular hybrid automata models.\u00a0Journal of Systems and Software<\/em>,\u00a079<\/em>(10), 1433-1443. http:\/\/dx.doi.org\/10.1016\/j.jss.2006.01.016<\/a><\/li>\n
  71. Papadopoulos, K. & Goudiras, D. (2005). Accessibility Assistance for Visually Impaired People in Digital Texts. British Journal of Visual Impairment<\/em>,<\/em> 23,<\/em> 75-83. http:\/\/dx.doi.org\/10.1177\/0264619605054779<\/a><\/li>\n
  72. Papadopoulos K. (2005). Automatic Transcription of Tactile Maps. Journal of Visual Impairment and Blindness<\/em>, 99<\/em>(4), 242-245. https:\/\/doi.org\/10.1177\/0145482X0509900407<\/a><\/li>\n
  73. Papadopoulos, K. (2005). On the theoretical basis of tactile cartography for the haptic transformation of historic maps. e-Perimetron, 1(1)<\/em>, 81-87.<\/li>\n
  74. Papadopoulos, K. & Goudiras, D. (2005). Alumos con discapacidad visual y examenes en la Universidad. Entre dos mundos, 28<\/em>, 5-13.<\/li>\n
  75. Papadopoulos, K. (2004). A School Program Contributes to the Environmental Knowledge of Blind. British Journal of Visual Impairment<\/em>, 22<\/em>(3), 101-104. https:\/\/doi.org\/10.1177\/0264619604050046<\/a><\/li>\n
  76. Papadopoulos, K. & Goudiras, D. (2004). Visually Impaired Students and University Examinations. British Journal of Visual Impairment<\/em>, 22<\/em>(2), 66-70. https:\/\/doi.org\/10.1177\/0264619604046640<\/a><\/li>\n
  77. Hassapis, G. Kotini. I. (2004). The Impact of Hybrid Automata on System Modeling and Analysis., Journal of Information Technology Imp<\/em>act, 4(3), 151-160.<\/li>\n
  78. Papadopoulos \u039a. (2003). Automatic transcription of geographic names: A cartographic implementation. Cartography, 32<\/em>(1), 1-10. http:\/\/dx.doi.org\/10.1080\/00690805.2003.9714230<\/a><\/li>\n
  79. Shamai, S., Ilatov, Z., Psalti, A., & Deliyanni, K. (2002). Acculturation of Soviet immigrant parents in Israel and Greece. International Journal of Sociology of Family, 30<\/em>(1), 21-49.<\/li>\n
  80. Deliyanni, K., Psalti, A., Sakka, D., & Ziogou, S. (1995). Educated repatriated women from the former USSR and their careers. New Era in Education, 76<\/em>(2), 34-41.<\/li>\n
  81. Psalti, A. (1995). The dawn of school psychology in Greece. NASP Communique<\/em>, 23<\/em>(6), 12-13.<\/li>\n
  82. Arredondo, P., Psalti, A., & Cela, K. (1993). The woman factor in multicultural counseling. Counseling and Human Development<\/em>, 25(8), 1-8.<\/li>\n<\/ol>\n

    National Journals<\/strong><\/h3>\n
      \n
    1. Psalti, A., & Antoniou, C. (2023). Working mothers in Greece during the COVID-19 pandemic: The conceptualization of \u201cgood motherhood\u201d in conditions of lock-down and teleworking. Special Section “Approaching intersectionality in gender psychology research\" of the Journal “Psychology\", 28(1), 63-77. https:\/\/doi.org\/10.12681\/psy_hps.31518<\/li>\n
    2. \u039a\u03b1\u03c3\u03b9\u03bf\u03cd\u03bc\u03b7\u03c2, \u039d., & \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391. (2021). \u0397 \u03b5\u03bd\u03c3\u03c5\u03bd\u03b1\u03af\u03c3\u03b8\u03b7\u03c3\u03b7 \u03c4\u03c9\u03bd \u03b5\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ce\u03bd \u0394\u03b5\u03c5\u03c4\u03b5\u03c1\u03bf\u03b2\u03ac\u03b8\u03bc\u03b9\u03b1\u03c2 \u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7\u03c2. \u03a0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ae \u0395\u03c0\u03b9\u03b8\u03b5\u03ce\u03c1\u03b7\u03c3\u03b7, 38(72), 59-77.<\/li>\n<\/ol>\n

      [Kasioumis, N., & Psalti, A. (2021). The empathy of secondary school teachers. Educational Review, 38(72), 59-77.]<\/p>\n

        \n
      1. \u0395\u03bb\u03b5\u03c5\u03b8\u03b5\u03c1\u03b9\u03ac\u03b4\u03bf\u03c5, \u03a3., & \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391. (2019, \u039c\u03ac\u03c1\u03c4\u03b9\u03bf\u03c2). \u0394\u03b9\u03b5\u03c1\u03b5\u03cd\u03bd\u03b7\u03c3\u03b7 \u03c4\u03b7\u03c2 \u03a8\u03c5\u03c7\u03b9\u03ba\u03ae\u03c2 \u0391\u03bd\u03b8\u03b5\u03ba\u03c4\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1\u03c2 \u03c3\u03b5 \u03a0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03bf\u03cd\u03c2 \u03c4\u03b7\u03c2 \u03a0\u03c1\u03c9\u03c4\u03bf\u03b2\u03ac\u03b8\u03bc\u03b9\u03b1\u03c2 \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7\u03c2. \u039d\u03ad\u03bf\u03c2 \u03a0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03cc\u03c2, 11, 50-58. ISSN 2241-6781<\/li>\n<\/ol>\n

        [Eleftheriadou, S., & Psalti, A. (2019, March). Investigation of psychological resilience in primary school teachers. New Teacher, 11, 50-58. ISSN 2241-6781]<\/p>\n

          \n
        1. \u039a\u03bf\u03c4\u03af\u03bd\u03b7 \u0399. & \u03a4\u03b6\u03b5\u03bb\u03ad\u03c0\u03b7 \u03a3. (2016). \u0394\u03c1\u03b1\u03c3\u03c4\u03b7\u03c1\u03b9\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2 \u03b5\u03bd\u03af\u03c3\u03c7\u03c5\u03c3\u03b7\u03c2 \u03c4\u03b7\u03c2 \u03a5\u03c0\u03bf\u03bb\u03bf\u03b3\u03b9\u03c3\u03c4\u03b9\u03ba\u03ae\u03c2 \u03a3\u03ba\u03ad\u03c8\u03b7\u03c2, \u0397\u03bb\u03b5\u03ba\u03c4\u03c1\u03bf\u03bd\u03b9\u03ba\u03cc \u03c0\u03b5\u03c1\u03b9\u03bf\u03b4\u03b9\u03ba\u03cc \u00ab\u039c\u03ac\u03b8\u03b7\u03c3\u03b7 \u03bc\u03b5 \u03a4\u03b5\u03c7\u03bd\u03bf\u03bb\u03bf\u03b3\u03af\u03b5\u03c2\u00bb, (4), 1-8, ISSN 1792\u20131813.<\/li>\n<\/ol>\n

          [Kotini I., & Tzelepi S. (2016). Activities to enhance Computational Thinking, Electronic Journal “Learning with Technologies\", (4), ISSN 1792\u20131813]<\/p>\n

            \n
          1. \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391., & \u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae, \u0395.\u039c. (2014). \u0395\u03c4\u03bf\u03b9\u03bc\u03cc\u03c4\u03b7\u03c4\u03b1 \u03c4\u03c9\u03bd \u03a0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03ce\u03bd \u03a0\u03c1\u03bf\u03c3\u03c7\u03bf\u03bb\u03b9\u03ba\u03ae\u03c2 \u0397\u03bb\u03b9\u03ba\u03af\u03b1\u03c2 \u03b3\u03b9\u03b1 \u03c4\u03b7\u03bd \u0391\u03bd\u03b1\u03b3\u03bd\u03ce\u03c1\u03b9\u03c3\u03b7 \u03a0\u03b1\u03b9\u03b4\u03b9\u03ce\u03bd \u03bc\u03b5 \u0394\u03c5\u03c3\u03ba\u03bf\u03bb\u03af\u03b5\u03c2 \u039c\u03ac\u03b8\u03b7\u03c3\u03b7\u03c2 \u03c3\u03c4\u03b7\u03bd \u03a4\u03ac\u03be\u03b7: \u039a\u03b1\u03c4\u03b1\u03c3\u03ba\u03b5\u03c5\u03ae \u03b5\u03bd\u03cc\u03c2 \u0395\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03bf\u03cd \u0395\u03c1\u03b3\u03b1\u03bb\u03b5\u03af\u03bf\u03c5. \u03a0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ae \u0395\u03c0\u03b9\u03b8\u03b5\u03ce\u03c1\u03b7\u03c3\u03b7, 57, 173-190.<\/li>\n
          2. Athanasiades, C., Kamariotis, H., Psalti, A., Baldry, A.C., & Sorrentino, A. (2015). Internet use and cyberbullying among adolescent students in Greece: The \u201cTABBY\u201d project. Hellenic Journal of Psychology, 12, 14-39.<\/li>\n
          3. \u03a4\u03b6\u03b5\u03bb\u03ad\u03c0\u03b7 \u03a3., & \u039a\u03bf\u03c4\u03af\u03bd\u03b7 \u0399. (2014). \u03a4\u03b1 \u0394\u03af\u03ba\u03c4\u03c5\u03b1 \u039c\u03ac\u03b8\u03b7\u03c3\u03b7\u03c2 \u03c0\u03bf\u03c5 \u03bf\u03c1\u03b3\u03b1\u03bd\u03ce\u03bd\u03bf\u03bd\u03c4\u03b1\u03b9 \u03bc\u03b5 \u03c4\u03b7 \u03c7\u03c1\u03ae\u03c3\u03b7 \u03a4\u03b5\u03c7\u03bd\u03bf\u03bb\u03bf\u03b3\u03b9\u03ce\u03bd \u03a0\u03bb\u03b7\u03c1\u03bf\u03c6\u03bf\u03c1\u03af\u03b1\u03c2 \u03ba\u03b1\u03b9 \u0395\u03c0\u03b9\u03ba\u03bf\u03b9\u03bd\u03c9\u03bd\u03b9\u03ce\u03bd \u03c3\u03c5\u03bc\u03b2\u03ac\u03bb\u03bb\u03bf\u03c5\u03bd \u03c3\u03c4\u03b7\u03bd \u0395\u03c0\u03b1\u03b3\u03b3\u03b5\u03bb\u03bc\u03b1\u03c4\u03b9\u03ba\u03ae \u0391\u03bd\u03ac\u03c0\u03c4\u03c5\u03be\u03b7 \u03c4\u03c9\u03bd \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ce\u03bd, \u0397\u03bb\u03b5\u03ba\u03c4\u03c1\u03bf\u03bd\u03b9\u03ba\u03cc \u03c0\u03b5\u03c1\u03b9\u03bf\u03b4\u03b9\u03ba\u03cc \u00ab\u039c\u03ac\u03b8\u03b7\u03c3\u03b7 \u03bc\u03b5 \u03a4\u03b5\u03c7\u03bd\u03bf\u03bb\u03bf\u03b3\u03af\u03b5\u03c2\u00bb, ( 3), ISSN 1792 \u2013 1813.<\/li>\n<\/ol>\n

            [Tzelepi S., & Kotini I. (2014). Learning Networks organized using Information and Communication Technologies contribute to the Professional Development of Teachers, Electronic Magazine “Learning with Technologies\", (3),1-8, ISSN 1792 \u2013 1813.]<\/p>\n

              \n
            1. \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391., & \u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae, \u0395.\u039c. (2014). \u0395\u03c4\u03bf\u03b9\u03bc\u03cc\u03c4\u03b7\u03c4\u03b1 \u03c4\u03c9\u03bd \u03a0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03ce\u03bd \u03a0\u03c1\u03bf\u03c3\u03c7\u03bf\u03bb\u03b9\u03ba\u03ae\u03c2 \u0397\u03bb\u03b9\u03ba\u03af\u03b1\u03c2 \u03b3\u03b9\u03b1 \u03c4\u03b7\u03bd \u0391\u03bd\u03b1\u03b3\u03bd\u03ce\u03c1\u03b9\u03c3\u03b7 \u03a0\u03b1\u03b9\u03b4\u03b9\u03ce\u03bd \u03bc\u03b5 \u0394\u03c5\u03c3\u03ba\u03bf\u03bb\u03af\u03b5\u03c2 \u039c\u03ac\u03b8\u03b7\u03c3\u03b7\u03c2 \u03c3\u03c4\u03b7\u03bd \u03a4\u03ac\u03be\u03b7: \u039a\u03b1\u03c4\u03b1\u03c3\u03ba\u03b5\u03c5\u03ae \u03b5\u03bd\u03cc\u03c2 \u0395\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03bf\u03cd \u0395\u03c1\u03b3\u03b1\u03bb\u03b5\u03af\u03bf\u03c5. \u03a0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ae \u0395\u03c0\u03b9\u03b8\u03b5\u03ce\u03c1\u03b7\u03c3\u03b7, 57, 173-190.<\/li>\n
            2. Psalti, A. (2012). Bullies, victims, and bully-victims in Greek schools: Research data and implications for practice. Hellenic Journal of Psychology, 9, 132\u2013157.<\/li>\n
            3. \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a., \u0391\u03b8\u03b1\u03bd\u03b1\u03c3\u03b9\u03ac\u03b4\u03bf\u03c5, \u0391., \u0392\u03bf\u03cd\u03bb\u03c4\u03c3\u03b9\u03bf\u03c2, \u0397., \u0394\u03b9\u03b1\u03bc\u03b1\u03bd\u03c4\u03bf\u03c0\u03bf\u03cd\u03bb\u03bf\u03c5, \u0395., \u0394\u03c1\u03cc\u03c3\u03bf\u03c5, \u0393., & \u039a\u03b1\u03bb\u03bf\u03cd\u03b4\u03b7, \u0391. (2009). \u039a\u03bf\u03b9\u03bd\u03c9\u03bd\u03b9\u03ba\u03ae \u03a3\u03c4\u03ae\u03c1\u03b9\u03be\u03b7 \u03ba\u03b1\u03b9 \u039a\u03bf\u03b9\u03bd\u03c9\u03bd\u03b9\u03ba\u03ad\u03c2 \u03a3\u03c7\u03ad\u03c3\u03b5\u03b9\u03c2 \u03c4\u03c9\u03bd \u0391\u03c4\u03cc\u03bc\u03c9\u03bd \u03bc\u03b5 \u03a0\u03c1\u03bf\u03b2\u03bb\u03ae\u03bc\u03b1\u03c4\u03b1 \u038c\u03c1\u03b1\u03c3\u03b7\u03c2 \u03c3\u03c4\u03bf\u03bd \u0395\u03c1\u03b3\u03b1\u03c3\u03b9\u03b1\u03ba\u03cc \u03a7\u03ce\u03c1\u03bf. \u0395\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b5\u03c2 \u03c4\u03b7\u03c2 \u0391\u03b3\u03c9\u03b3\u03ae\u03c2, 2, 7-20.<\/li>\n<\/ol>\n

              [Papadopoulos, K., Athanasiadou, \u0391., Voultsios, I., Diamantopoulou, \u0395., Drosou, G., & Kaloudi, \u0391. (2009). Social support and social relationships in workplace for people with visual impairments. Education Sciences, 2, 7-20].<\/p>\n

                \n
              1. \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a., \u0393\u03bf\u03c5\u03b4\u03ae\u03c1\u03b1\u03c2, \u0394. & \u0391\u03b3\u03b3\u03b5\u03bb\u03ac\u03ba\u03b7, \u039a. (2009). \u0391\u03c5\u03c4\u03bf\u03b5\u03ba\u03c4\u03af\u03bc\u03b7\u03c3\u03b7 \u03ba\u03b1\u03b9 \u039a\u03ad\u03bd\u03c4\u03c1\u03bf \u0395\u03bb\u03ad\u03b3\u03c7\u03bf\u03c5 \u03c4\u03c9\u03bd \u0395\u03bd\u03b7\u03bb\u03af\u03ba\u03c9\u03bd \u03bc\u03b5 \u03a0\u03c1\u03cc\u03b2\u03bb\u03b7\u03bc\u03b1 \u038c\u03c1\u03b1\u03c3\u03b7\u03c2. \u039c\u03ad\u03bd\u03c4\u03bf\u03c1\u03b1\u03c2, 11, 42-55.<\/li>\n<\/ol>\n

                [Papadopoulos, K., Goudiras, D., & Aggelaki, \u039a. (2009). Self-esteem and locus of control of adults with visual impairments. Mentor, 11, 42-55].<\/p>\n

                  \n
                1. \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a. (2008). \u03a0\u03bf\u03bb\u03b9\u03c4\u03b9\u03ba\u03cc\u03c2 \u03ba\u03b1\u03b9 \u0393\u03b5\u03c9\u03c6\u03c5\u03c3\u03b9\u03ba\u03cc\u03c2 \u03a7\u03ac\u03c1\u03c4\u03b7\u03c2 \u0391\u03c6\u03ae\u03c2 \u03c4\u03b7\u03c2 \u0395\u03bb\u03bb\u03ac\u03b4\u03b1\u03c2 \u03b3\u03b9\u03b1 \u0386\u03c4\u03bf\u03bc\u03b1 \u03bc\u03b5 \u03a4\u03cd\u03c6\u03bb\u03c9\u03c3\u03b7. \u0395\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b5\u03c2 \u03c4\u03b7\u03c2 \u0391\u03b3\u03c9\u03b3\u03ae\u03c2, 3, 111-119.<\/li>\n<\/ol>\n

                  [Papadopoulos, \u039a. (2008). Civil and geographical tactile maps of Greece for people with visual impairments. Education Sciences, 3, 111-119].<\/p>\n

                    \n
                  1. \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2 \u039a., \u039a\u03bf\u03c3\u03bc\u03af\u03b4\u03bf\u03c5 \u039c. & \u03a4\u03b6\u03ad\u03ba\u03bf\u03c5 \u0394. (2007). \u0386\u03c4\u03bf\u03bc\u03b1 \u03bc\u03b5 \u03a0\u03c1\u03bf\u03b2\u03bb\u03ae\u03bc\u03b1\u03c4\u03b1 \u03cc\u03c1\u03b1\u03c3\u03b7\u03c2 \u03ba\u03b1\u03b9 \u0395\u03c1\u03b3\u03b1\u03c3\u03af\u03b1, \u039c\u03ad\u03bd\u03c4\u03bf\u03c1\u03b1\u03c2, 10, 136-154.<\/li>\n<\/ol>\n

                    [Papadopoulos, K., Kosmidou, \u039c., & Tzekou, D. (2007). People with visual impairments and Work, Mentor, 10, 136-154].<\/p>\n

                      \n
                    1. \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a. & \u03a7\u03c1\u03bf\u03bd\u03bf\u03c0\u03bf\u03cd\u03bb\u03bf\u03c5, \u0395. (2006). \u0386\u03c4\u03bf\u03bc\u03b1 \u03bc\u03b5 \u03a4\u03cd\u03c6\u03bb\u03c9\u03c3\u03b7 \u03a5\u03c0\u03bf\u03bb\u03bf\u03b3\u03af\u03b6\u03bf\u03c5\u03bd \u0391\u03c0\u03bf\u03c3\u03c4\u03ac\u03c3\u03b5\u03b9\u03c2: \u03bc\u03b9\u03b1 \u0395\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03ae \u03a0\u03c1\u03bf\u03c3\u03ad\u03b3\u03b3\u03b9\u03c3\u03b7. \u039c\u03ad\u03bd\u03c4\u03bf\u03c1\u03b1\u03c2, 78-90.<\/li>\n<\/ol>\n

                      [Papadopoulos, \u039a. & Chronopoulou, \u0395. (2006). Individuals with blindness estimate distances: a research approach. Mentor, 78-90].<\/p>\n

