Syriopoulou-Delli Christine
  • +30 2310 891.381
  • csyriop uom.edu.gr
  • Office: KZ, 316 ΚΖ

    Syriopoulou-Delli Christine

    Associate Professor
    Department of Educational & Social Policy

    Associate Professor, Academic Staff (Master of Arts in Education: Αdult Education, Special Education)


    Academic Area

    "Education of People with Autistic Spectrum Disorders"

    Curriculum Vitae
    Academic Titles
    • BA on Pedagogic science, Pedagogical Academy of Athens
    • BA on Pedagogic science, National University of Athens
    • Master of Education on Psychology of Education, University of Sheffield , UK
    • PhD Special Education, University of Liverpool, UK
    Research Interests
    • Education of People with Autistic Spectrum Disorders
    • Education of People with Behavior Difficulties
    Laboratory of Autism -Developmental Spectrum Disorders and Behavior Difficulties of the Human

    Teaching


    • COGNITIVE AND SOCIAL SKILLS FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS
      (ΕΑ201)

    Type
    COMPULSORY

    Department Abbreviation
    ΜΕΚΠ

    Department
    MASTER OF ARTS IN LIFELONG LEARNING AND SPECIAL EDUCATION

    Course Outlines

    Η περιγραφή του μαθήματος δεν είναι διαθέσιμη

    • CONTEMPORARY TEACHING MODELS IN AUTISM
      (ΕΑ0506)

    Type
    COMPULSORY

    Department Abbreviation
    ESP

    Department
    DEPARTMENT OF EDUCATIONAL AND SOCIAL POLICY

    Course Outlines

    COURSE OUTLINE

    (1)      GENERAL

    COURSE CODE

    EΑ0506

    SEMESTER

    6

    COURSE TITLE

    CONTEMPORARY TEACHING MODELS IN AUTISM

    INDEPENDENT TEACHING ACTIVITIES

    If credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits.

    WEEKLY

    TEACHING

    HOURS

    CREDITS

     

    3

    5

     

     

     

     

     

     

    Add rows if necessary.  The organization of teaching and the teaching methods used are described in detail at (d).

     

     

    COURSE TYPE

    general background, special background, specialized general knowledge, skills development

    special background

    PREREQUISITE COURSES:

     

    LANGUAGE OF INSTITUTION and EXAMINATIONS

    GREEK

    IS THE COURSE OFFERED TO ERASMUS STUDENTS

    YES

     

    COURSE WEBSITE (URL)

    https://www.uom.gr/assets/site/public/nodes/1775/18549-pps20232024last.pdf

     

    https://www.uom.gr/csyriop#undefined1

     

     

               

     

    (2)    LEARNING OUTCOMES

    Learning outcomes

    The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

    Consult Appendix A

    • Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area
    • Description for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong and Appendix B
    • Guidelines for writing Learning Outcomes
    Upon successful completion of the course, the following outcomes are expected on the course descriptors:
    Knowledge: Students are expected to have trained, studied and mastered knowledge on issues related to the education of people with autism and other developmental disorders from the international literature.
    To have been introduced to the detection and evaluation (cognitive, emotional, behavioral) characteristics of the autism spectrum and other developmental disorders, to have been trained in the creation of flexible training programs, communication programs and the management of stereotypical and challenging behaviors, by utilizing means of technology, robotics and artificial intelligence in order to improve the possibilities of inclusion of people with ASD in the school, social and professional environment. Also, students are expected to be trained in the use of technology to support the family and collabotate with family members of people with autism spectrum disorder. They will study specialized programs such as the program entitled "Autism Spectrum Skills for Toddlers" ("D.A.F.NI.": Early Intervention Program for the Education and Psychological Support of Parents of Children with ASD) (copyright 2022), the program entitled " Vocational Training Skills for Adolescents with Autism Spectrum Disorders" ("D.E.K.A.") (copyright 2022), the program "4-level intervention program with the social assistance robot Panda for the development of skills in people with ASD" (copyright 2022) and more. They will study research and programs prepared by the Autism Pervasive Developmental Disorders and Human Behavior Laboratory (https://labautism.uom.gr/). They will get to know theoretical and practical approaches of the Cognitive Behavioral Approach (CBT) as well as approaches related to Augmentative and Alternative Communication using ICT and Social Assistive Robots (SAR) Principles, Methods and Tools in Distance Education of people with disorders on the autism spectrum and other (neuro)developmental disorders,
    Teaching Techniques and Methods (Structured teaching, observational teaching, peer modeling, etc. and video modeling, virtual reality, serious games, etc.), Promotion of the inclusive classroom as well as programs to Strengthen Independent Living Skills and Professional Inclusion of young people and Adolescents through the use of assistive technology tools, Sexual identity formation issues in the disabled, Issues of sexual harassment, discrimination and protection of the rights of people with disabilities, Gender and Equality Policy including people with disabilities, as well as Counseling and Psychological support for people with ASD and their family members. Utilization of technology (such as ICT and SAR) by family members, Standardized Lexikon with the use of assistive technology.

     

    General Competences

    Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

    Search for, analysis and synthesis of data and information, with the use of the necessary technology

    Adapting to new situations

    Decision – making

    Working independently

    Team work

    Working in an international environment

    Working in an interdisciplinary environment

    Production of new research ideas

    Project planning and management

    Respect for difference and multiculturalism

    Respect for the natural environment

    Showing social, professional and ethical responsibility and sensitivity to gender issues

    Criticism and self-criticism

    Production of free, creative and inductive thinking

    …..

    Others…

    …..

    Skills: Students are expected to acquire skills, study the bibliography, current research and programs developed and implemented (in their theoretical and practical dimensions), immerse themselves in studies, collaborate.

    It is expected that they become familiar with analysis and synthesis of data and information, with the use of the necessary technology, able to adapt to new situations, decision – making, working independently, team work, working in an international environment, working in an interdisciplinary environment, production of new research ideas, to become familiar with the means of modern technology, the way they can utilize them in the classroom as well as in distance teaching methods. Students is expected  to become able to project planning and