                        \n
                      1. \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a. (2005). \u0397 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae \u03a4\u03c5\u03c6\u03bb\u03b9\u03ba\u03ae \u0393\u03c1\u03b1\u03c6\u03ae: \u03a0\u03c1\u03bf\u03b2\u03bb\u03ae\u03bc\u03b1\u03c4\u03b1 \u03ba\u03b1\u03b9 \u03a0\u03c1\u03bf\u03bf\u03c0\u03c4\u03b9\u03ba\u03ad\u03c2. \u0395\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b5\u03c2 \u03c4\u03b7\u03c2 \u0391\u03b3\u03c9\u03b3\u03ae\u03c2, 2, 169-180.<\/li>\n<\/ol>\n

                        [The Greek Braille: problems and perspectives. Education Sciences, 2, 169-180]<\/p>\n

                          \n
                        1. \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a. (2003). \u0397 \u03a0\u03b5\u03c1\u03b9\u03b2\u03b1\u03bb\u03bb\u03bf\u03bd\u03c4\u03b9\u03ba\u03ae \u0393\u03bd\u03ce\u03c3\u03b7 \u03c4\u03c9\u03bd \u0391\u03c4\u03cc\u03bc\u03c9\u03bd \u03bc\u03b5 \u0395\u03be\u03b1\u03c3\u03b8\u03ad\u03bd\u03b9\u03c3\u03b7 \u038c\u03c1\u03b1\u03c3\u03b7\u03c2: \u039c\u03b9\u03b1 \u0395\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03ae \u03a0\u03c1\u03bf\u03c3\u03ad\u03b3\u03b3\u03b9\u03c3\u03b7 \u03bc\u03ad\u03c3\u03c9 \u039d\u03bf\u03b7\u03c4\u03b9\u03ba\u03ce\u03bd \u03a7\u03b1\u03c1\u03c4\u03ce\u03bd. \u03a0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ae \u0395\u03c0\u03b9\u03b8\u03b5\u03ce\u03c1\u03b7\u03c3\u03b7, 35, 186-199.<\/li>\n<\/ol>\n

                          [Papadopoulos, \u039a. (2003). Spatial knowledge of people with visual impairments: a research approach through cognitive mapping. Educational Review, 35, 186-199].<\/p>\n

                            \n
                          1. \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a. (2003). \u0392\u03bf\u03b7\u03b8\u03ae\u03bc\u03b1\u03c4\u03b1 \u03a0\u03c1\u03bf\u03c3\u03b1\u03bd\u03b1\u03c4\u03bf\u03bb\u03b9\u03c3\u03bc\u03bf\u03cd \u03ba\u03b1\u03b9 \u039a\u03b9\u03bd\u03b7\u03c4\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1\u03c2 \u03b3\u03b9\u03b1 \u03c4\u03b1 \u0386\u03c4\u03bf\u03bc\u03b1 \u03bc\u03b5 \u039c\u03b5\u03b9\u03bf\u03bd\u03ad\u03ba\u03c4\u03b7\u03bc\u03b1 \u038c\u03c1\u03b1\u03c3\u03b7\u03c2 – \u03a7\u03ac\u03c1\u03c4\u03b5\u03c2 \u0391\u03c6\u03ae\u03c2. \u0395\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b5\u03c2 \u03c4\u03b7\u03c2 \u0391\u03b3\u03c9\u03b3\u03ae\u03c2, 3, 79-86.<\/li>\n<\/ol>\n

                            [Papadopoulos, \u039a. (2003). Orientation and mobility aids for people with visual impairments \u2013 tactile maps. Education Sciences, 3, 79-86].<\/p>\n

                              \n
                            1. \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a., \u0393\u03bf\u03c5\u03b4\u03ae\u03c1\u03b1\u03c2, \u0394. & \u03a3\u03c4\u03b1\u03bc\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a. (2003). \u0397\u03bb\u03b5\u03ba\u03c4\u03c1\u03bf\u03bd\u03b9\u03ba\u03cc\u03c2 \u039f\u03b4\u03b7\u03b3\u03cc\u03c2 \u03a3\u03c0\u03bf\u03c5\u03b4\u03ce\u03bd \u03b3\u03b9\u03b1 \u0386\u03c4\u03bf\u03bc\u03b1 \u03bc\u03b5 \u039c\u03b5\u03b9\u03bf\u03bd\u03ad\u03ba\u03c4\u03b7\u03bc\u03b1 \u038c\u03c1\u03b1\u03c3\u03b7\u03c2. \u039c\u03ad\u03bd\u03c4\u03bf\u03c1\u03b1\u03c2, 7, 81-93.<\/li>\n<\/ol>\n

                              [Papadopoulos, K., Goudiras, D., & Stamopoulos, \u039a. (2003). e-Study guide for people with visual impairments, Mentor, 7, 81-93].<\/p>\n

                                \n
                              1. \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a. (2002). \u0397 \u0394\u03b7\u03bc\u03b9\u03bf\u03c5\u03c1\u03b3\u03af\u03b1 \u0393\u03c1\u03b1\u03bc\u03bc\u03b1\u03c4\u03bf\u03c3\u03b5\u03b9\u03c1\u03ac\u03c2 \u03c4\u03bf\u03c5 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03bf\u03cd Braille \u039a\u03ce\u03b4\u03b9\u03ba\u03b1 \u03ba\u03b1\u03b9 \u03b7 \u03c7\u03c1\u03ae\u03c3\u03b7 \u03c4\u03b7\u03c2 \u03c3\u03b5 \u03a7\u03ac\u03c1\u03c4\u03b5\u03c2 \u0391\u03c6\u03ae\u03c2. \u03a4\u03b5\u03c7\u03bd\u03b9\u03ba\u03ac \u03a7\u03c1\u03bf\u03bd\u03b9\u03ba\u03ac, 2(1), 101-110.<\/li>\n<\/ol>\n

                                [Papadopoulos, \u039a. (2002). The development of the Greek Braille fonts and its use in tactile maps. Techika Chronika, 2(1), 101-110].<\/p>\n

                                  \n
                                1. \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391. & \u0393\u03b1\u03b2\u03c1\u03b9\u03b7\u03bb\u03af\u03b4\u03bf\u03c5, \u039c. (1996). \u03a3\u03c5\u03bd\u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1 \u03b3\u03bf\u03bd\u03b9\u03ce\u03bd-\u03c3\u03c7\u03bf\u03bb\u03b5\u03af\u03bf\u03c5: \u03a0\u03c1\u03b1\u03b3\u03bc\u03b1\u03c4\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1 \u03ae \u03bf\u03c5\u03c4\u03bf\u03c0\u03af\u03b1 \u03b3\u03b9\u03b1 \u03c4\u03b7\u03bd \u0395\u03bb\u03bb\u03ac\u03b4\u03b1; (\u03b2\u2019 \u03bc\u03ad\u03c1\u03bf\u03c2) \u03a3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b7 \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7, 86, 57-60.<\/li>\n<\/ol>\n

                                  [Psalti, A., & Gavriilidou, M. (1995). Parent-school collaboration in Greece: Reality or not? (part 2). Modern Education, 86, 57-60.]<\/p>\n

                                    \n
                                  1. \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391. & \u0393\u03b1\u03b2\u03c1\u03b9\u03b7\u03bb\u03af\u03b4\u03bf\u03c5, \u039c. (1995). \u03a3\u03c5\u03bd\u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1 \u03b3\u03bf\u03bd\u03b9\u03ce\u03bd-\u03c3\u03c7\u03bf\u03bb\u03b5\u03af\u03bf\u03c5: \u03a0\u03c1\u03b1\u03b3\u03bc\u03b1\u03c4\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1 \u03ae \u03bf\u03c5\u03c4\u03bf\u03c0\u03af\u03b1 \u03b3\u03b9\u03b1 \u03c4\u03b7\u03bd \u0395\u03bb\u03bb\u03ac\u03b4\u03b1; (\u03b1\u2019 \u03bc\u03ad\u03c1\u03bf\u03c2) \u03a3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b7 \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7, 85, 71-75.<\/li>\n<\/ol>\n

                                    [Psalti, A., & Gavriilidou, M. (1995). Parent-school collaboration in Greece: Reality or not? (part 1). Modern Education, 85, 71-75.]<\/p>\n

                                    Book Chapters <\/strong><\/h3>\n
                                      \n
                                    1. Papakonstantinou, D., Bilinovic, R. A., & Berbic, S. (2018). Benefits of employing persons with disabilities. In P. Milenkovic (Ed.), Hiring people with disabilities: employers training <\/em>(pp. 21-34). Serbia: University of Novi Sad, Faculty of Philosophy Novi Sad.<\/li>\n
                                    2. Kouroupetroglou, G., Martos, A, Papandreou, N., Papadopoulos, K., Argyropoulos, V. & Sideridis, G. (2016). Tactile Identification of Embossed Raised Lines and Raised Squares with Variable Dot Elevation by Persons Who Are Blind. Lecture Notes in Computer Science, 9759,<\/em> 77\u201384. http:\/\/dx.doi.org\/10.1007\/978-3-319-41267-2_11<\/a><\/li>\n
                                    3. Papadopoulos, K., Charitakis, K., Koustriava, E., Kartasidou, L., Stylianidis, E., Kouroupetroglou, G., Gumus, S., M\u03ccller, K., & Yilmaz, E. (2016). Specification of Symbols Used in Audio-Tactile Maps for Individuals with Blindness. Lecture Notes in Computer Science, 9759,<\/em> 160\u2013167. http:\/\/dx.doi.org\/10.1007\/978-3-319-41267-2_22<\/a><\/li>\n
                                    4. Papadopoulos, K., Charitakis, K., Kartasidou, L., Kouroupetroglou, G., Gumus, S., Stylianidis, E., Stiefelhagen, R., M\u03ccller, K., & Yilmaz, E. Gerhard Jaworek, G., Polimeras, C., Sayin, U., Oikonomidis, N., & Lithoxopoulos, N. (2016). User Requirements Regarding Information Included in Audio-Tactile Maps for Individuals with Blindness. Lecture Notes in Computer Science, 9759,<\/em> 168\u2013175. http:\/\/dx.doi.org\/10.1007\/978-3-319-41267-2_23<\/a><\/li>\n
                                    5. Koustriava, E., Papadopoulos, K., Koukourikos, P., & Barouti, M. (2016). The Impact of Orientation and Mobility Aids on Wayfinding of Individuals with Blindness: Verbal Description vs. Audio-Tactile Map. In M. Antona & C. Stephanidis (Eds.), UAHCI, 2016, Part III, Lecture Notes in Computer Science, 9739,<\/em> (pp. 577\u2013585). Switzerland: Springer. http:\/\/dx.doi.org\/10.1007\/978-3-319-40238-3_55<\/a><\/li>\n
                                    6. Papadopoulos, K., Barouti, M., & Koustriava, E. (2016). The Improvement of Cognitive Maps of Individuals with Blindness Through the Use of an Audio-Tactile Map. Lecture Notes in Computer Science, 9738,<\/em> 72\u201380. http:\/\/dx.doi.org\/10.1007\/978-3-319-40244-4_8<\/a><\/li>\n
                                    7. Tzelepi, S., & Kotini, I. (2016). Refining a Revised Bloom\u2019s Taxonomy in Computer Science Courses.\u00a0Recent Advances in Science and Technology Education, Ranging from Modern Pedagogies to Neuroeducation and Assessment<\/em>, 59. https:\/\/books.google.gr\/books?id=cC_5DAAAQBAJ&printsec=frontcover&hl=el#v=onepage&q&f=false<\/a><\/li>\n
                                    8. Kotini I., Tzelepi S. (2015) Kotini, I., & Tzelepi, S. (2015). A gamification-based framework for developing learning activities of computational thinking. In\u00a0Gamification in education and business\u00a0(<\/em>pp. 219-252). Springer, Cham. https:\/\/doi.org\/10.1007\/978-3-319-10208-5_12<\/a><\/li>\n
                                    9. Papadopoulos, K., Simaioforidis, Z., Charitakis K., & Barouti M. (2014). University Examination System for Students with Visual Impairments. Lecture Notes in Computer Science, 8548<\/em>, 358\u2013365. http:\/\/dx.doi.org\/10.1007\/978-3-319-08599-9_54<\/a><\/li>\n
                                    10. Papadopoulos, K., Barouti M., & Charitakis K. (2014). A university indoors audio-tactile mobility aid for individuals with blindness. Lecture Notes in Computer Science<\/em>,<\/em> 8548<\/em>,<\/em> 108\u2013115. http:\/\/dx.doi.org\/10.1007\/978-3-319-08599-9_17\u00a0<\/a><\/li>\n
                                    11. Sygkollitou, E., Psalti, A., & Kapatzia, A. (2010). Cyberbullying among Greek adolescents. In: J.A. Mora-Merch\u00e1n and T. J\u00e4ger (Eds.), Cyberbullying \u2013 A Cross-National Comparison<\/em> (pp. 101-113). Landau, Germany: Verlag Empirische P\u00e4dagogik.<\/li>\n
                                    12. Kalati, V., Psalti, A. & Deliyianni-Kouimtzi, V. (2010). Greek students\u2019 perceptions of school bullying: the profile of victims and perpetrators. In Kristof K. P. Vanhoutte, Gavin Fairbairn & Melanie Lang (Eds.) Bullying and the Abuse of Power (<\/em>pp. 91-99). Oxford, UK: Inter-Disciplinary Press.<\/li>\n
                                    13. Argyropoulos V., Papadopoulos K., Kouroupetroglou G., Xydas G., & Katsoulis P. (2007). Discrimination and Perception of the Acoustic Rendition of Texts by Blind People. Lecture Notes in Computer Science, 4556<\/em>, 205-213. http:\/\/dx.doi.org\/10.1007\/978-3-540-73283-9_24<\/a><\/li>\n
                                    14. Shamai, S., Ilatov, Z., Psalti, A., & Deliyanni, K. (2003). Acculturation of Soviet immigrant parents in Israel and Greece. In T. Horowitz, B. Kotik-Friedgut and S. Hoffman (Eds.), From Pacesetters to Dropouts. Post-Soviet Youth in Comparative Perspective <\/em>(pp.103-133).<\/em> Lanham, MD: University Press of America.<\/li>\n<\/ol>\n

                                      International Conferences (Proceedings)<\/strong><\/h3>\n
                                        \n
                                      1. Koustriava, E. & Paschalidou, D. (2020). Working memory evaluation in students with dyslexia: A memory game in three different modality stimuli. Proceedings of the<\/em> 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion, <\/em>online, December 2-4, 2020. org\/10.1145\/3439231.3439255<\/a><\/li>\n
                                      2. Koustriava, , Papadopoulos, K., Charitakis, K., Salinas, V., Miesenberger, K., Kouroupetroglou, G., & Pino, A. (2020). Including students with disabilities in distance education. Proceedings of the 17th International Conference on Computers Helping People with Special Needs,<\/em> online, September 9-11, 2020.<\/li>\n
                                      3. Salinas Lopez, V., Miesenberger, K., Petz, A., Kouroupetroglou, G., Koustriava, E., Papadopoulos, K., & Pino, A. (2020). How to select an accessible learning management system for distance education. Proceedings of the 17th International Conference on Computers Helping People with Special Needs,<\/em> online, September 9-11, 2020.<\/li>\n
                                      4. Markou, N. & Papakonstantinou, D. (2020). Work and Non-Visible Disabilities. Proceedings of the World Disability and Rehabilitation Virtual Conference 2020 (WDRVC 2020), 26 June 2020.<\/li>\n
                                      5. Klemenovic\u0301, J., Janic\u030cic\u0301, B., Milencovic\u0301, P., Kovac\u030c, N., S\u030ckuric\u0301, M., Dlabac\u030c, T.,…Papakonstantinou, D.,… Vujevic\u0301, V. (2016). Transition Planning for Higher Education (HE) Students with Disabilities: The Opinions of Employers in Serbia, Bosnia and Herzegovina, and Montenegro. Proceedings of the 7th International Conference on eLearning, <\/em>\u201ceLearning-2016\u201d. Belgrade, Serbia, 29\u201330 September 2016.<\/li>\n
                                      6. Bos\u030cnjak, S. B., Pavlovic\u030c, \u0396., Vujevic\u0301, V., Kovac\u030c, N., S\u030ckuric\u0301, M., Dlabac\u030c, T.,…Papakonstantinou, D.,… S\u030cus\u030cnjara, S. (2016). Transition Planning for Higher Education Students with Disabilities: A comparative analysis of the opinions of employers in Serbia, Bosnia and Herzegovina, and Montenegro. Proceedings of the 7th International Conference on eLearning, <\/em>\u201ceLearning-2016\u201d, Belgrade, Serbia, 29-30 September 2016.<\/li>\n
                                      7. Papadopoulos, K. & Koustriava, E. (2015). Comprehension of synthetic and natural speech: differences among sighted and visually impaired young adults. Proceedings of International Conference on Enabling Access for Persons with Visual Impairment – ICEAPVI-2015<\/em> (pp.147-151), Athens, February 12-14, 2015.<\/li>\n
                                      8. Papadopoulos, K. & Barouti, M. (2015). The contribution of audio-tactile maps to spatial knowledge of individuals with visual impairments. In G. Kouroupetroglou (Ed.), Proceedings of International Conference on Enabling Access for Persons with Visual Impairment – ICEAPVI-2015<\/em> (pp.141-146), Athens, February 12-14, 2015.<\/li>\n
                                      9. Boutoura, Ch., Papadopoulos, K., Tsorlini, A., & Dadala, Ch. (2013). Design and production of a paper printed and a digital – interactive accessibility map of the Aristotle University of Thessaloniki campus, Greece, for People with Proceedings of 26th<\/sup> International Conference of ICA<\/em>, August 23-25, Dresden, Germany.<\/li>\n
                                      10. Barouti, M., Papadopoulos, K., & Kouroupetroglou, G. (2013). Synthetic and natural speech intelligibility in individuals with visual impairments: effects of experience and presentation rate. Proceedings of 12th<\/sup> European AAATE Conference <\/em>(pp. 695-701), Vilamoura, Portugal, 2013.<\/li>\n
                                      11. Kouimtzi, E.M. & Psalti, A. (2012) Pre-school educators\u2019 readiness to identify and deal with children at risk for learning disabilities. In S.C. Pantazis and C.K. Zaragas (Eds.), Proceeding of the 3rd<\/sup> International Conference on Preschool Education <\/em>(pp. 626-641). Ioannina: University of Ioannina.<\/li>\n
                                      12. Glaroudis, D. P., Kotini, I., & Manitsaris, A. (2010). Improving browsing usability for mobile learners. In\u00a0<\/em>the Proceedings<\/em> 8th IEEE International Conference on Pervasive Computing and Communications Workshops (PERCOM Workshops)<\/em>(pp. 262-267). IEEE. http:\/\/dx.doi.org\/10.1109\/PERCOMW.2010.5470659<\/a><\/li>\n
                                      13. Koutsoklenis, A., Papadopoulos, K., Papakonstantinou, D., & Koustriava, E. (2009). Students with visual impairments in higher education institutes. Proceedings of the 7th<\/sup> ICEVI European Conference<\/em>, \u201cLiving in a Changing Europe\u201d, Dublin, Ireland, 5-10 July, 2009.<\/li>\n
                                      14. Margaritopoulos M., Kotini I., Manitsaris A., Mavridis I. (2009) Identifying Inference Rules for Automatic Metadata Generation from Pre-existing Metadata of Related Resources. In: Sicilia MA., Lytras M.D. (eds) Metadata and Semantics<\/em>. Springer, Boston, MA. https:\/\/doi.org\/10.1007\/978-0-387-77745-0_15<\/a><\/li>\n
                                      15. Papadopoulos, K., Koustriava, E., Papakonstantinou, D., & Koutsoklenis, A. (2009). People with visual impairments: views of sighted individuals. Proceedings of the 7th<\/sup> ICEVI European Conference<\/em>, \u201cLiving in a Changing Europe\u201d, Dublin, Ireland, 5-10 July, 2009.<\/li>\n
                                      16. Papadopoulos, K., Kartasidou, L., Papakonstantinou, D., Koutsoklenis, A., & Koustriava, E. (2009). Self-esteem of adults with visual impairments. Proceedings of the 7th<\/sup> ICEVI European Conference<\/em>, \u201cLiving in a Changing Europe\u201d, Dublin, Ireland, 5-10 July, 2009.<\/li>\n
                                      17. Goudiras, D. B., Polychronopoulou, S., Papadopoulou, S., Papadopoulos, K., Agaliotis, I., Kartasidou, L., Paleologou, N., Papavasiliou, I. Noulas, A. & Papageorgiou, K. (2008). Training needs of teachers in Greece. Proceedings of the <\/em>11th<\/sup> International Conference on Further Education in the Balkan Countries<\/em>, Konya, 23-26 October, 2008.<\/li>\n
                                      18. Politis, A., Kotini, I., & Manitsaris, A. (2008). Streaming video timing analysis in wireless ad-hoc networks. In\u00a0<\/em>the Proceedings<\/em> 2008 IEEE Symposium on Computers and Communications<\/em>\u00a0(pp. 7-12). IEEE. http:\/\/dx.doi.org\/10.1109\/ISCC.2008.4625759<\/a><\/li>\n
                                      19. Papadopoulos, K. & Karanikolas, N. (2007). From digital map to digital tactile map: a transmission with accent in haptic language. Proceedings of the 4th<\/sup> International Symposium on Location Based Services & TeleCartography<\/em>, Hong Kong, November 2007.<\/li>\n
                                      20. Pazarli, M., Ploutoglou, N., Papadopoulos, K. Tsorlini, A. & Livieratos, E. (2007). Digital approaches to Righas Velestinlis' 'Charta', the 18th century cartographic monument of Greek cultural heritage. XXIII International Cartographic Conference<\/em>, Moscow, 4-10 August.<\/li>\n
                                      21. Ploutoglou N., Pazarli M., Papadopoulos K. (2006). The digital rotational and scale fitting of Bordone\u2019s isolario in a continuous insular map of Greece. Proceedings of the First International Workshop of ICA <\/em>on Digital Technologies in Cartographic Heritage<\/em>, \u201cDigital Approaches to Cartographic Heritage\u201d, Thessaloniki, 18\u201319 May 2006.<\/li>\n
                                      22. Daniil, \u039c., Tsioukas, V., Papadopoulos, K., & Livieratos, E. (2003). Scanning options and choices in digitizing historic maps. Proceedings of CIPA, XIX International Symposium<\/em> “New Perspectives to Save Cultural Heritage\"<\/em>, Antalya, Turkey.<\/li>\n
                                      23. Kotini, I., & Hassapis, G. (2003). Modelling and performance evaluation of hybrid systems. Proceedings of 1st South-East European Workshop on Formal Methods<\/em>(pp. 21-35).<\/li>\n
                                      24. Papadopoulos, K., Tsioukas, V. & Daniil, M. (2003). 3D Maps for Children\u2019s Education: Multimedia and Virtual Reality. Proceedings of <\/em>21st <\/sup>International Cartographic Conference of ICA<\/em>, Durban, South Africa.<\/li>\n
                                      25. Tsioukas, \u0392., Papadopoulos, \u039a., Daniil, \u039c., & Daniil, \u0395. (2002). A new perspective for the visualization of cartographic data. Proceedings of the ISPRS Symposium<\/em>, Commission V, Corfu, September 2002.<\/li>\n
                                      26. Papadopoulos, K., Livieratos, E. & Boutoura, Ch. (2001). A large scale city atlas for the blind. Proceedings of the 20th<\/sup> International Cartographic Conference of ICA<\/em>, Beijing, China.<\/li>\n
                                      27. Hassapis, G., Kotini, I., & Doulgeri, Z. (1998). Validation of a SFC software specification by using hybrid automata.\u00a0IFAC Proceedings Volumes<\/em>,\u00a031<\/em>(15), 107-112. http:\/\/dx.doi.org\/10.1016\/S1474-6670(17)40537-4<\/a><\/li>\n<\/ol>\n

                                        National Conferences (Proceedings)<\/strong><\/h3>\n
                                          \n
                                        1. \u0393\u03b9\u03b1\u03bd\u03bd\u03bf\u03cd\u03bb\u03b7, \u0392., \u039a\u03bf\u03c5\u03c3\u03c4\u03c1\u03b9\u03ac\u03b2\u03b1, \u0395., & \u039c\u03c0\u03ac\u03bd\u03bf\u03c5, \u039c. (2017). \u0394\u03b9\u03b1\u03c6\u03bf\u03c1\u03ad\u03c2 \u03bc\u03b5\u03c4\u03b1\u03be\u03cd \u03bc\u03b1\u03b8\u03b7\u03c4\u03ce\u03bd \u03bc\u03b5 \u03b4\u03c5\u03c3\u03bb\u03b5\u03be\u03af\u03b1 \u03ba\u03b1\u03b9 \u03bc\u03b1\u03b8\u03b7\u03c4\u03ce\u03bd \u03c4\u03c5\u03c0\u03b9\u03ba\u03ae\u03c2 \u03b1\u03bd\u03ac\u03c0\u03c4\u03c5\u03be\u03b7\u03c2 \u03c3\u03c4\u03b7\u03bd \u03b1\u03ba\u03bf\u03c5\u03c3\u03c4\u03b9\u03ba\u03ae \u03b4\u03b9\u03ac\u03ba\u03c1\u03b9\u03c3\u03b7 \u03bb\u03ad\u03be\u03b5\u03c9\u03bd\/\u03c0\u03c1\u03bf\u03c4\u03ac\u03c3\u03b5\u03c9\u03bd \u03ba\u03b1\u03b9 \u03ba\u03b1\u03c4\u03b1\u03bd\u03cc\u03b7\u03c3\u03b7 \u03ba\u03b5\u03b9\u03bc\u03ad\u03bd\u03c9\u03bd \u03c3\u03b5 \u03c3\u03c5\u03bd\u03b8\u03b5\u03c4\u03b9\u03ba\u03ae \u03ba\u03b1\u03b9 \u03c6\u03c5\u03c3\u03b9\u03ba\u03ae \u03bf\u03bc\u03b9\u03bb\u03af\u03b1. \u03a3\u03c4\u03b1 \u03a0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ac \u03a0\u03b5\u03c1\u03b9\u03bb\u03ae\u03c8\u03b5\u03c9\u03bd \u03c4\u03bf\u03c5 2\u03bf\u03c5<\/sup> \u03a0\u03b1\u03bd\u03b5\u03bb\u03bb\u03ae\u03bd\u03b9\u03bf\u03c5 \u03a3\u03c5\u03bd\u03b5\u03b4\u03c1\u03af\u03bf\u03c5 \u03a3\u03c7\u03bf\u03bb\u03b9\u03ba\u03ae \u03a8\u03c5\u03c7\u03bf\u03bb\u03bf\u03b3\u03af\u03b1\u03c2 \u00ab\u03a3\u03c7\u03bf\u03bb\u03b9\u03ba\u03ae \u03a8\u03c5\u03c7\u03bf\u03bb\u03bf\u03b3\u03af\u03b1, \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7 \u03ba\u03b1\u03b9 \u039a\u03bf\u03b9\u03bd\u03c9\u03bd\u03af\u03b1: \u03a3\u03c5\u03bd\u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b5\u03c2 \u03ba\u03b1\u03b9 \u03a0\u03c1\u03bf\u03ba\u03bb\u03ae\u03c3\u03b5\u03b9\u03c2\u00bb<\/em>, \u0392\u03cc\u03bb\u03bf\u03c2, 19-22 \u039f\u03ba\u03c4\u03c9\u03b2\u03c1\u03af\u03bf\u03c5, 2017.<\/li>\n<\/ol>\n

                                          [Giannouli, V., Koustriava, E., & Mpanou, M. (2017). Differences between students with dyslexia and typically developed students in word\/sentence auditory intelligibility and text comprehension in synthetic and natural speech. Book of Abstracts of the 2nd<\/sup> Panhellenic Conference of School Psychology \u201cSchool Psychology, Education, and Society: Collaborations and Challenges\u201d<\/em>, Volos, 19-22 October, 2017.]<\/p>\n

                                            \n
                                          1. \u039a\u03bf\u03c4\u03af\u03bd\u03b7 \u0399., & \u03a4\u03b6\u03b5\u03bb\u03ad\u03c0\u03b7 \u03a3., (2017). \u0395\u03c5\u03ad\u03bb\u03b9\u03ba\u03c4\u03b7 \u0391\u03bd\u03ac\u03c0\u03c4\u03c5\u03be\u03b7 \u039b\u03bf\u03b3\u03b9\u03c3\u03bc\u03b9\u03ba\u03bf\u03cd \u03ba\u03b1\u03b9 \u0395\u03c5\u03ad\u03bb\u03b9\u03ba\u03c4\u03b7 \u039c\u03ac\u03b8\u03b7\u03c3\u03b7 \u039f\u03b9 \u03b4\u03cd\u03bf \u03cc\u03c8\u03b5\u03b9\u03c2 \u03c4\u03bf\u03c5 \u03af\u03b4\u03b9\u03bf\u03c5 \u03bd\u03bf\u03bc\u03af\u03c3\u03bc\u03b1\u03c4\u03bf\u03c2, \u03a3\u03c4\u03b1 \u03c0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ac 11\u03bf \u03a0\u03b1\u03bd\u03b5\u03bb\u03bb\u03ae\u03bd\u03b9\u03bf\u03c5 \u03a3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf \u039a\u03b1\u03b8\u03b7\u03b3\u03b7\u03c4\u03ce\u03bd \u03a0\u03bb\u03b7\u03c1\u03bf\u03c6\u03bf\u03c1\u03b9\u03ba\u03ae\u03c2 \u00ab\u0397 \u03a0\u03bb\u03b7\u03c1\u03bf\u03c6\u03bf\u03c1\u03b9\u03ba\u03ae \u03c3\u03c4\u03b7\u03bd \u03a0\u03c1\u03c9\u03c4\u03bf\u03b2\u03ac\u03b8\u03bc\u03b9\u03b1 \u03ba\u03b1\u03b9 \u0394\u03b5\u03c5\u03c4\u03b5\u03c1\u03bf\u03b2\u03ac\u03b8\u03bc\u03b9\u03b1 \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7 \u2013<\/em>\u039a\u03b1\u03b9\u03bd\u03bf\u03c4\u03cc\u03bc\u03b5\u03c2 \u03a3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b5\u03c2 \u03b4\u03b9\u03b4\u03b1\u03ba\u03c4\u03b9\u03ba\u03ad\u03c2 \u03a0\u03c1\u03bf\u03c3\u03b5\u03b3\u03b3\u03af\u03c3\u03b5\u03b9<\/em>\u03c2, \u03a7\u03b1\u03bb\u03ba\u03af\u03b4\u03b1, 5-7 \u039c\u03b1\u0390\u03bf\u03c5 2017.<\/li>\n<\/ol>\n

                                            [Kotini I., & Tzelepi S.,(2017). Flexible Software Development and Flexible Learning The two sides of the same coin, In proceedings 11th Panhellenic Conference of Informatics Teachers “Informatics in Primary and Secondary Education \u2013 Innovative Modern Teaching Approache<\/em>s, Chalkida, 5-7 May 2017] http:\/\/pdkap.sch.gr\/2017\/erevnitikes-ergasies\/<\/a><\/p>\n

                                              \n
                                            1. Ko\u03c4\u03af\u03bd\u03b7 \u0399. & \u03a4\u03b6\u03b5\u03bb\u03ad\u03c0\u03b7 \u03a3. (2016). \u0397 \u03bc\u03b5\u03b8\u03bf\u03b4\u03bf\u03bb\u03bf\u03b3\u03af\u03b1 Agile \u03ba\u03b1\u03b9 \u03b7 \u03b5\u03c6\u03b1\u03c1\u03bc\u03bf\u03b3\u03ae \u03c4\u03b7\u03c2 \u03c3\u03c4\u03b7\u03bd \u03bc\u03b1\u03b8\u03b7\u03c3\u03b9\u03b1\u03ba\u03ae \u03b4\u03b9\u03b1\u03b4\u03b9\u03ba\u03b1\u03c3\u03af\u03b1 \u03b5\u03bd\u03b9\u03c3\u03c7\u03cd\u03bf\u03c5\u03bd \u03c4\u03b7\u03bd \u03a5\u03c0\u03bf\u03bb\u03bf\u03b3\u03b9\u03c3\u03c4\u03b9\u03ba\u03ae \u03a3\u03ba\u03ad\u03c8\u03b7, 8<\/em>th<\/em> Conference<\/em> on<\/em> Informatics<\/em> in<\/em> Education<\/em> \u2013\u0397 \u03a0\u03bb\u03b7\u03c1\u03bf\u03c6\u03bf\u03c1\u03b9\u03ba\u03ae \u03c3\u03c4\u03b7\u03bd \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7 (<\/em>CIE2016) \u03a0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03bf \u03a0\u03b5\u03b9\u03c1\u03b1\u03b9\u03ce\u03c2, pp 212-222, ISBN:978-960-578-023-4.<\/li>\n<\/ol>\n

                                              [Kotini I. & Tzelepi S. (2016). The Agile methodology and its application to the learning process enhance Computational Thinking, 8th Conference on Informatics in Education \u2013 Informatics in Educatio<\/em>n (CIE2016) University of Piraeus, pp 212-222, ISBN:978-960-578-023-4]<\/p>\n

                                                \n
                                              1. \u039a\u03bf\u03c4\u03af\u03bd\u03b7 \u0399., & \u03a4\u03b6\u03b5\u03bb\u03ad\u03c0\u03b7 \u03a3., (2015). \u03a3\u03c5\u03c3\u03c7\u03b5\u03c4\u03af\u03c3\u03b5\u03b9\u03c2 \u0399\u03ba\u03b1\u03bd\u03bf\u03c4\u03ae\u03c4\u03c9\u03bd \u03ba\u03b1\u03b9 \u03a3\u03c4\u03ac\u03c3\u03b5\u03c9\u03bd \u03a5\u03c0\u03bf\u03bb\u03bf\u03b3\u03b9\u03c3\u03c4\u03b9\u03ba\u03ae\u03c2 \u03a3\u03ba\u03ad\u03c8\u03b7\u03c2 \u03bc\u03b5 \u03a3\u03c4\u03bf\u03b9\u03c7\u03b5\u03af\u03b1 \u03a0\u03b1\u03b9\u03c7\u03bd\u03b9\u03b4\u03bf\u03c0\u03bf\u03af\u03b7\u03c3\u03b7\u03c2\u00bb, 2\u03bf \u03b5\u03c0\u03b9\u03c3\u03c4\u03b7\u03bc\u03bf\u03bd\u03b9\u03ba\u03cc \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf \u03a0\u0395\u03a3\u03a3 \u00ab\u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ad\u03c2 \u03a0\u03bf\u03bb\u03b9\u03c4\u03b9\u03ba\u03ad\u03c2 \u03b3\u03b9\u03b1 \u03c4\u03bf \u03c3\u03c7\u03bf\u03bb\u03b5\u03af\u03bf \u03c4\u03bf\u03c5 21\u03bf\u03c5 \u03b1\u03b9\u03ce\u03bd\u03b1<\/em>\u00bb 27-29 \u039c\u03b1\u03c1\u03c4\u03af\u03bf\u03c5 2015, \u03a0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03bf \u039c\u03b1\u03ba\u03b5\u03b4\u03bf\u03bd\u03af\u03b1\u03c2 \u0392 \u03c4\u03cc\u03bc\u03bf\u03c2 , ISSN: 2408-0543.<\/li>\n<\/ol>\n

                                                [Kotini I., & Tzelepi S., (2015). Associations of Skills and Attitudes of Computational Thinking with Elements of Gamification, 2nd scientific conference\u00a0 PESS “Educational Policies for the School of the 21st Century\"<\/em> 27-29 March 2015, University of Macedonia B volume , ISSN: 2408-0543.] http:\/\/www.pess.gr\/2-uncategorised\/256-praktika2pess.html<\/a><\/p>\n

                                                  \n
                                                1. \u039a\u03bf\u03c4\u03af\u03bd\u03b7 \u0399. & \u03a4\u03b6\u03b5\u03bb\u03ad\u03c0\u03b7 \u03a3., (2015). \u0391\u03bd\u03ac\u03c0\u03c4\u03c5\u03be\u03b7 \u0399\u03ba\u03b1\u03bd\u03bf\u03c4\u03ae\u03c4\u03c9\u03bd \u03a5\u03c0\u03bf\u03bb\u03bf\u03b3\u03b9\u03c3\u03c4\u03b9\u03ba\u03ae\u03c2 \u03a3\u03ba\u03ad\u03c8\u03b7\u03c2 \u03a0\u03bb\u03b1\u03af\u03c3\u03b9\u03bf \u03a3\u03c7\u03b5\u03b4\u03b9\u03b1\u03c3\u03bc\u03bf\u03cd \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ce\u03bd \u0394\u03c1\u03b1\u03c3\u03c4\u03b7\u03c1\u03b9\u03bf\u03c4\u03ae\u03c4\u03c9\u03bd \u03bc\u03b5 \u03c3\u03c4\u03bf\u03b9\u03c7\u03b5\u03af\u03b1 \u03a0\u03b1\u03b9\u03c7\u03bd\u03b9\u03b4\u03bf\u03c0\u03bf\u03af\u03b7\u03c3\u03b7\u03c2, 9\u03bf \u03a0\u03b1\u03bd\u03b5\u03bb\u03bb\u03ae\u03bd\u03b9\u03bf \u03a3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf \u039a\u03b1\u03b8\u03b7\u03b3\u03b7\u03c4\u03ce\u03bd \u03a0\u03bb\u03b7\u03c1\u03bf\u03c6\u03bf\u03c1\u03b9\u03ba\u03ae\u03c2 \u00ab\u0397 \u03a0\u03bb\u03b7\u03c1\u03bf\u03c6\u03bf\u03c1\u03b9\u03ba\u03ae \u03c3\u03c4\u03b7\u03bd \u03a0\u03c1\u03c9\u03c4\u03bf\u03b2\u03ac\u03b8\u03bc\u03b9\u03b1 \u03ba\u03b1\u03b9 \u0394\u03b5\u03c5\u03c4\u03b5\u03c1\u03bf\u03b2\u03ac\u03b8\u03bc\u03b9\u03b1 \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7 \u2013 \u039a\u03b1\u03b9\u03bd\u03bf\u03c4\u03cc\u03bc\u03b5\u03c2 \u03a0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ad\u03c2 \u03a0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ad\u03c2\u00bb<\/em>, \u039a\u03b1\u03c3\u03c4\u03bf\u03c1\u03b9\u03ac 24-26 \u0391\u03c0\u03c1\u03b9\u03bb\u03af\u03bf\u03c5 2015.<\/li>\n<\/ol>\n

                                                  [Kotini I. & Tzelepi S., (2015). Development of Computational Thinking Skills Framework for the Design of Educational Activities with Elements of Gamification, 9th Panhellenic Conference of Informatics Teachers \u201c Informatics in Primary and Secondary Education \u2013 Innovative Pedagogical Practices<\/em> \u201d Kastoria 24-26 April 2015] http:\/\/docplayer.gr\/191784456-Anaptyxi-ikanotiton-ypologistikis-skepsis-plaisio-shediasmoy-ekpaideytikon-drastiriotiton-me-stoiheia-paihnidopoiisis.html<\/a><\/p>\n

                                                    \n
                                                  1. \u039a\u03bf\u03c4\u03af\u03bd\u03b7 \u0399. & \u03a4\u03b6\u03b5\u03bb\u03ad\u03c0\u03b7 \u03a3. (2014). \u03a4\u03b1\u03be\u03b9\u03bd\u03bf\u03bc\u03af\u03b1 \u03c4\u03bf\u03c5 Bloom \u03b3\u03b9\u03b1 \u03b1\u03be\u03b9\u03bf\u03bb\u03cc\u03b3\u03b7\u03c3\u03b7 \u03b4\u03b9\u03b4\u03b1\u03ba\u03c4\u03b9\u03ba\u03ce\u03bd \u03c3\u03c4\u03cc\u03c7\u03c9\u03bd \u03c3\u03c4\u03bf\u03bd \u03a0\u03c1\u03bf\u03b3\u03c1\u03b1\u03bc\u03bc\u03b1\u03c4\u03b9\u03c3\u03bc\u03cc, 8\u03bf\u03c5 \u03a0\u03b1\u03bd\u03b5\u03bb\u03bb\u03ae\u03bd\u03b9\u03bf\u03c5 \u03a3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf \u039a\u03b1\u03b8\u03b7\u03b3\u03b7\u03c4\u03ce\u03bd \u03a0\u03bb\u03b7\u03c1\u03bf\u03c6\u03bf\u03c1\u03b9\u03ba\u03ae\u03c2,<\/em> \u0392\u03cc\u03bb\u03bf\u03c2 28-30 \u039c\u03b1\u03c1\u03c4\u03af\u03bf\u03c5 2014.<\/li>\n<\/ol>\n

                                                    [Kotini I. & Tzelepi S., (2014). Bloom\u2019s Taxonomy for Evaluation of teaching objectives in Programming, 8th Panhellenic Conference of Informatics Teachers,<\/em> Volos 28-30 March 2014.] http:\/\/synedrio.pekap.gr\/praktika\/8o\/ergasies\/4Tzelepi2-full.pdf<\/a><\/p>\n

                                                      \n
                                                    1. \u03a4\u03b6\u03b5\u03bb\u03ad\u03c0\u03b7 \u03a3., & \u039a\u03bf\u03c4\u03af\u03bd\u03b7 \u0399., (2013). \u039f \u03b5\u03c0\u03bf\u03b9\u03ba\u03bf\u03b4\u03bf\u03bc\u03b7\u03c4\u03b9\u03c3\u03bc\u03cc\u03c2 \u03c9\u03c2 \u03bc\u03bf\u03bd\u03c4\u03ad\u03bb\u03bf \u03b4\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1\u03c2 \u03c4\u03b7\u03c2 \u03a0\u03bb\u03b7\u03c1\u03bf\u03c6\u03bf\u03c1\u03b9\u03ba\u03ae\u03c2, \u03c3\u03c4\u03b1 \u03c0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ac \u03c4\u03bf\u03c5 \u03c3\u03c5\u03bd\u03b5\u03b4\u03c1\u03af\u03bf\u03c5 <\/em>Conference<\/em> on<\/em> Informatics<\/em> in<\/em> Education<\/em> \u2013\u0397 \u03a0\u03bb\u03b7\u03c1\u03bf\u03c6\u03bf\u03c1\u03b9\u03ba\u03ae \u03c3\u03c4\u03b7\u03bd \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7 (<\/em>CIE<\/em>2013)<\/em> \u03a0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03bf \u03a0\u03b5\u03b9\u03c1\u03b1\u03b9\u03ce\u03c2, 11-13 \u039f\u03ba\u03c4\u03c9\u03b2\u03c1\u03af\u03bf\u03c5 2013, ISBN 978-960-6759-92-5<\/li>\n<\/ol>\n

                                                      [Tzelepi S., & \u00a0Kotini I., (2013). Constructivism as a model of teaching Informatics, in Proceedings of Conference on Informatics in Education \u2013 Informatics in Education<\/em> (CIE2013) University of Piraeus, 11-13 October 2013, ISBN 978-960-6759-92-5]<\/p>\n

                                                        \n
                                                      1. \u039a\u03bf\u03c4\u03af\u03bd\u03b7 \u0399. & \u03a4\u03b6\u03b5\u03bb\u03ad\u03c0\u03b7 \u03a3., (2013). \u0398\u03b5\u03c9\u03c1\u03b7\u03c4\u03b9\u03ba\u03cc \u039c\u03b1\u03b8\u03b7\u03c4\u03bf\u03ba\u03b5\u03bd\u03c4\u03c1\u03b9\u03ba\u03cc \u039c\u03bf\u03bd\u03c4\u03ad\u03bb\u03bf \u03a0\u03b1\u03b9\u03c7\u03bd\u03b9\u03b4\u03bf\u03c0\u03bf\u03af\u03b7\u03c3\u03b7\u03c2 \u03b3\u03b9\u03b1 \u0395\u03bd\u03b5\u03c1\u03b3\u03ae \u03a3\u03c5\u03bc\u03bc\u03b5\u03c4\u03bf\u03c7\u03ae \u039c\u03b1\u03b8\u03b7\u03c4\u03ce\u03bd \u03c3\u03b5 \u0394\u03c1\u03b1\u03c3\u03c4\u03b7\u03c1\u03b9\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2 \u0391\u03bd\u03ac\u03c0\u03c4\u03c5\u03be\u03b7\u03c2 \u03a5\u03c0\u03bf\u03bb\u03bf\u03b3\u03b9\u03c3\u03c4\u03b9\u03ba\u03ae\u03c2 \u03a3\u03ba\u03ad\u03c8\u03b7\u03c2. \u03a3\u03c4\u03b1 \u03c0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ac \u03c4<\/em>\u03bf\u03c5 \u03c3\u03c5\u03bd\u03b5\u03b4\u03c1\u03af\u03bf\u03c5 7\u03bf \u03a0\u03b1\u03bd\u03b5\u03bb\u03bb\u03ae\u03bd\u03b9\u03bf \u03a3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf \u039a\u03b1\u03b8\u03b7\u03b3\u03b7\u03c4\u03ce\u03bd \u03a0\u03bb\u03b7\u03c1\u03bf\u03c6\u03bf\u03c1\u03b9\u03ba\u03ae\u03c2 \u03bc\u03b5 \u03b8\u03ad\u03bc\u03b1: \u00ab<\/strong>\u0397 \u03a0\u03bb\u03b7\u03c1\u03bf\u03c6\u03bf\u03c1\u03b9\u03ba\u03ae \u03c3\u03c4\u03b7\u03bd \u03a0\u03c1\u03c9\u03c4\u03bf\u03b2\u03ac\u03b8\u03bc\u03b9\u03b1 \u03ba\u03b1\u03b9 \u0394\u03b5\u03c5\u03c4\u03b5\u03c1\u03bf\u03b2\u03ac\u03b8\u03bc\u03b9\u03b1 \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7<\/em> \u2013 \u03a0\u03c1\u03bf\u03ba\u03bb\u03ae\u03c3\u03b5\u03b9\u03c2 \u03ba\u03b1\u03b9 \u03a0\u03c1\u03bf\u03bf\u03c0\u03c4\u03b9\u03ba\u03ad\u03c2\u00bb, \u0398\u03b5\u03c3\u03c3\u03b1\u03bb\u03bf\u03bd\u03af\u03ba\u03b7.<\/li>\n<\/ol>\n

                                                        [Kotini I. & Tzelepi S., (2013). Theoretical Student Model of Play for Active Participation of Students in Computational Thinking Development Activities. \u0399n the proceedings of the 7th Panhellenic Conference of Informatics Teachers on: “Informatics in Primary and Secondary Education \u2013 Challenges and Perspectives\",<\/em> Thessaloniki] http:\/\/synedrio.pekap.gr\/praktika\/7o\/ergasies\/3kotini2.pdf<\/a><\/p>\n

                                                          \n
                                                        1. \u039c\u03c0\u03b1\u03c1\u03bf\u03cd\u03c4\u03b7, \u039c., \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a., & \u039a\u03bf\u03c5\u03c1\u03bf\u03c5\u03c0\u03ad\u03c4\u03c1\u03bf\u03b3\u03bb\u03bf\u03c5, \u0393. (2013). \u039a\u03b1\u03c4\u03b1\u03bd\u03cc\u03b7\u03c3\u03b7 \u03ba\u03b5\u03b9\u03bc\u03ad\u03bd\u03bf\u03c5 \u03b1\u03c0\u03cc \u03ac\u03c4\u03bf\u03bc\u03b1 \u03bc\u03b5 \u03c0\u03c1\u03cc\u03b2\u03bb\u03b7\u03bc\u03b1 \u03cc\u03c1\u03b1\u03c3\u03b7\u03c2: \u03c3\u03cd\u03b3\u03ba\u03c1\u03b9\u03c3\u03b7 \u03c6\u03c5\u03c3\u03b9\u03ba\u03ae\u03c2 \u03ba\u03b1\u03b9 \u03c3\u03c5\u03bd\u03b8\u03b5\u03c4\u03b9\u03ba\u03ae\u03c2 \u03bf\u03bc\u03b9\u03bb\u03af\u03b1\u03c2. \u03a0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ac 3\u03bf\u03c5 \u03a0\u03b1\u03bd\u03b5\u03bb\u03bb\u03ae\u03bd\u03b9\u03bf\u03c5 \u03a3\u03c5\u03bd\u03b5\u03b4\u03c1\u03af\u03bf\u03c5 \u0395\u03b9\u03b4\u03b9\u03ba\u03ae\u03c2 \u0391\u03b3\u03c9\u03b3\u03ae\u03c2<\/em>, \u0391\u03b8\u03ae\u03bd\u03b1, 2013.<\/li>\n<\/ol>\n

                                                          [Barouti, M., Papadopoulos, K., & Kouroupetroglou, G. (2013). Text comprehension of individuals with visual impairments: a comparison between natural and synthetic speech. Proceedings of the 3rd Panhellenic Conference of Special Education,<\/em> Athens, 2013].<\/p>\n

                                                            \n
                                                          1. \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391., & \u03a3\u03b1\u03ba\u03ba\u03ac, \u0394. (2013). \u0397 \u03b1\u03bd\u03ac\u03c0\u03c4\u03c5\u03be\u03b7 \u03c4\u03b7\u03c2 \u03a0\u03bf\u03bb\u03c5\u03c0\u03bf\u03bb\u03b9\u03c4\u03b9\u03c3\u03bc\u03b9\u03ba\u03ae\u03c2 \u0395\u03bd\u03b7\u03bc\u03b5\u03c1\u03cc\u03c4\u03b7\u03c4\u03b1\u03c2 \u03c4\u03c9\u03bd \u03a0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03ce\u03bd \u03a0\u03c1\u03bf\u03c3\u03c7\u03bf\u03bb\u03b9\u03ba\u03ae\u03c2 \u0397\u03bb\u03b9\u03ba\u03af\u03b1\u03c2: \u039c\u03b9\u03b1 \u03a0\u03c1\u03cc\u03c4\u03b1\u03c3\u03b7 \u03b3\u03b9\u03b1 \u03c4\u03b7 \u03c7\u03c1\u03ae\u03c3\u03b7 \u03c4\u03b7\u03c2 \u0388\u03c1\u03b5\u03c5\u03bd\u03b1\u03c2 \u0394\u03c1\u03ac\u03c3\u03b7\u03c2.\u03a3\u03c4\u03bf: \u039a. \u03a0\u03b5\u03c4\u03c1\u03bf\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7\u03c2 (\u0395\u03c0\u03b9\u03bc.), \u0397 \u0391\u03be\u03b9\u03bf\u03bb\u03cc\u03b3\u03b7\u03c3\u03b7 \u03ba\u03b1\u03b9 \u03b7 \u0388\u03c1\u03b5\u03c5\u03bd\u03b1 \u0394\u03c1\u03ac\u03c3\u03b7\u03c2: \u03a3\u03b7\u03bc\u03b1\u03bd\u03c4\u03b9\u03ba\u03ac \u0395\u03c1\u03b3\u03b1\u03bb\u03b5\u03af\u03b1 \u03b3\u03b9\u03b1 \u03c4\u03b7\u03bd \u03a0\u03bf\u03b9\u03cc\u03c4\u03b7\u03c4\u03b1 \u03ba\u03b1\u03b9 \u03c4\u03b7\u03bd \u0391\u03bd\u03b1\u03bd\u03ad\u03c9\u03c3\u03b7 \u03c4\u03c9\u03bd \u03a0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ce\u03bd \u03a0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ce\u03bd.<\/em> \u03a0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ac \u03c4\u03bf\u03c5 10\u03bf\u03c5<\/sup> \u03a0\u03b1\u03bd\u03b5\u03bb\u03bb\u03ae\u03bd\u03b9\u03bf\u03c5 \u039c\u03b5\u03c4\u03b5\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03bf\u03cd \u03a3\u03c5\u03bd\u03b5\u03b4\u03c1\u03af\u03bf\u03c5 \u03a0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03ce\u03bd \u03a0\u03c1\u03bf\u03c3\u03c7\u03bf\u03bb\u03b9\u03ba\u03ae\u03c2 \u0397\u03bb\u03b9\u03ba\u03af\u03b1\u03c2 \u03a4\u0395\u0399 <\/em>(\u03c3. 73-81). \u0391\u03b8\u03ae\u03bd\u03b1: \u03a0\u0391\u03a3\u03a5\u0392\u039d.<\/li>\n<\/ol>\n

                                                            [Psalti, A., & Sakka, D. (2013). The development of early childhood educators\u2019 multicultural awareness: A proposal for the use of action research. In: K. Petrogiannis (Ed.), Assessment and Action Research: Important Tools for the Quality and Renewal of Pedagogical Practices. Proceedings of the 10th<\/sup> Panhellenic Training Conference of Early Childhood Educators <\/em>(pp. 73-81). Athens: Panhellenic Association of Early Childhood Educators.]<\/p>\n

                                                              \n
                                                            1. \u039a\u03bf\u03c4\u03af\u03bd\u03b7 \u0399. & \u03a4\u03b6\u03b5\u03bb\u03ad\u03c0\u03b7 \u03a3., (2012). \u0397 \u03a3\u03c5\u03bc\u03b2\u03bf\u03bb\u03ae \u03c4\u03b7\u03c2 \u03a5\u03c0\u03bf\u03bb\u03bf\u03b3\u03b9\u03c3\u03c4\u03b9\u03ba\u03ae\u03c2 \u03a3\u03ba\u03ad\u03c8\u03b7\u03c2 \u03c3\u03c4\u03b7\u03bd \u03c0\u03c1\u03bf\u03b5\u03c4\u03bf\u03b9\u03bc\u03b1\u03c3\u03af\u03b1 \u03c4\u03bf\u03c5 \u0391\u03c5\u03c1\u03b9\u03b1\u03bd\u03bf\u03cd \u03c0\u03bf\u03bb\u03af\u03c4\u03b7, Conference<\/em> on<\/em> Informatics<\/em> in<\/em> Education<\/em> \u2013\u0397 \u03a0\u03bb\u03b7\u03c1\u03bf\u03c6\u03bf\u03c1\u03b9\u03ba\u03ae \u03c3\u03c4\u03b7\u03bd \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7 (<\/em>CIE<\/em>2012)<\/em> \u03a0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03bf \u03a0\u03b5\u03b9\u03c1\u03b1\u03b9\u03ce\u03c2, 5-7 \u039f\u03ba\u03c4\u03c9\u03b2\u03c1\u03af\u03bf\u03c5 2012 – (CIE2012), 221-228. ISBN: 978-960-6759-85-7.<\/li>\n<\/ol>\n

                                                              [Kotini I. & Tzelepi S., (2012). The Contribution of Computational Thinking to the Preparation of Tomorrow's Citizen, Conference on Informatics in Education \u2013 Informatics in Education (CIE2012)<\/em> University of Piraeus, 5-7 October 2012 – (CIE2012), 221-228. ISBN: 978-960-6759-85-7.<\/p>\n

                                                                \n
                                                              1. \u03a0\u03b1\u03c0\u03b1\u03ba\u03c9\u03bd\u03c3\u03c4\u03b1\u03bd\u03c4\u03af\u03bd\u03bf\u03c5, \u0394. & \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a. (2010). \u03a4\u03bf \u039d\u03bf\u03bc\u03bf\u03b8\u03b5\u03c4\u03b9\u03ba\u03cc \u03a0\u03bb\u03b1\u03af\u03c3\u03b9\u03bf \u0391\u03bd\u03b1\u03c6\u03bf\u03c1\u03b9\u03ba\u03ac \u03bc\u03b5 \u03c4\u03b7\u03bd \u0395\u03b9\u03c3\u03b1\u03b3\u03c9\u03b3\u03ae \u03ba\u03b1\u03b9 \u03c4\u03b7 \u03a6\u03bf\u03af\u03c4\u03b7\u03c3\u03b7 \u0391\u03c4\u03cc\u03bc\u03c9\u03bd \u03bc\u03b5 \u03a0\u03c1\u03cc\u03b2\u03bb\u03b7\u03bc\u03b1 \u038c\u03c1\u03b1\u03c3\u03b7\u03c2 \u03c3\u03c4\u03b1 \u0391.\u0395.\u0399.: \u0391\u03be\u03b9\u03bf\u03bb\u03cc\u03b3\u03b7\u03c3\u03b7 \u03ba\u03b1\u03b9 \u03a0\u03c1\u03bf\u03c4\u03ac\u03c3\u03b5\u03b9\u03c2. \u03a3\u03c4\u03b1 \u03a0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ac \u03c4\u03bf\u03c5 1\u03bf\u03c5<\/sup> \u03a0\u03b1\u03bd\u03b5\u03bb\u03bb\u03ae\u03bd\u03b9\u03bf\u03c5 \u03a3\u03c5\u03bd\u03b5\u03b4\u03c1\u03af\u03bf\u03c5 \u0395\u03c0\u03b9\u03c3\u03c4\u03b7\u03bc\u03ce\u03bd \u03c4\u03b7\u03c2 \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7\u03c2, <\/em>\u0391\u03b8\u03ae\u03bd\u03b1, 28-30 \u039c\u03b1\u0390\u03bf\u03c5, 2009.<\/li>\n<\/ol>\n

                                                                [Papakonstantinou, D. & Papadopoulos, \u039a. (2010). The legislation regarding the admission and study of people with visual impairments in higher education institutes: Assessment and Suggestions. Proceedings of the 1st<\/sup> Panhellenic Conference of Education Sciences<\/em>, Athens, 28-30 May, 2009].<\/p>\n

                                                                  \n
                                                                1. \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a., \u03a0\u03b1\u03c0\u03b1\u03ba\u03c9\u03bd\u03c3\u03c4\u03b1\u03bd\u03c4\u03af\u03bd\u03bf\u03c5, \u0394., \u039a\u03bf\u03c5\u03c4\u03c3\u03bf\u03ba\u03bb\u03ad\u03bd\u03b7\u03c2, \u0391., & \u039a\u03bf\u03c5\u03c3\u03c4\u03c1\u03b9\u03ac\u03b2\u03b1, \u0395. (2010). \u039a\u03bf\u03b9\u03bd\u03c9\u03bd\u03b9\u03ba\u03ae \u03a3\u03c4\u03ae\u03c1\u03b9\u03be\u03b7 \u03ba\u03b1\u03b9 \u039a\u03bf\u03b9\u03bd\u03c9\u03bd\u03b9\u03ba\u03ac \u0394\u03af\u03ba\u03c4\u03c5\u03b1 \u039c\u03b1\u03b8\u03b7\u03c4\u03ce\u03bd \u03ba\u03b1\u03b9 \u03a6\u03bf\u03b9\u03c4\u03b7\u03c4\u03ce\u03bd \u03bc\u03b5 \u03a0\u03c1\u03cc\u03b2\u03bb\u03b7\u03bc\u03b1 \u038c\u03c1\u03b1\u03c3\u03b7\u03c2. \u03a3\u03c4\u03b1 \u03a0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ac \u03c4\u03bf\u03c5 1\u03bf\u03c5<\/sup> \u03a0\u03b1\u03bd\u03b5\u03bb\u03bb\u03ae\u03bd\u03b9\u03bf\u03c5 \u03a3\u03c5\u03bd\u03b5\u03b4\u03c1\u03af\u03bf\u03c5 \u0395\u03c0\u03b9\u03c3\u03c4\u03b7\u03bc\u03ce\u03bd \u03c4\u03b7\u03c2 \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7\u03c2, <\/em>\u0391\u03b8\u03ae\u03bd\u03b1, 28-30 \u039c\u03b1\u0390\u03bf\u03c5, 2009.<\/li>\n<\/ol>\n

                                                                  [Papadopoulos, \u039a., Papakonstantinou, D., Koutsoklenis, \u0391., & Koustriava, \u0395. (2010). Social support and social networks of pupils and students with visual impairments. Proceedings of the 1st<\/sup> Panhellenic Conference of Education Studies, <\/em>Athens, 28-30 May, 2009].<\/p>\n

                                                                    \n
                                                                  1. \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a., \u03a0\u03b1\u03c0\u03b1\u03ba\u03c9\u03bd\u03c3\u03c4\u03b1\u03bd\u03c4\u03af\u03bd\u03bf\u03c5, \u0394., \u039a\u03bf\u03c5\u03c4\u03c3\u03bf\u03ba\u03bb\u03ad\u03bd\u03b7\u03c2, \u0391., & \u039a\u03bf\u03c5\u03c3\u03c4\u03c1\u03b9\u03ac\u03b2\u03b1, \u0395. (2010). \u039a\u03bf\u03b9\u03bd\u03c9\u03bd\u03b9\u03ba\u03ae \u03c3\u03c4\u03ae\u03c1\u03b9\u03be\u03b7 \u03ba\u03b1\u03b9 \u03ba\u03bf\u03b9\u03bd\u03c9\u03bd\u03b9\u03ba\u03ac \u03b4\u03af\u03ba\u03c4\u03c5\u03b1 \u03bc\u03b1\u03b8\u03b7\u03c4\u03ce\u03bd \u03ba\u03b1\u03b9 \u03c6\u03bf\u03b9\u03c4\u03b7\u03c4\u03ce\u03bd \u03bc\u03b5 \u03c0\u03c1\u03cc\u03b2\u03bb\u03b7\u03bc\u03b1 \u03cc\u03c1\u03b1\u03c3\u03b7\u03c2. \u03a3\u03c4\u03b1 \u03a0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ac \u03c4\u03bf\u03c5 1\u03bf\u03c5<\/sup> \u03a0\u03b1\u03bd\u03b5\u03bb\u03bb\u03ae\u03bd\u03b9\u03bf\u03c5 \u03a3\u03c5\u03bd\u03b5\u03b4\u03c1\u03af\u03bf\u03c5 \u0395\u03c0\u03b9\u03c3\u03c4\u03b7\u03bc\u03ce\u03bd \u03c4\u03b7\u03c2 \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7\u03c2, <\/em>\u0391\u03b8\u03ae\u03bd\u03b1, 28-30 \u039c\u03b1\u0390\u03bf\u03c5, 2009.<\/li>\n<\/ol>\n

                                                                    [Papadopoulos, K., Papakonstantinou, D., Koutsoklenis, A., & Koustriava, E. (2010). Social support and social networks of students and university students with visual impairments. Proceedings of the 1st<\/sup> Panhellenic Conference in Sciences of Education<\/em>, Athens, 28-30 Mai, 2009.]<\/p>\n

                                                                      \n
                                                                    1. \u0393\u03bf\u03c5\u03b4\u03ae\u03c1\u03b1\u03c2, \u0394., \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a. & \u03a1\u03bf\u03cd\u03bc\u03b5\u03bd, \u03a0. (2004). \u039f\u03b9 \u03b4\u03b9\u03b1\u03c3\u03c4\u03ac\u03c3\u03b5\u03b9\u03c2 \u03c4\u03b7\u03c2 \u03c0\u03c1\u03bf\u03c3\u03c9\u03c0\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1\u03c2 \u03b1\u03c4\u03cc\u03bc\u03c9\u03bd \u03bc\u03b5 \u03c0\u03c1\u03bf\u03b2\u03bb\u03ae\u03bc\u03b1\u03c4\u03b1 \u03cc\u03c1\u03b1\u03c3\u03b7\u03c2 \u03ba\u03b1\u03b9 \u03b1\u03ba\u03bf\u03ae\u03c2. \u03a0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ac \u03a0\u03b1\u03bd\u03b5\u03bb\u03bb\u03ae\u03bd\u03b9\u03bf\u03c5 \u03a3\u03c5\u03bd\u03b5\u03b4\u03c1\u03af\u03bf\u03c5 \u0393\u03bd\u03c9\u03c3\u03c4\u03b9\u03ba\u03ae\u03c2 \u03a8\u03c5\u03c7\u03bf\u03bb\u03bf\u03b3\u03af\u03b1\u03c2 \u201c\u0397 \u0393\u03bd\u03c9\u03c3\u03c4\u03b9\u03ba\u03ae \u03a8\u03c5\u03c7\u03bf\u03bb\u03bf\u03b3\u03af\u03b1 \u03c3\u03ae\u03bc\u03b5\u03c1\u03b1: \u0393\u03ad\u03c6\u03c5\u03c1\u03b5\u03c2 \u03b3\u03b9\u03b1 \u03c4\u03b7 \u03bc\u03b5\u03bb\u03ad\u03c4\u03b7 \u03c4\u03b7\u03c2 \u03bd\u03cc\u03b7\u03c3\u03b7\u03c2\u201d<\/em>, \u0391\u03bb\u03b5\u03be\u03b1\u03bd\u03b4\u03c1\u03bf\u03cd\u03c0\u00ad\u00ad\u00ad\u00ad\u03bf\u03bb\u03b7, \u039d\u03bf\u03ad\u03bc\u03b2\u03c1\u03b9\u03bf\u03c2 2004.<\/li>\n<\/ol>\n

                                                                      [Goudiras, D., Papadopoulos, K. & Roumen, P. (2004). The personality dimensions of individuals with visual or hearing impairments. Proceedings of Panhellenic Conference in Cognitive Psychology<\/em>, Alexandroupoli, November 2004].<\/p>\n

                                                                        \n
                                                                      1. \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391., \u0394\u03b9\u03b1\u03bc\u03b1\u03bd\u03c4\u03af\u03b4\u03bf\u03c5, \u039d., & \u03a0\u03b1\u03c0\u03b1\u03b8\u03b1\u03bd\u03b1\u03c3\u03af\u03bf\u03c5, \u039c. (2004). \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7 \u03b5\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ce\u03bd \u03bc\u03b5 \u03c3\u03c4\u03cc\u03c7\u03bf \u03c4\u03b7\u03bd \u03c0\u03bf\u03bb\u03b9\u03c4\u03b9\u03c3\u03bc\u03b9\u03ba\u03ae \u03c4\u03bf\u03c5\u03c2 \u03b5\u03bd\u03b7\u03bc\u03b5\u03c1\u03cc\u03c4\u03b7\u03c4\u03b1: \u0388\u03bd\u03b1\u03c2 \u03c7\u03c1\u03cc\u03bd\u03bf\u03c2 \u03bc\u03b5\u03c4\u03ac. \u03a3\u03c4\u03bf: \u0394. \u03a3\u03b1\u03ba\u03ba\u03ac & \u0391. \u03a8\u03ac\u03bb\u03c4\u03b7 (\u0395\u03c0\u03b9\u03bc.), \u03a0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ac \u03b7\u03bc\u03b5\u03c1\u03af\u03b4\u03b1\u03c2 \u00ab\u03a0\u03bf\u03bb\u03b9\u03c4\u03b9\u03c3\u03bc\u03b9\u03ba\u03ae \u03a0\u03bf\u03b9\u03ba\u03b9\u03bb\u03bf\u03bc\u03bf\u03c1\u03c6\u03af\u03b1 \u03c3\u03c4\u03bf \u03a3\u03c7\u03bf\u03bb\u03b5\u03af\u03bf: \u039f \u03a1\u03cc\u03bb\u03bf\u03c2 \u03c4\u03bf\u03c5 \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03bf\u03cd\u00bb<\/em> (\u03c3. 46-55). \u0391\u03bb\u03b5\u03be\u03b1\u03bd\u03b4\u03c1\u03bf\u03cd\u03c0\u03bf\u03bb\u03b7 (\u0395\u03a0\u0395\u0391\u0395\u039a \u0399\u0399).<\/li>\n<\/ol>\n

                                                                        [Psalti, A, Diamantidou, K., Papathanasiou, M.(2004). Teacher training in cultural awareness: A year after\u00a0 . In: D. Sakka and A. Psalti (Eds.), Proceedings of the One-day Conference<\/em> \u00abCultural Diversity at School: Teachers\u2019 Role\u00bb<\/em> (pp 46-55).Alexandroupoli: EPEAEK II.]<\/p>\n

                                                                          \n
                                                                        1. \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a. & \u039c\u03c0\u03bf\u03cd\u03c4\u03bf\u03c5\u03c1\u03b1, \u03a7. (2000). \u039f \u0386\u03c4\u03bb\u03b1\u03bd\u03c4\u03b1\u03c2 \u03c4\u03b7\u03c2 \u0398\u03b5\u03c3\u03c3\u03b1\u03bb\u03bf\u03bd\u03af\u03ba\u03b7\u03c2 \u03b3\u03b9\u03b1 \u0386\u03c4\u03bf\u03bc\u03b1 \u03bc\u03b5 \u039c\u03b5\u03b9\u03bf\u03bd\u03ad\u03ba\u03c4\u03b7\u03bc\u03b1 \u038c\u03c1\u03b1\u03c3\u03b7\u03c2.<\/em> \u03a0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ac 6\u03bf\u03c5<\/sup> \u0395\u03b8\u03bd\u03b9\u03ba\u03bf\u03cd \u03a3\u03c5\u03bd\u03b5\u03b4\u03c1\u03af\u03bf\u03c5 \u03a7\u03b1\u03c1\u03c4\u03bf\u03b3\u03c1\u03b1\u03c6\u03af\u03b1\u03c2, \u03c4\u03b7\u03c2 \u03a7\u03b1\u03c1\u03c4\u03bf\u03b3\u03c1\u03b1\u03c6\u03b9\u03ba\u03ae\u03c2 \u0395\u03c0\u03b9\u03c3\u03c4\u03b7\u03bc\u03bf\u03bd\u03b9\u03ba\u03ae\u03c2 \u0395\u03c4\u03b1\u03b9\u03c1\u03b5\u03af\u03b1\u03c2 \u0395\u03bb\u03bb\u03ac\u03b4\u03bf\u03c2 (\u03a7\u0395\u0395\u0395)<\/em>, \u0391\u03b8\u03ae\u03bd\u03b1.<\/li>\n<\/ol>\n

                                                                          [Papadopoulos, K. & Boutoura, Ch. (2000). The atlas of Thessaloniki for individuals with visual impairments. Proceedings of the 6th<\/sup> National Conference of Cartography<\/em>, Athens].<\/p>\n

                                                                            \n
                                                                          1. \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a., & \u039a\u03b1\u03c1\u03b1\u03bd\u03b9\u03ba\u03cc\u03bb\u03b1\u03c2, \u039d. (2000). \u0397 \u03c7\u03c1\u03ae\u03c3\u03b7 \u03c4\u03b7\u03c2 \u03c4\u03b5\u03c7\u03bd\u03bf\u03bb\u03bf\u03b3\u03af\u03b1\u03c2 \u03ba\u03b1\u03b9 \u03c4\u03c9\u03bd \u03c0\u03bf\u03bb\u03c5\u03bc\u03ad\u03c3\u03c9\u03bd \u03b3\u03b9\u03b1 \u03c4\u03b7 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03af\u03b1\u03c3\u03b7 \u03c7\u03b1\u03c1\u03c4\u03bf\u03b3\u03c1\u03b1\u03c6\u03b9\u03ba\u03ce\u03bd \u03c0\u03bb\u03b7\u03c1\u03bf\u03c6\u03bf\u03c1\u03b9\u03ce\u03bd \u03c3\u03b5 \u03ba\u03bb\u03af\u03bc\u03b1\u03ba\u03b5\u03c2 \u03b1\u03c3\u03c4\u03b9\u03ba\u03ce\u03bd \u03c7\u03b1\u03c1\u03c4\u03ce\u03bd. \u03a0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ac 6\u03bf\u03c5 \u0395\u03b8\u03bd\u03b9\u03ba\u03bf\u03cd \u03a3\u03c5\u03bd\u03b5\u03b4\u03c1\u03af\u03bf\u03c5 \u03a7\u03b1\u03c1\u03c4\u03bf\u03b3\u03c1\u03b1\u03c6\u03af\u03b1\u03c2<\/em>, \u03c4\u03b7\u03c2 \u03a7\u03b1\u03c1\u03c4\u03bf\u03b3\u03c1\u03b1\u03c6\u03b9\u03ba\u03ae\u03c2 \u0395\u03c0\u03b9\u03c3\u03c4\u03b7\u03bc\u03bf\u03bd\u03b9\u03ba\u03ae\u03c2 \u0395\u03c4\u03b1\u03b9\u03c1\u03b5\u03af\u03b1\u03c2 \u0395\u03bb\u03bb\u03ac\u03b4\u03bf\u03c2 (\u03a7\u0395\u0395\u0395), \u0391\u03b8\u03ae\u03bd\u03b1.<\/li>\n<\/ol>\n

                                                                            [Papadopoulos, K. & Karanikolas, N. (2000). The Use of Multimedia Technology for the Presentation of Urban Information. A Cartographic Approach. Proceedings of the 6th<\/sup> National Conference of Cartography<\/em>, Athens].<\/p>\n

                                                                              \n
                                                                            1. \u039b\u03b9\u03b2\u03b9\u03b5\u03c1\u03ac\u03c4\u03bf\u03c2, \u0395., \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a., \u039c\u03c0\u03bf\u03cd\u03c4\u03bf\u03c5\u03c1\u03b1, \u03a7. & \u0391\u03bd\u03b8\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u0391. (1998). \u03a8\u03b7\u03c6\u03b9\u03b1\u03ba\u03ae \u03c0\u03b1\u03c1\u03b1\u03b3\u03c9\u03b3\u03ae \u03b1\u03c3\u03c4\u03b9\u03ba\u03ce\u03bd \u03c7\u03b1\u03c1\u03c4\u03ce\u03bd \u03b3\u03b9\u03b1 \u03c4\u03c5\u03c6\u03bb\u03bf\u03cd\u03c2 \u03ba\u03b1\u03b9 \u03bc\u03ad\u03b8\u03bf\u03b4\u03bf\u03c2 \u03c0\u03c1\u03bf\u03c3\u03b1\u03bd\u03b1\u03c4\u03bf\u03bb\u03b9\u03c3\u03bc\u03bf\u03cd \u03c4\u03bf\u03c5\u03c2 \u03c3\u03c4\u03b7 \u03c0\u03cc\u03bb\u03b7: \u0397 \u03c0\u03c1\u03ce\u03c4\u03b7 \u03b5\u03c6\u03b1\u03c1\u03bc\u03bf\u03b3\u03ae \u03c3\u03c4\u03b7 \u0398\u03b5\u03c3\u03c3\u03b1\u03bb\u03bf\u03bd\u03af\u03ba\u03b7. \u03a0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ac 5\u03bf\u03c5<\/sup> \u0395\u03b8\u03bd\u03b9\u03ba\u03bf\u03cd \u03a3\u03c5\u03bd\u03b5\u03b4\u03c1\u03af\u03bf\u03c5 \u03a7\u03b1\u03c1\u03c4\u03bf\u03b3\u03c1\u03b1\u03c6\u03af\u03b1\u03c2, <\/em>\u03c4\u03b7\u03c2 \u03a7\u03b1\u03c1\u03c4\u03bf\u03b3\u03c1\u03b1\u03c6\u03b9\u03ba\u03ae\u03c2 \u0395\u03c0\u03b9\u03c3\u03c4\u03b7\u03bc\u03bf\u03bd\u03b9\u03ba\u03ae\u03c2 \u0395\u03c4\u03b1\u03b9\u03c1\u03b5\u03af\u03b1\u03c2 \u0395\u03bb\u03bb\u03ac\u03b4\u03bf\u03c2 (\u03a7\u0395\u0395\u0395), \u0398\u03b5\u03c3\u03c3\u03b1\u03bb\u03bf\u03bd\u03af\u03ba\u03b7.<\/li>\n<\/ol>\n

                                                                              [Livieratos, E., Papadopoulos, K., Boutoura, Ch., & Anthopoulos A. (1998). Digital development of city maps for individuals with blindness and methods for orientation within the city: The first implementation in Thessaloniki. Proceedings of the 5th<\/sup> National Conference of Cartography<\/em>, Thessaloniki].<\/p>\n

                                                                              National Books<\/strong><\/h3>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/section>\n
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                                                                              1. \u0391\u03bb\u03b5\u03be\u03bf\u03cd\u03b4\u03b1 \u0393., \u039a\u03bf\u03c4\u03af\u03bd\u03b7 \u0399., \u039a\u03c9\u03c4\u03c3\u03ac\u03ba\u03b7\u03c2 \u03a3., \u039c\u03c9\u03c1\u03ac\u03ba\u03b7\u03c2 \u0394., \u039d\u03b5\u03af\u03c1\u03bf\u03c2 \u0391., \u03a4\u03b1\u03c4\u03b1\u03c1\u03ac\u03ba\u03b7 \u0391., & \u03a4\u03b6\u03b5\u03bb\u03ad\u03c0\u03b7 \u03a3., (2019). \u03a0\u03bb\u03b7\u03c1\u03bf\u03c6\u03bf\u03c1\u03b9\u03ba\u03ae \u0392\u03b9\u03b2\u03bb\u03af\u03bf \u039c\u03b1\u03b8\u03b7\u03c4\u03ae \u03a3\u03c5\u03bc\u03c0\u03bb\u03b7\u03c1\u03c9\u03bc\u03b1\u03c4\u03b9\u03ba\u03cc \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03cc \u03a5\u03bb\u03b9\u03ba\u03cc<\/em> \u0393 \u03c4\u03ac\u03be\u03b7\u03c2 \u0393\u03b5\u03bd\u03b9\u03ba\u03bf\u03cd \u039b\u03c5\u03ba\u03b5\u03af\u03bf\u03c5<\/em>, \u0391\u03b8\u03ae\u03bd\u03b1: \u0399\u03a4\u03a5\u0395 \u0394\u03b9\u03cc\u03c6\u03b1\u03bd\u03c4\u03bf\u03c2 , ISBN 978-960-06-5997-9.2019.<\/li>\n<\/ol>\n

                                                                                [Alexouda G., Kotini I., Kotsakis S., Morakis D., Neiros A., Tataraki A., & Tzelepi S., Informatics Student Book Additional Educational Material <\/em>3rd Grade \u00a0High School<\/em>, Athens: ITYE Diofantos ISBN 978-960-06-5997-9.2019.] http:\/\/ebooks.edu.gr\/ebooks\/v\/pdf\/8547\/5295\/22-0260-01_Pliroforiki_G-Lykeiou-SpOikPlir_Sympliromatiko-Ekpaideutiko-Yliko\/<\/a><\/p>\n

                                                                                  \n
                                                                                1. \u0391\u03c0\u03bf\u03c3\u03c4\u03bf\u03bb\u03ac\u03ba\u03b7\u03c2 \u0393., \u0391\u03c1\u03b1\u03bc\u03c0\u03b1\u03c4\u03b6\u03ae\u03c2 \u0393., \u039a\u03b1\u03c4\u03c3\u03b1\u03bd\u03c4\u03ce\u03bd\u03b7\u03c2 \u039c., \u039a\u03bf\u03c4\u03af\u03bd\u03b7 \u0399., \u03a3\u03c4\u03b1\u03c5\u03c1\u03af\u03b4\u03b7\u03c2 \u039a., & \u03a4\u03b6\u03b5\u03bb\u03ad\u03c0\u03b7 \u03a3., (2015). \u03a3\u03c7\u03b5\u03b4\u03b9\u03b1\u03c3\u03bc\u03cc\u03c2 \u039a\u03b1\u03b9 \u0391\u03bd\u03ac\u03c0\u03c4\u03c5\u03be\u03b7 \u0394\u03b9\u03b1\u03b4\u03b9\u03ba\u03c4\u03c5\u03b1\u03ba\u03ce\u03bd \u0395\u03c6\u03b1\u03c1\u03bc\u03bf\u03b3\u03ce\u03bd \u0393\u0384 \u03a4\u03b1\u03be\u03b7 \u0395\u03a0\u0391.\u039b<\/em>, \u03a3\u03b7\u03bc\u03b5\u03b9\u03ce\u03c3\u03b5\u03b9\u03c2 \u039c\u03b1\u03b8\u03b7\u03c4\u03ae<\/em> \u0391\u03b8\u03ae\u03bd\u03b1: \u0399\u03a4\u03a5\u0395 \u0394\u0399\u039f\u03a6\u0391\u039d\u03a4\u039f\u03a3. ISBN 978-960-06-5162-1<\/li>\n<\/ol>\n

                                                                                  [Apostolakis G., Arampatzis M.,Katsantonis M., Kotini I., Stavridis K., & Tzelepi S., (2015) Design And Development Of Web Apllications, <\/em>3rd Grade EPAL Student Notes, <\/em>Athens:<\/em>TYE Diofantos.<\/em> ISBN 978-960-06-5162-1] http:\/\/ebooks.edu.gr\/ebooks\/handle\/8547\/3142<\/a><\/p>\n

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                                                                                  1. \u0393\u03b9\u03ac\u03c4\u03b1\u03c2, \u0394., \u0393\u03ce\u03b3\u03bf\u03c5\u03bb\u03bf\u03c2, \u0393., \u039a\u03bf\u03c4\u03af\u03bd\u03b7, \u0399., \u039a\u03c5\u03c1\u03b9\u03b1\u03ba\u03ac\u03ba\u03b7, \u0393., \u039c\u03c9\u03c1\u03ac\u03ba\u03b7\u03c2, \u0394., \u03a4\u03b6\u03b5\u03bb\u03ad\u03c0\u03b7, \u03a3., & \u03a6\u03c1\u03b1\u03b3\u03ba\u03bf\u03bd\u03b9\u03ba\u03bf\u03bb\u03ac\u03ba\u03b7\u03c2, \u039c. (2015). \u03a3\u03c5\u03c3\u03c4\u03ae\u03bc\u03b1\u03c4\u03b1 \u0394\u03b9\u03b1\u03c7\u03b5\u03af\u03c1\u03b9\u03c3\u03b7\u03c2 \u0392\u03ac\u03c3\u03b5\u03c9\u03bd \u0394\u03b5\u03b4\u03bf\u03bc\u03ad\u03bd\u03c9\u03bd \u03ba\u03b1\u03b9 \u0395\u03c6\u03b1\u03c1\u03bc\u03bf\u03b3\u03ad\u03c2 \u03c4\u03bf\u03c5\u03c2 \u03c3\u03c4\u03bf \u0394\u03b9\u03b1\u03b4\u03af\u03ba\u03c4\u03c5\u03bf<\/em>. \u0392\u0384 \u03a4\u03ac\u03be\u03b7 \u0395\u03a0\u0391.\u039b., \u03a3\u03b7\u03bc\u03b5\u03b9\u03ce\u03c3\u03b5\u03b9\u03c2 \u039c\u03b1\u03b8\u03b7\u03c4\u03ae<\/em>. \u0391\u03b8\u03ae\u03bd\u03b1: \u0399\u03a4\u03a5\u0395 \u0394\u0399\u039f\u03a6\u0391\u039d\u03a4\u039f\u03a3. ISBN 978-960-06-5155-3.<\/li>\n<\/ol>\n

                                                                                    [Giatas D., Gogoulos G., Kotini I., Kiriakaki G., Morakis D., Tzelepi S., & Fragkonikolakis, M. (2015) Database Management Systems\u00a0And Web Applications 2rd Grade Epal, Student Note<\/em>s, <\/em>Athens:ITYE Diofantos.<\/em> ISBN 978-960-06-5155-3] http:\/\/ebooks.edu.gr\/ebooks\/handle\/8547\/3139<\/a><\/p>\n

                                                                                      \n
                                                                                    1. \u039a\u03bf\u03c4\u03af\u03bd\u03b7 \u0399. & \u03a4\u03b6\u03b5\u03bb\u03ad\u03c0\u03b7 \u03a3. (2015). \u03a3\u03b5\u03bd\u03ac\u03c1\u03b9\u03b1 \u03b4\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1\u03c2 \u03a0\u03bb\u03b7\u03c1\u03bf\u03c6\u03bf\u03c1\u03b9\u03ba\u03ae\u03c2 \u03ba\u03b1\u03b9 \u0391\u03bd\u03ac\u03c0\u03c4\u03c5\u03be\u03b7\u03c2 \u03c4\u03b7\u03c2 \u03a5\u03c0\u03bf\u03bb\u03bf\u03b3\u03b9\u03c3\u03c4\u03b9\u03ba\u03ae\u03c2 \u03a3\u03ba\u03ad\u03c8\u03b7\u03c2 \u03bc\u03b5 \u03b5\u03c6\u03b1\u03c1\u03bc\u03bf\u03b3\u03ae \u03c3\u03c4\u03bf\u03b9\u03c7\u03b5\u03af\u03c9\u03bd \u03a0\u03b1\u03b9\u03c7\u03bd\u03b9\u03b4\u03bf\u03c0\u03bf\u03af\u03b7\u03c3\u03b7\u03c2<\/em>. ISBN 978-618-81908-1-8, \u0398\u03b5\u03c3\u03c3\u03b1\u03bb\u03bf\u03bd\u03af\u03ba\u03b7 \u0395\u03ba\u03b4\u03cc\u03c3\u03b5\u03b9\u03c2: \u0393\u03b5\u03ce\u03c1\u03b3\u03b9\u03bf\u03c2 \u03a3. \u0397\u03bb\u03b9\u03ac\u03b4\u03b7\u03c2.<\/li>\n<\/ol>\n

                                                                                      [Kotini I, & Tzelepi S., (2015). Teaching Scenarios for Informatics and\u00a0 Development of Computational Thinking\u00a0 with Gamification<\/em>. Thessaloniki, Eds: George S. Iliadis.]<\/p>\n

                                                                                        \n
                                                                                      1. \u039a\u03bf\u03c4\u03af\u03bd\u03b7 \u0399. & \u03a4\u03b6\u03b5\u03bb\u03ad\u03c0\u03b7 \u03a3. (2015). \u03a0\u03bb\u03b1\u03af\u03c3\u03b9\u03bf \u03b1\u03bd\u03ac\u03c0\u03c4\u03c5\u03be\u03b7\u03c2 \u039c\u03b1\u03b8\u03b7\u03c3\u03b9\u03b1\u03ba\u03ce\u03bd \u03b4\u03c1\u03b1\u03c3\u03c4\u03b7\u03c1\u03b9\u03bf\u03c4\u03ae\u03c4\u03c9\u03bd \u03a5\u03c0\u03bf\u03bb\u03bf\u03b3\u03b9\u03c3\u03c4\u03b9\u03ba\u03ae\u03c2 \u03a3\u03ba\u03ad\u03c8\u03b7\u03c2 \u03bc\u03b5 \u03c3\u03c4\u03bf\u03b9\u03c7\u03b5\u03af\u03b1 \u03a0\u03b1\u03b9\u03c7\u03bd\u03b9\u03b4\u03bf\u03c0\u03bf\u03af\u03b7\u03c3\u03b7\u03c2<\/em>. ISBN 978-618-81908-0-1, \u0398\u03b5\u03c3\u03c3\u03b1\u03bb\u03bf\u03bd\u03af\u03ba\u03b7, \u0395\u03ba\u03b4\u03cc\u03c3\u03b5\u03b9\u03c2: \u0393\u03b5\u03ce\u03c1\u03b3\u03b9\u03bf\u03c2 \u03a3. \u0397\u03bb\u03b9\u03ac\u03b4\u03b7\u03c2.<\/li>\n<\/ol>\n

                                                                                        [Kotini I, & Tzelepi S., (2015). Framework for Development Computational Thinking Learning Activities with Gamification<\/em>, Thessaloniki, Eds: George S. Iliadis.]<\/p>\n

                                                                                          \n
                                                                                        1. \u039a\u03c9\u03bd\u03c3\u03c4\u03b1\u03bd\u03c4\u03af\u03bd\u03bf\u03c5, \u039a. & \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391. (2012). \u03a0\u03c1\u03bf\u03c4\u03ac\u03c3\u03b5\u03b9\u03c2 \u03c0\u03c1\u03cc\u03bb\u03b7\u03c8\u03b7\u03c2 \u03ba\u03b1\u03b9 \u03b1\u03bd\u03c4\u03b9\u03bc\u03b5\u03c4\u03ce\u03c0\u03b9\u03c3\u03b7\u03c2 \u03c4\u03bf\u03c5 \u03c3\u03c7\u03bf\u03bb\u03b9\u03ba\u03bf\u03cd \u03b5\u03ba\u03c6\u03bf\u03b2\u03b9\u03c3\u03bc\u03bf\u03cd \u03ba\u03b1\u03b9 \u03c4\u03b7\u03c2 \u03b8\u03c5\u03bc\u03b1\u03c4\u03bf\u03c0\u03bf\u03af\u03b7\u03c3\u03b7\u03c2. \u03a3\u03c4\u03bf: \u0391. \u03a8\u03ac\u03bb\u03c4\u03b7, \u03a3. \u039a\u03b1\u03c3\u03ac\u03c0\u03b7 \u03ba\u03b1\u03b9 \u0392. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae (\u0395\u03c0\u03b9\u03bc.), \u03a3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b1 \u03a8\u03c5\u03c7\u03bf\u03c0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ac \u0396\u03b7\u03c4\u03ae\u03bc\u03b1\u03c4\u03b1: \u039f \u0395\u03ba\u03c6\u03bf\u03b2\u03b9\u03c3\u03bc\u03cc\u03c2 \u03c3\u03c4\u03b1 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ac \u03a3\u03c7\u03bf\u03bb\u03b5\u03b9\u03ac. \u0395\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03ac \u03b4\u03b5\u03b4\u03bf\u03bc\u03ad\u03bd\u03b1 \u03ba\u03b1\u03b9 \u03c0\u03c1\u03bf\u03c4\u03ac\u03c3\u03b5\u03b9\u03c2 \u03b3\u03b9\u03b1 \u03c0\u03b1\u03c1\u03b5\u03bc\u03b2\u03ac\u03c3\u03b5\u03b9\u03c2<\/em> (\u03c3. 225-248). \u0391\u03b8\u03ae\u03bd\u03b1: \u0394\u03b1\u03c1\u03b4\u03b1\u03bd\u03cc\u03c2.<\/li>\n<\/ol>\n

                                                                                          [Konstantinou, C., Psalti, A. (2012). Suggestions for the treatment and prevention of school bullying and victimization\u00a0 . In: A. Psalti, S. Kasapi, & V. Deliyanni-Kouimtzi (Eds.), Current Psycho-educational Issues: Bullying in Greek Schools. Research Data and Suggestions for Intervention<\/em> (pp. 225-248). Athens: Dardanos ]<\/p>\n

                                                                                            \n
                                                                                          1. \u0391\u03b8\u03b1\u03bd\u03b1\u03c3\u03b9\u03ac\u03b4\u03bf\u03c5, \u03a7., & \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391. (2012). \u0391\u03c0\u03cc\u03c8\u03b5\u03b9\u03c2 \u03b5\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ce\u03bd \u03c0\u03c1\u03c9\u03c4\u03bf\u03b2\u03ac\u03b8\u03bc\u03b9\u03b1\u03c2 \u03ba\u03b1\u03b9 \u03b4\u03b5\u03c5\u03c4\u03b5\u03c1\u03bf\u03b2\u03ac\u03b8\u03bc\u03b9\u03b1\u03c2 \u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7\u03c2 \u03b3\u03b9\u03b1 \u03c4\u03bf\u03bd \u03b5\u03ba\u03c6\u03bf\u03b2\u03b9\u03c3\u03bc\u03cc \u03c3\u03c4\u03bf \u03c3\u03c7\u03bf\u03bb\u03b5\u03af\u03bf: \u0391\u03c0\u03bf\u03c4\u03b5\u03bb\u03ad\u03c3\u03bc\u03b1\u03c4\u03b1 \u03c0\u03bf\u03c3\u03bf\u03c4\u03b9\u03ba\u03ae\u03c2 \u03ba\u03b1\u03b9 \u03c0\u03bf\u03b9\u03bf\u03c4\u03b9\u03ba\u03ae\u03c2 \u03ad\u03c1\u03b5\u03c5\u03bd\u03b1\u03c2. \u03a3\u03c4\u03bf: \u0391. \u03a8\u03ac\u03bb\u03c4\u03b7, \u03a3. \u039a\u03b1\u03c3\u03ac\u03c0\u03b7 \u03ba\u03b1\u03b9 \u0392. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae (\u0395\u03c0\u03b9\u03bc.), \u03a3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b1 \u03a8\u03c5\u03c7\u03bf\u03c0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ac \u0396\u03b7\u03c4\u03ae\u03bc\u03b1\u03c4\u03b1: \u039f \u0395\u03ba\u03c6\u03bf\u03b2\u03b9\u03c3\u03bc\u03cc\u03c2 \u03c3\u03c4\u03b1 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ac \u03a3\u03c7\u03bf\u03bb\u03b5\u03b9\u03ac. \u0395\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03ac \u03b4\u03b5\u03b4\u03bf\u03bc\u03ad\u03bd\u03b1 \u03ba\u03b1\u03b9 \u03c0\u03c1\u03bf\u03c4\u03ac\u03c3\u03b5\u03b9\u03c2 \u03b3\u03b9\u03b1 \u03c0\u03b1\u03c1\u03b5\u03bc\u03b2\u03ac\u03c3\u03b5\u03b9\u03c2<\/em> (\u03c3. 166 – 179). \u0391\u03b8\u03ae\u03bd\u03b1: \u0394\u03b1\u03c1\u03b4\u03b1\u03bd\u03cc\u03c2.<\/li>\n<\/ol>\n

                                                                                            [Athanasiades, C., & Psalti, A. (2012). Primary and secondary education teachers views about bullying in schools: Quantitative and qualitative results\u00a0 . In: A. Psalti, S. Kasapi, & V. Deliyanni-Kouimtzi (Eds.), Current Psycho-educational Issues: Bullying in Greek Schools. Research Data and Suggestions for Intervention<\/em> (pp. 166-179). Athens: Dardanos]<\/p>\n

                                                                                              \n
                                                                                            1. \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391., & \u0391\u03b8\u03b1\u03bd\u03b1\u03c3\u03b9\u03ac\u03b4\u03bf\u03c5, \u03a7. (2012). \u03a3\u03c5\u03bc\u03b2\u03bf\u03c5\u03bb\u03b5\u03c5\u03c4\u03b9\u03ba\u03ae \u03c0\u03b1\u03b9\u03b4\u03b9\u03ce\u03bd\/\u0395\u03c6\u03ae\u03b2\u03c9\u03bd \u03bc\u03b5 \u039c\u03b1\u03b8\u03b7\u03c3\u03b9\u03b1\u03ba\u03ad\u03c2 \u0394\u03c5\u03c3\u03ba\u03bf\u03bb\u03af\u03b5\u03c2. \u03a3\u03c4\u03bf: \u039c. \u039a\u03c9\u03bd\u03c3\u03c4\u03b1\u03bd\u03c4\u03af\u03bd\u03bf\u03c5 & \u039c. \u039a\u03bf\u03c3\u03bc\u03af\u03b4\u03bf\u03c5 (\u0395\u03c0\u03b9\u03bc.), \u039d\u03b5\u03c5\u03c1\u03bf\u03c8\u03c5\u03c7\u03bf\u03bb\u03bf\u03b3\u03af\u03b1 \u03c4\u03c9\u03bd \u039c\u03b1\u03b8\u03b7\u03c3\u03b9\u03b1\u03ba\u03ce\u03bd \u0394\u03b9\u03b1\u03c4\u03b1\u03c1\u03b1\u03c7\u03ce\u03bd<\/em> (\u03c3\u03c3. 271-291). \u0391\u03b8\u03ae\u03bd\u03b1: \u0395\u03ba\u03b4\u03cc\u03c3\u03b5\u03b9\u03c2 \u03a0\u03b1\u03c1\u03b9\u03c3\u03b9\u03b1\u03bd\u03bf\u03cd.<\/li>\n<\/ol>\n

                                                                                              [Psalti, A.,\u00a0 Athanasiadou, C. (2012). Counseling children\/adolescents with learning disabilities\u00a0 . In: E-M. Kosmidou and M. Constantinou (Eds.). Neuropsychology of Learning Disabilities<\/em> (pp. 271-291).<\/em> Athens: Parisianou Publishing.]<\/p>\n

                                                                                                \n
                                                                                              1. \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391., & \u039a\u03b1\u03c3\u03ac\u03c0\u03b7, \u03a3. (2012). \u03a3\u03c7\u03bf\u03bb\u03b9\u03ba\u03cc\u03c2 \u03b5\u03ba\u03c6\u03bf\u03b2\u03b9\u03c3\u03bc\u03cc\u03c2: \u0386\u03b3\u03bd\u03c9\u03c3\u03c4\u03b7 \u03bb\u03ad\u03be\u03b7 \u2013 \u03b3\u03bd\u03c9\u03c3\u03c4\u03ae \u03c3\u03c5\u03bc\u03c0\u03b5\u03c1\u03b9\u03c6\u03bf\u03c1\u03ac. \u03a3\u03c4\u03bf: \u0391. \u03a8\u03ac\u03bb\u03c4\u03b7, \u03a3. \u039a\u03b1\u03c3\u03ac\u03c0\u03b7 \u03ba\u03b1\u03b9 \u0392. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae (\u0395\u03c0\u03b9\u03bc.), \u03a3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b1 \u03a8\u03c5\u03c7\u03bf\u03c0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ac \u0396\u03b7\u03c4\u03ae\u03bc\u03b1\u03c4\u03b1: \u039f \u0395\u03ba\u03c6\u03bf\u03b2\u03b9\u03c3\u03bc\u03cc\u03c2 \u03c3\u03c4\u03b1 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ac \u03a3\u03c7\u03bf\u03bb\u03b5\u03b9\u03ac. \u0395\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03ac \u03b4\u03b5\u03b4\u03bf\u03bc\u03ad\u03bd\u03b1 \u03ba\u03b1\u03b9 \u03c0\u03c1\u03bf\u03c4\u03ac\u03c3\u03b5\u03b9\u03c2 \u03b3\u03b9\u03b1 \u03c0\u03b1\u03c1\u03b5\u03bc\u03b2\u03ac\u03c3\u03b5\u03b9\u03c2<\/em> (\u03c3. 13 \u2013 14). \u0391\u03b8\u03ae\u03bd\u03b1: \u0394\u03b1\u03c1\u03b4\u03b1\u03bd\u03cc\u03c2.<\/li>\n<\/ol>\n

                                                                                                [Psalti, A., & Kasapi, S. (2012). School bullying: Unfamiliar word-familiar behavior\u00a0 . In: A. Psalti, S. Kasapi, & V. Deliyanni-Kouimtzi (Eds.), Current Psycho-educational Issues: Bullying in Greek Schools. Research Data and Suggestions for Intervention<\/em> (pp. 13-14). Athens: Dardanos]<\/p>\n

                                                                                                  \n
                                                                                                1. \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391. (2012). \u03a4\u03bf \u03ba\u03bf\u03b9\u03bd\u03c9\u03bd\u03b9\u03ba\u03cc \u03c0\u03bb\u03b1\u03af\u03c3\u03b9\u03bf \u03c4\u03bf\u03c5 \u03b5\u03ba\u03c6\u03bf\u03b2\u03b9\u03c3\u03bc\u03bf\u03cd: \u039c\u03b9\u03b1 \u03ba\u03bf\u03b9\u03bd\u03c9\u03bd\u03b9\u03ba\u03bf-\u03c3\u03c5\u03c3\u03c4\u03b7\u03bc\u03b9\u03ba\u03ae \u03c0\u03c1\u03bf\u03c3\u03ad\u03b3\u03b3\u03b9\u03c3\u03b7 \u03c4\u03bf\u03c5 \u03c6\u03b1\u03b9\u03bd\u03bf\u03bc\u03ad\u03bd\u03bf\u03c5. \u03a3\u03c4\u03bf: \u0391. \u03a8\u03ac\u03bb\u03c4\u03b7, \u03a3. \u039a\u03b1\u03c3\u03ac\u03c0\u03b7 \u03ba\u03b1\u03b9 \u0392. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae (\u0395\u03c0\u03b9\u03bc.), \u03a3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b1 \u03a8\u03c5\u03c7\u03bf\u03c0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ac \u0396\u03b7\u03c4\u03ae\u03bc\u03b1\u03c4\u03b1: \u039f \u0395\u03ba\u03c6\u03bf\u03b2\u03b9\u03c3\u03bc\u03cc\u03c2 \u03c3\u03c4\u03b1 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ac \u03a3\u03c7\u03bf\u03bb\u03b5\u03b9\u03ac. \u0395\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03ac \u03b4\u03b5\u03b4\u03bf\u03bc\u03ad\u03bd\u03b1 \u03ba\u03b1\u03b9 \u03c0\u03c1\u03bf\u03c4\u03ac\u03c3\u03b5\u03b9\u03c2 \u03b3\u03b9\u03b1 \u03c0\u03b1\u03c1\u03b5\u03bc\u03b2\u03ac\u03c3\u03b5\u03b9\u03c2<\/em> (\u03c3. 45 – 55). \u0391\u03b8\u03ae\u03bd\u03b1: \u0394\u03b1\u03c1\u03b4\u03b1\u03bd\u03cc\u03c2.<\/li>\n<\/ol>\n

                                                                                                  [Psalti, A. (2012). The social context of bullying: a social-ecological approach\u00a0 . In: A. Psalti, S. Kasapi, & V. Deliyanni-Kouimtzi (Eds.), Current Psycho-educational Issues: Bullying in Greek Schools. Research Data and Suggestions for Intervention<\/em> (pp. 45-55). Athens: Dardanos]<\/p>\n

                                                                                                    \n
                                                                                                  1. \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391., & \u039a\u03b1\u03c3\u03ac\u03c0\u03b7, \u03a3. (2012). \u0395\u03b9\u03c3\u03b1\u03b3\u03c9\u03b3\u03ae: \u039f \u03b5\u03ba\u03c6\u03bf\u03b2\u03b9\u03c3\u03bc\u03cc\u03c2 \u03c3\u03c4\u03b1 \u03b5\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ac \u03c3\u03c7\u03bf\u03bb\u03b5\u03af\u03b1. \u03a3\u03c4\u03bf: \u0391. \u03a8\u03ac\u03bb\u03c4\u03b7, \u03a3. \u039a\u03b1\u03c3\u03ac\u03c0\u03b7 \u03ba\u03b1\u03b9 \u0392. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae (\u0395\u03c0\u03b9\u03bc.), \u03a3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b1 \u03a8\u03c5\u03c7\u03bf\u03c0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ac \u0396\u03b7\u03c4\u03ae\u03bc\u03b1\u03c4\u03b1: \u039f \u0395\u03ba\u03c6\u03bf\u03b2\u03b9\u03c3\u03bc\u03cc\u03c2 \u03c3\u03c4\u03b1 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ac \u03a3\u03c7\u03bf\u03bb\u03b5\u03b9\u03ac. \u0395\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03ac \u03b4\u03b5\u03b4\u03bf\u03bc\u03ad\u03bd\u03b1 \u03ba\u03b1\u03b9 \u03c0\u03c1\u03bf\u03c4\u03ac\u03c3\u03b5\u03b9\u03c2 \u03b3\u03b9\u03b1 \u03c0\u03b1\u03c1\u03b5\u03bc\u03b2\u03ac\u03c3\u03b5\u03b9\u03c2<\/em> (\u03c3. 61 – 69). \u0391\u03b8\u03ae\u03bd\u03b1: \u0394\u03b1\u03c1\u03b4\u03b1\u03bd\u03cc\u03c2.<\/li>\n<\/ol>\n

                                                                                                    [Psalti, A., & Kasapi, S. (2012). Introduction: Bullyig in greek schools\u00a0 . In: A. Psalti, S. Kasapi, & V. Deliyanni-Kouimtzi (Eds.), Current Psycho-educational Issues: Bullying in Greek Schools. Research Data and Suggestions for Intervention<\/em> (pp. 61-69). Athens: Dardanos]<\/p>\n

                                                                                                      \n
                                                                                                    1. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae, \u0392., & \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391. (2012). \u03a4\u03bf \u03b5\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03cc \u03c0\u03c1\u03cc\u03b3\u03c1\u03b1\u03bc\u03bc\u03b1 \u03a0\u03a5\u0398\u0391\u0393\u039f\u03a1\u0391\u03a3: \u03a3\u03ba\u03b5\u03c0\u03c4\u03b9\u03ba\u03cc \u03ba\u03b1\u03b9 \u03c3\u03c4\u03cc\u03c7\u03bf\u03b9. \u03a3\u03c4\u03bf: \u0391. \u03a8\u03ac\u03bb\u03c4\u03b7, \u03a3. \u039a\u03b1\u03c3\u03ac\u03c0\u03b7 \u03ba\u03b1\u03b9 \u0392. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae (\u0395\u03c0\u03b9\u03bc.), \u03a3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b1 \u03a8\u03c5\u03c7\u03bf\u03c0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ac \u0396\u03b7\u03c4\u03ae\u03bc\u03b1\u03c4\u03b1: \u039f \u0395\u03ba\u03c6\u03bf\u03b2\u03b9\u03c3\u03bc\u03cc\u03c2 \u03c3\u03c4\u03b1 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ac \u03a3\u03c7\u03bf\u03bb\u03b5\u03b9\u03ac. \u0395\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03ac \u03b4\u03b5\u03b4\u03bf\u03bc\u03ad\u03bd\u03b1 \u03ba\u03b1\u03b9 \u03c0\u03c1\u03bf\u03c4\u03ac\u03c3\u03b5\u03b9\u03c2 \u03b3\u03b9\u03b1 \u03c0\u03b1\u03c1\u03b5\u03bc\u03b2\u03ac\u03c3\u03b5\u03b9\u03c2<\/em> (\u03c3. 70 – 74). \u0391\u03b8\u03ae\u03bd\u03b1: \u0394\u03b1\u03c1\u03b4\u03b1\u03bd\u03cc\u03c2.<\/li>\n<\/ol>\n

                                                                                                      [Deliyanni-Kouimtzi, V., & Psalti, A. (2012). Research project \u2018PYTHAGORAS\u2019: Rational and objectives\u00a0 . In: A. Psalti, S. Kasapi, & V. Deliyanni-Kouimtzi (Eds.), Current Psycho-educational Issues: Bullying in Greek Schools. Research Data and Suggestions for Intervention<\/em> (pp. 70-74). Athens: Dardanos]<\/p>\n

                                                                                                        \n
                                                                                                      1. \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391., & \u039a\u03b1\u03c3\u03ac\u03c0\u03b7, \u03a3. (2012). \u0397 \u03bc\u03ad\u03c4\u03c1\u03b7\u03c3\u03b7 \u03c4\u03bf\u03c5 \u03b5\u03ba\u03c6\u03bf\u03b2\u03b9\u03c3\u03bc\u03bf\u03cd \u03c3\u03c4\u03b1 \u03b5\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ac \u03c3\u03c7\u03bf\u03bb\u03b5\u03af\u03b1. \u03a3\u03c4\u03bf: \u0391. \u03a8\u03ac\u03bb\u03c4\u03b7, \u03a3. \u039a\u03b1\u03c3\u03ac\u03c0\u03b7 \u03ba\u03b1\u03b9 \u0392. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae (\u0395\u03c0\u03b9\u03bc.), \u03a3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b1 \u03a8\u03c5\u03c7\u03bf\u03c0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ac \u0396\u03b7\u03c4\u03ae\u03bc\u03b1\u03c4\u03b1: \u039f \u0395\u03ba\u03c6\u03bf\u03b2\u03b9\u03c3\u03bc\u03cc\u03c2 \u03c3\u03c4\u03b1 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ac \u03a3\u03c7\u03bf\u03bb\u03b5\u03b9\u03ac. \u0395\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03ac \u03b4\u03b5\u03b4\u03bf\u03bc\u03ad\u03bd\u03b1 \u03ba\u03b1\u03b9 \u03c0\u03c1\u03bf\u03c4\u03ac\u03c3\u03b5\u03b9\u03c2 \u03b3\u03b9\u03b1 \u03c0\u03b1\u03c1\u03b5\u03bc\u03b2\u03ac\u03c3\u03b5\u03b9\u03c2<\/em> (\u03c3. 88 – 99). \u0391\u03b8\u03ae\u03bd\u03b1: \u0394\u03b1\u03c1\u03b4\u03b1\u03bd\u03cc\u03c2.<\/li>\n<\/ol>\n

                                                                                                        [Psalti, A., & Kasapi, S. (2012). Measuring bullying in greek schools\u00a0 . In: A. Psalti, S. Kasapi, & V. Deliyanni-Kouimtzi (Eds.), Current Psycho-educational Issues: Bullying in Greek Schools. Research Data and Suggestions for Intervention<\/em> (pp. 88-99). Athens: Dardanos ]<\/p>\n

                                                                                                          \n
                                                                                                        1. \u0391\u03b8\u03b1\u03bd\u03b1\u03c3\u03b9\u03ac\u03b4\u03bf\u03c5, \u03a7., & \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391. (2012). \u0391\u03c0\u03cc\u03c8\u03b5\u03b9\u03c2 \u03b5\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ce\u03bd \u03c0\u03c1\u03c9\u03c4\u03bf\u03b2\u03ac\u03b8\u03bc\u03b9\u03b1\u03c2 \u03ba\u03b1\u03b9 \u03b4\u03b5\u03c5\u03c4\u03b5\u03c1\u03bf\u03b2\u03ac\u03b8\u03bc\u03b9\u03b1\u03c2 \u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7\u03c2 \u03b3\u03b9\u03b1 \u03c4\u03bf\u03bd \u03b5\u03ba\u03c6\u03bf\u03b2\u03b9\u03c3\u03bc\u03cc \u03c3\u03c4\u03bf \u03c3\u03c7\u03bf\u03bb\u03b5\u03af\u03bf: \u0391\u03c0\u03bf\u03c4\u03b5\u03bb\u03ad\u03c3\u03bc\u03b1\u03c4\u03b1 \u03c0\u03bf\u03c3\u03bf\u03c4\u03b9\u03ba\u03ae\u03c2 \u03ba\u03b1\u03b9 \u03c0\u03bf\u03b9\u03bf\u03c4\u03b9\u03ba\u03ae\u03c2 \u03ad\u03c1\u03b5\u03c5\u03bd\u03b1\u03c2. \u03a3\u03c4\u03bf: \u0391. \u03a8\u03ac\u03bb\u03c4\u03b7, \u03a3. \u039a\u03b1\u03c3\u03ac\u03c0\u03b7 \u03ba\u03b1\u03b9 \u0392. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae (\u0395\u03c0\u03b9\u03bc.), \u03a3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b1 \u03a8\u03c5\u03c7\u03bf\u03c0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ac \u0396\u03b7\u03c4\u03ae\u03bc\u03b1\u03c4\u03b1: \u039f \u0395\u03ba\u03c6\u03bf\u03b2\u03b9\u03c3\u03bc\u03cc\u03c2 \u03c3\u03c4\u03b1 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ac \u03a3\u03c7\u03bf\u03bb\u03b5\u03b9\u03ac. \u0395\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03ac \u03b4\u03b5\u03b4\u03bf\u03bc\u03ad\u03bd\u03b1 \u03ba\u03b1\u03b9 \u03c0\u03c1\u03bf\u03c4\u03ac\u03c3\u03b5\u03b9\u03c2 \u03b3\u03b9\u03b1 \u03c0\u03b1\u03c1\u03b5\u03bc\u03b2\u03ac\u03c3\u03b5\u03b9\u03c2<\/em> (\u03c3. 166 – 179). \u0391\u03b8\u03ae\u03bd\u03b1: \u0394\u03b1\u03c1\u03b4\u03b1\u03bd\u03cc\u03c2.<\/li>\n<\/ol>\n

                                                                                                          [Athanasiades, C., & Psalti, A. (2012). Primary and secondary education teachers views about bullying in schools: Quantitative and qualitative results\u00a0 . In: A. Psalti, S. Kasapi, & V. Deliyanni-Kouimtzi (Eds.), Current Psycho-educational Issues: Bullying in Greek Schools. Research Data and Suggestions for Intervention<\/em> (pp. 166-179). Athens: Dardanos]<\/p>\n

                                                                                                            \n
                                                                                                          1. \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391. (2010). \u0394\u03b9\u03b1\u03c0\u03bf\u03bb\u03b9\u03c4\u03b9\u03c3\u03bc\u03b9\u03ba\u03ae\/\u03a0\u03bf\u03bb\u03c5\u03c0\u03bf\u03bb\u03b9\u03c4\u03b9\u03c3\u03bc\u03b9\u03ba\u03ae \u03a0\u03c1\u03bf\u03c3\u03ad\u03b3\u03b3\u03b9\u03c3\u03b7 \u03c3\u03c4\u03b7 \u03a3\u03c5\u03bc\u03b2\u03bf\u03c5\u03bb\u03b5\u03c5\u03c4\u03b9\u03ba\u03ae: \u039b\u03b1\u03bc\u03b2\u03ac\u03bd\u03bf\u03bd\u03c4\u03b1\u03c2 \u03c5\u03c0\u03cc\u03c8\u03b7 \u03c4\u03bf\u03bd \u03c0\u03b1\u03c1\u03ac\u03b3\u03bf\u03bd\u03c4\u03b1 \u03c6\u03cd\u03bb\u03bf. \u03a3\u03c4\u03bf: \u0392. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae, \u0391. \u03a3\u03c4\u03bf\u03b3\u03b9\u03b1\u03bd\u03bd\u03af\u03b4\u03bf\u03c5 & \u03a7. \u0391\u03b8\u03b1\u03bd\u03b1\u03c3\u03b9\u03ac\u03b4\u03bf\u03c5 (\u0395\u03c0\u03b9\u03bc.), \u03a3\u03c5\u03bc\u03b2\u03bf\u03c5\u03bb\u03b5\u03c5\u03c4\u03b9\u03ba\u03ae \u03bc\u03b5 \u03c4\u03b7\u03bd \u039f\u03c0\u03c4\u03b9\u03ba\u03ae \u03c4\u03bf\u03c5 \u03a6\u03cd\u03bb\u03bf\u03c5 \u03c3\u03c4\u03b7\u03bd \u0395\u03c6\u03b7\u03b2\u03b9\u03ba\u03ae \u0397\u03bb\u03b9\u03ba\u03af\u03b1 <\/em>(\u03c3. 27-63). \u0391\u03b8\u03ae\u03bd\u03b1: \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ac \u0393\u03c1\u03ac\u03bc\u03bc\u03b1\u03c4\u03b1.<\/li>\n<\/ol>\n

                                                                                                            [Psalti, A. (2010). Intercultural\/Multicultural Counselling: Taking gender into consideration\u00a0 . In V. Deliyianni-Kouimtzis, C. Athanasiades, & A. Stogiannidou (Eds.), Gender Sensitive Counseling<\/em> (p. 27-63). Athens: Ellinika Grammata.]<\/p>\n

                                                                                                              \n
                                                                                                            1. \u03a3\u03b1\u03ba\u03ba\u03ac, \u0394., \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae, \u0392., & \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391. (2007). \u03a4\u03bf \u03b5\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03cc \u03c0\u03c1\u03cc\u03b3\u03c1\u03b1\u03bc\u03bc\u03b1 \u2018\u03a4\u03b1\u03c5\u03c4\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2 \u03a6\u03cd\u03bb\u03bf\u03c5 & \u0395\u03c0\u03b9\u03bb\u03bf\u03b3\u03ad\u03c2 \u0396\u03c9\u03ae\u03c2<\/em>\u2019: \u03a3\u03c4\u03cc\u03c7\u03bf\u03b9 \u03ba\u03b1\u03b9 \u039c\u03ad\u03b8\u03bf\u03b4\u03bf\u03c2. \u03a3\u03c4\u03bf: \u0392. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae & \u0394. \u03a3\u03b1\u03ba\u03ba\u03ac (\u0395\u03c0\u03b9\u03bc.), \u0391\u03c0\u03cc \u03c4\u03b7\u03bd \u03b5\u03c6\u03b7\u03b2\u03b5\u03af\u03b1 \u03c3\u03c4\u03b7\u03bd \u03b5\u03bd\u03ae\u03bb\u03b9\u03ba\u03b7 \u03b6\u03c9\u03ae: \u03bc\u03b5\u03bb\u03ad\u03c4\u03b5\u03c2 \u03b3\u03b9\u03b1 \u03c4\u03b9\u03c2 \u03c4\u03b1\u03c5\u03c4\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2 \u03c6\u03cd\u03bb\u03bf\u03c5 \u03c3\u03c4\u03b7 \u03c3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b7 \u03b5\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae \u03c0\u03c1\u03b1\u03b3\u03bc\u03b1\u03c4\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1 <\/em>(\u03c3. 49-64). \u0391\u03b8\u03ae\u03bd\u03b1: Gutenberg.<\/li>\n<\/ol>\n

                                                                                                              [Sakka, D., Deliyanni-Kouimtzi, V., & Psalti, A. (2007). The research programme \u2018Gender Identity & Life Choices\u2019: <\/em>Objectives & methodology. In V. Deliyanni-Kouimtzi & D. Sakka (Eds.), From Adolescence To Adulthood: Studies on Gender Identity in Contemporary Greece<\/em> (p. 49-64). Athens: Gutenberg.]<\/p>\n

                                                                                                                \n
                                                                                                              1. \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391., \u03a3\u03b1\u03ba\u03ba\u03ac, \u0394., & \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae, \u0392. (2007). \u0391\u03bd\u03b4\u03c1\u03b9\u03ba\u03ad\u03c2 \u03ba\u03b1\u03b9 \u0393\u03c5\u03bd\u03b1\u03b9\u03ba\u03b5\u03af\u03b5\u03c2 \u03a4\u03b1\u03c5\u03c4\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2 \u03c3\u03c4\u03bf \u03a3\u03c7\u03bf\u03bb\u03b5\u03af\u03bf: \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ad\u03c2 \u0395\u03c0\u03b9\u03bb\u03bf\u03b3\u03ad\u03c2 \u03ba\u03b1\u03b9 \u03a6\u03cd\u03bb\u03bf. \u03a3\u03c4\u03bf: \u0392. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae & \u0394. \u03a3\u03b1\u03ba\u03ba\u03ac (\u0395\u03c0\u03b9\u03bc.), \u0391\u03c0\u03cc \u03c4\u03b7\u03bd \u03b5\u03c6\u03b7\u03b2\u03b5\u03af\u03b1 \u03c3\u03c4\u03b7\u03bd \u03b5\u03bd\u03ae\u03bb\u03b9\u03ba\u03b7 \u03b6\u03c9\u03ae: \u03bc\u03b5\u03bb\u03ad\u03c4\u03b5\u03c2 \u03b3\u03b9\u03b1 \u03c4\u03b9\u03c2 \u03c4\u03b1\u03c5\u03c4\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2 \u03c6\u03cd\u03bb\u03bf\u03c5 \u03c3\u03c4\u03b7 \u03c3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b7 \u03b5\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae \u03c0\u03c1\u03b1\u03b3\u03bc\u03b1\u03c4\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1 <\/em>(\u03c3. 65-88). \u0391\u03b8\u03ae\u03bd\u03b1: Gutenberg.<\/li>\n<\/ol>\n

                                                                                                                [Psalti, A., Sakka, D., & Deliyanni-Kouimtzi, V. (2007). Male and female identity in school: Vocational choices and gender\u00a0 . In V. Deliyanni-Kouimtzi & D. Sakka (Eds.), From Adolescence To Adulthood: Studies on Gender Identity in Contemporary Greece<\/em> (p. 65-88). Athens: Gutenberg.]<\/p>\n

                                                                                                                  \n
                                                                                                                1. \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391. (2010). \u0394\u03b9\u03b1\u03c0\u03bf\u03bb\u03b9\u03c4\u03b9\u03c3\u03bc\u03b9\u03ba\u03ae\/\u03a0\u03bf\u03bb\u03c5\u03c0\u03bf\u03bb\u03b9\u03c4\u03b9\u03c3\u03bc\u03b9\u03ba\u03ae \u03a0\u03c1\u03bf\u03c3\u03ad\u03b3\u03b3\u03b9\u03c3\u03b7 \u03c3\u03c4\u03b7 \u03a3\u03c5\u03bc\u03b2\u03bf\u03c5\u03bb\u03b5\u03c5\u03c4\u03b9\u03ba\u03ae: \u039b\u03b1\u03bc\u03b2\u03ac\u03bd\u03bf\u03bd\u03c4\u03b1\u03c2 \u03c5\u03c0\u03cc\u03c8\u03b7 \u03c4\u03bf\u03bd \u03c0\u03b1\u03c1\u03ac\u03b3\u03bf\u03bd\u03c4\u03b1 \u03c6\u03cd\u03bb\u03bf. \u03a3\u03c4\u03bf: \u0392. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae, \u0391. \u03a3\u03c4\u03bf\u03b3\u03b9\u03b1\u03bd\u03bd\u03af\u03b4\u03bf\u03c5 & \u03a7. \u0391\u03b8\u03b1\u03bd\u03b1\u03c3\u03b9\u03ac\u03b4\u03bf\u03c5 (\u0395\u03c0\u03b9\u03bc.), \u03a3\u03c5\u03bc\u03b2\u03bf\u03c5\u03bb\u03b5\u03c5\u03c4\u03b9\u03ba\u03ae \u03bc\u03b5 \u03c4\u03b7\u03bd \u039f\u03c0\u03c4\u03b9\u03ba\u03ae \u03c4\u03bf\u03c5 \u03a6\u03cd\u03bb\u03bf\u03c5 \u03c3\u03c4\u03b7\u03bd \u0395\u03c6\u03b7\u03b2\u03b9\u03ba\u03ae \u0397\u03bb\u03b9\u03ba\u03af\u03b1 <\/em>(\u03c3. 27-63). \u0391\u03b8\u03ae\u03bd\u03b1: \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ac \u0393\u03c1\u03ac\u03bc\u03bc\u03b1\u03c4\u03b1.<\/li>\n<\/ol>\n

                                                                                                                  [Psalti, A. (2010). Intercultural\/Multicultural Counselling: Taking gender into consideration\u00a0 . In V. Deliyianni-Kouimtzis, C. Athanasiades, & A. Stogiannidou (Eds.), Gender Sensitive Counseling<\/em> (p. 27-63). Athens: Ellinika Grammata.]<\/p>\n

                                                                                                                    \n
                                                                                                                  1. \u03a3\u03b1\u03ba\u03ba\u03ac, \u0394., \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae, \u0392., & \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391. (2007). \u03a4\u03bf \u03b5\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03cc \u03c0\u03c1\u03cc\u03b3\u03c1\u03b1\u03bc\u03bc\u03b1 \u2018\u03a4\u03b1\u03c5\u03c4\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2 \u03a6\u03cd\u03bb\u03bf\u03c5 & \u0395\u03c0\u03b9\u03bb\u03bf\u03b3\u03ad\u03c2 \u0396\u03c9\u03ae\u03c2<\/em>\u2019: \u03a3\u03c4\u03cc\u03c7\u03bf\u03b9 \u03ba\u03b1\u03b9 \u039c\u03ad\u03b8\u03bf\u03b4\u03bf\u03c2. \u03a3\u03c4\u03bf: \u0392. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae & \u0394. \u03a3\u03b1\u03ba\u03ba\u03ac (\u0395\u03c0\u03b9\u03bc.), \u0391\u03c0\u03cc \u03c4\u03b7\u03bd \u03b5\u03c6\u03b7\u03b2\u03b5\u03af\u03b1 \u03c3\u03c4\u03b7\u03bd \u03b5\u03bd\u03ae\u03bb\u03b9\u03ba\u03b7 \u03b6\u03c9\u03ae: \u03bc\u03b5\u03bb\u03ad\u03c4\u03b5\u03c2 \u03b3\u03b9\u03b1 \u03c4\u03b9\u03c2 \u03c4\u03b1\u03c5\u03c4\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2 \u03c6\u03cd\u03bb\u03bf\u03c5 \u03c3\u03c4\u03b7 \u03c3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b7 \u03b5\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae \u03c0\u03c1\u03b1\u03b3\u03bc\u03b1\u03c4\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1 <\/em>(\u03c3. 49-64). \u0391\u03b8\u03ae\u03bd\u03b1: Gutenberg.<\/li>\n<\/ol>\n

                                                                                                                    [Sakka, D., Deliyanni-Kouimtzi, V., & Psalti, A. (2007). The research programme \u2018Gender Identity & Life Choices\u2019: <\/em>Objectives & methodology. In V. Deliyanni-Kouimtzi & D. Sakka (Eds.), From Adolescence To Adulthood: Studies on Gender Identity in Contemporary Greece<\/em> (p. 49-64). Athens: Gutenberg.]<\/p>\n

                                                                                                                      \n
                                                                                                                    1. \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391., \u03a3\u03b1\u03ba\u03ba\u03ac, \u0394., & \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae, \u0392. (2007). \u0391\u03bd\u03b4\u03c1\u03b9\u03ba\u03ad\u03c2 \u03ba\u03b1\u03b9 \u0393\u03c5\u03bd\u03b1\u03b9\u03ba\u03b5\u03af\u03b5\u03c2 \u03a4\u03b1\u03c5\u03c4\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2 \u03c3\u03c4\u03bf \u03a3\u03c7\u03bf\u03bb\u03b5\u03af\u03bf: \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ad\u03c2 \u0395\u03c0\u03b9\u03bb\u03bf\u03b3\u03ad\u03c2 \u03ba\u03b1\u03b9 \u03a6\u03cd\u03bb\u03bf. \u03a3\u03c4\u03bf: \u0392. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae & \u0394. \u03a3\u03b1\u03ba\u03ba\u03ac (\u0395\u03c0\u03b9\u03bc.), \u0391\u03c0\u03cc \u03c4\u03b7\u03bd \u03b5\u03c6\u03b7\u03b2\u03b5\u03af\u03b1 \u03c3\u03c4\u03b7\u03bd \u03b5\u03bd\u03ae\u03bb\u03b9\u03ba\u03b7 \u03b6\u03c9\u03ae: \u03bc\u03b5\u03bb\u03ad\u03c4\u03b5\u03c2 \u03b3\u03b9\u03b1 \u03c4\u03b9\u03c2 \u03c4\u03b1\u03c5\u03c4\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2 \u03c6\u03cd\u03bb\u03bf\u03c5 \u03c3\u03c4\u03b7 \u03c3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b7 \u03b5\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae \u03c0\u03c1\u03b1\u03b3\u03bc\u03b1\u03c4\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1 <\/em>(\u03c3. 65-88). \u0391\u03b8\u03ae\u03bd\u03b1: Gutenberg.<\/li>\n<\/ol>\n

                                                                                                                      [Psalti, A., Sakka, D., & Deliyanni-Kouimtzi, V. (2007). Male and female identity in school: Vocational choices and gender\u00a0 . In V. Deliyanni-Kouimtzi & D. Sakka (Eds.), From Adolescence To Adulthood: Studies on Gender Identity in Contemporary Greece<\/em> (p. 65-88). Athens: Gutenberg.]<\/p>\n

                                                                                                                        \n
                                                                                                                      1. \u03a0\u03b1\u03c0\u03b1\u03b4\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u039a. (2005). \u03a4\u03cd\u03c6\u03bb\u03c9\u03c3\u03b7 \u03ba\u03b1\u03b9 \u0391\u03bd\u03ac\u03b3\u03bd\u03c9\u03c3\u03b7: \u0394\u03b9\u03b1\u03b2\u03ac\u03b6\u03bf\u03bd\u03c4\u03b1\u03c2 \u03bc\u03b5 \u03c4\u03b7\u03bd \u0391\u03c6\u03ae<\/em>. \u0398\u03b5\u03c3\u03c3\u03b1\u03bb\u03bf\u03bd\u03af\u03ba\u03b7: \u0395\u03ba\u03b4\u03cc\u03c3\u03b5\u03b9\u03c2 \u0396\u03ae\u03c4\u03b7.<\/li>\n<\/ol>\n

                                                                                                                        [Papadopoulos, K. (2005). Reading and Blindness: reading by touch<\/em>. Thessaloniki: Ziti.]<\/p>\n

                                                                                                                          \n
                                                                                                                        1. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7 \u2013 \u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae, \u0392., \u03a3\u03b1\u03ba\u03ba\u03ac, \u0394., \u03a3\u03c4\u03bf\u03b3\u03b9\u03b1\u03bd\u03bd\u03af\u03b4\u03bf\u03c5, \u0391., & \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391. (2003). \u0397 \u03b5\u03c0\u03af\u03b4\u03c1\u03b1\u03c3\u03b7 \u03c4\u03bf\u03c5 \u03c6\u03cd\u03bb\u03bf\u03c5 \u03c3\u03c4\u03b7 \u03b4\u03b9\u03b1\u03bc\u03cc\u03c1\u03c6\u03c9\u03c3\u03b7 \u03b1\u03c0\u03cc\u03c8\u03b5\u03c9\u03bd \u03ba\u03b1\u03b9 \u03c0\u03b5\u03c0\u03bf\u03b9\u03b8\u03ae\u03c3\u03b5\u03c9\u03bd \u03ba\u03b1\u03c4\u03ac \u03c4\u03b7\u03bd \u03b5\u03c6\u03b7\u03b2\u03b9\u03ba\u03ae \u03b7\u03bb\u03b9\u03ba\u03af\u03b1. \u03a3\u03c4\u03bf: \u0392. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7 \u2013 \u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae, \u03a3. \u0396\u03b9\u03ce\u03b3\u03bf\u03c5 & \u039b. \u03a6\u03c1\u03cc\u03c3\u03b7 (\u0395\u03c0\u03b9\u03bc.), \u039c\u03b5\u03bb\u03ad\u03c4\u03b7 \u00ab\u03a6\u03cd\u03bb\u03bf \u03ba\u03b1\u03b9 \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ae \u03a0\u03c1\u03b1\u03b3\u03bc\u03b1\u03c4\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1 \u03c3\u03c4\u03b7\u03bd \u0395\u03bb\u03bb\u03ac\u03b4\u03b1: \u03a0\u03c1\u03bf\u03c9\u03b8\u03ce\u03bd\u03c4\u03b1\u03c2 \u03a0\u03b1\u03c1\u03b5\u03bc\u03b2\u03ac\u03c3\u03b5\u03b9\u03c2 \u03b3\u03b9\u03b1 \u03c4\u03b7\u03bd \u0399\u03c3\u03cc\u03c4\u03b7\u03c4\u03b1 \u03c4\u03c9\u03bd \u03a6\u03cd\u03bb\u03c9\u03bd \u03c3\u03c4\u03bf \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03cc \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03cc \u03a3\u03cd\u03c3\u03c4\u03b7\u03bc\u03b1\u00bb<\/em> (\u03c3. 189-206). \u0391\u03b8\u03ae\u03bd\u03b1: \u039a\u0395\u0398\u0399. (www.kethi.gr\/greak\/programmata\/index\/htm<\/a>)<\/li>\n<\/ol>\n

                                                                                                                          [Deliyanni-Kouimtzi, V., Sakka, D., Stogiannidou, A., & Psalti, A. (2003). The impact of gender in the development of view and beliefs in adolescence\u00a0 . In: V. Deliyanni-Kouimtzi, S. Ziogou, and L. Frosi (Ed.), Study<\/em> \u00abGender and Educational Reality in Greece: Promoting Interventions for Gender Equality in the Greek Educational System\u00bb<\/em> (pp 182-197). Athens: KETHI. (www.kethi.gr\/greak\/programmata\/index\/htm<\/a>)]<\/p>\n

                                                                                                                            \n
                                                                                                                          1. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7-\u039a\u03bf\u03c5\u03ca\u03bc\u03c4\u03b6\u03ae, \u0392., \u03a3\u03b1\u03ba\u03ba\u03ac, \u0394., \u03a6\u03c1\u03cc\u03c3\u03b7, \u039b., \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391., \u03a3\u03c4\u03bf\u03b3\u03b9\u03b1\u03bd\u03bd\u03af\u03b4\u03bf\u03c5, \u0391., & \u03a3\u03c5\u03b3\u03ba\u03bf\u03bb\u03af\u03c4\u03bf\u03c5, \u0395. (2002). \u03a4\u03b1\u03c5\u03c4\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2 \u03c6\u03cd\u03bb\u03bf\u03c5 \u03ba\u03b1\u03b9 \u03b5\u03c0\u03b9\u03bb\u03bf\u03b3\u03ad\u03c2 \u03b6\u03c9\u03ae\u03c2: \u0388\u03c1\u03b5\u03c5\u03bd\u03b1 \u03ba\u03b1\u03b9 \u03c3\u03c4\u03c1\u03b1\u03c4\u03b7\u03b3\u03b9\u03ba\u03ad\u03c2 \u03c0\u03b1\u03c1\u03ad\u03bc\u03b2\u03b1\u03c3\u03b7\u03c2 \u03b3\u03b9\u03b1 \u03c4\u03b7\u03bd \u03b9\u03c3\u03cc\u03c4\u03b7\u03c4\u03b1 \u03c4\u03c9\u03bd \u03c6\u03cd\u03bb\u03c9\u03bd \u03c3\u03c4\u03b7 \u03b4\u03b5\u03c5\u03c4\u03b5\u03c1\u03bf\u03b2\u03ac\u03b8\u03bc\u03b9\u03b1 \u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7. \u03a3\u03c4\u03bf \u0391. \u0392\u03b5\u03c1\u03b5\u03b2\u03ae (\u0395\u03c0. \u0388\u03ba\u03b4.) \u03a4\u03bf \u03ad\u03c1\u03b3\u03bf \u00ab\u0388\u03c1\u03b5\u03c5\u03bd\u03b1\u00bb 1997-2000 <\/em>(\u03c3\u03c3. 124-128). \u0391\u03b8\u03ae\u03bd\u03b1: \u039a\u03ad\u03bd\u03c4\u03c1\u03bf \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ae\u03c2 \u0388\u03c1\u03b5\u03c5\u03bd\u03b1\u03c2, \u03a5\u03c0\u03bf\u03c5\u03c1\u03b3\u03b5\u03af\u03bf \u0395\u03b8\u03bd\u03b9\u03ba\u03ae\u03c2 \u03a0\u03b1\u03b9\u03b4\u03b5\u03af\u03b1\u03c2 \u03ba\u03b1\u03b9 \u0398\u03c1\u03b7\u03c3\u03ba\u03b5\u03c5\u03bc\u03ac\u03c4\u03c9\u03bd<\/li>\n<\/ol>\n

                                                                                                                            [Deliyanni-Kouimtzi, V., Sakka, D., Frosi, L., Psalti, A., Stogiannidou, A., & Sygkollitou, E. (2002). Gender identity and life choices: Research and interventions for gender equality in secondary education\u00a0 . In: A. Verebi (Ed.), Project \u201cResearch\u201d<\/em> 1997-2000 <\/em>(pp 124-128). Athens: Center for Educational Research, Ministry of National Education and Religious Affairs.]<\/p>\n

                                                                                                                              \n
                                                                                                                            1. \u039c\u03c0\u03bf\u03c5\u03c1\u03bd\u03bf\u03cd\u03b4\u03b7, \u0395. & \u03a8\u03ac\u03bb\u03c4\u03b7, \u0391. (1997). \u0395\u03c0\u03b1\u03b3\u03b3\u03b5\u03bb\u03bc\u03b1\u03c4\u03b9\u03ba\u03ad\u03c2 \u03b5\u03c0\u03b9\u03bb\u03bf\u03b3\u03ad\u03c2 \u03ba\u03b1\u03b9 \u03c0\u03c1\u03bf\u03c3\u03b4\u03bf\u03ba\u03af\u03b5\u03c2 \u03c4\u03c9\u03bd \u03bd\u03ad\u03c9\u03bd \u03ba\u03b1\u03b9 \u03c4\u03b7\u03c2 \u03bf\u03b9\u03ba\u03bf\u03b3\u03ad\u03bd\u03b5\u03b9\u03ac\u03c2 \u03c4\u03bf\u03c5\u03c2. \u0397 \u03b5\u03c0\u03af\u03b4\u03c1\u03b1\u03c3\u03b7 \u03c4\u03bf\u03c5 \u03c6\u03cd\u03bb\u03bf\u03c5. \u03a3\u03c4\u03bf: \u0392. \u0394\u03b5\u03bb\u03b7\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7 \u03ba\u03b1\u03b9 \u03a3. \u0396\u03b9\u03ce\u03b3\u03bf\u03c5 (\u0395\u03c0\u03b9\u03bc.) \u03a6\u03cd\u03bb\u03bf \u03ba\u03b1\u03b9 \u03a3\u03c7\u03bf\u03bb\u03b9\u03ba\u03ae \u03a0\u03c1\u03ac\u03be\u03b7: \u03a3\u03c5\u03bb\u03bb\u03bf\u03b3\u03ae \u0395\u03b9\u03c3\u03b7\u03b3\u03ae\u03c3\u03b5\u03c9\u03bd <\/em>(\u03c3\u03c3. 621-644). \u0398\u03b5\u03c3\u03c3\u03b1\u03bb\u03bf\u03bd\u03af\u03ba\u03b7: \u0392\u03ac\u03bd\u03b9\u03b1\u03c2.<\/span><\/li>\n<\/ol>\n

                                                                                                                              [Bournoudi, E., Psalti, A. (1997). Vocational choices and expectations of youth and their families. The gender effect\u00a0 . In: V. Deliyanni and S. Ziogou (Eds.), Gender and School Praxis<\/em>: A Collection of Lectures <\/em>(pp 621-644). Thessaloniki: Vanias.]<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/section>\n

                                                                                                                              \n<\/div><\/div><\/div><\/div><\/div><\/section>

                                                                                                                              <\/div><\/div><\/div><\/div><\/div><\/section><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":2,"featured_media":2013,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2544","page","type-page","status-publish","has-post-thumbnail","hentry"],"featured_image_urls_v2":{"full":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/09\/Layer-20.jpg",1920,877,false],"thumbnail":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/09\/Layer-20-150x150.jpg",150,150,true],"medium":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/09\/Layer-20-300x137.jpg",300,137,true],"medium_large":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/09\/Layer-20-768x351.jpg",640,293,true],"large":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/09\/Layer-20-1024x468.jpg",640,293,true],"1536x1536":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/09\/Layer-20-1536x702.jpg",1536,702,true],"2048x2048":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/09\/Layer-20.jpg",1920,877,false],"academix-single-team-thumb":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/09\/Layer-20-360x270.jpg",360,270,true],"academix-team-thumbnail":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/09\/Layer-20-263x216.jpg",263,216,true],"academix-event-thumbnail":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/09\/Layer-20-555x370.jpg",555,370,true],"academix-event-gallery-thumb":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/09\/Layer-20-227x168.jpg",227,168,true],"academix-blog-thumb":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/09\/Layer-20-100x80.jpg",100,80,true],"wppb-medium":["https:\/\/asdlab.uom.gr\/wp-content\/uploads\/2018\/09\/Layer-20-600x450.jpg",600,450,true]},"post_excerpt_stackable_v2":"

                                                                                                                              Publications International Journals National Journals Book Chapters International Conferences National Conferences National Books International Journals Gkatzola, A., & Papadopoulos, K. (in print). Facebook usage and quality of life of individuals with visual impairments. British Journal of Visual Impairment. https:\/\/doi.org\/10.1177\/02646196221117644 Chronopoulou, E., Stamovlasis, D., & Papadopoulos, K. (in print). Self-esteem and locus of control of individuals with visual impairments before and during the COVID-19 pandemic: A latent class analysis. British Journal of Visual Impairment, https:\/\/doi.org\/10.1177\/02646196231183892 Alvanoudi, N., Staboulis, M. & Papadopoulos, K. (2023). Rewards for rehabilitation and special education staff and their importance in employee motivation. International Journal of Instruction 16(2),…<\/p>\n","category_list_v2":"","author_info_v2":{"name":"isavella kotini","url":"https:\/\/asdlab.uom.gr\/index.php\/author\/isakot\/"},"comments_num_v2":"0 comments","yoast_head":"\nPublications - Accessibility and Support of Individuals with Disabilities Laboratory<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/asdlab.uom.gr\/index.php\/publications\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Publications - Accessibility and Support of Individuals with Disabilities Laboratory\" \/>\n<meta property=\"og:description\" content=\"Publications International Journals National Journals Book Chapters International Conferences National Conferences National Books International Journals Gkatzola, A., & Papadopoulos, K. 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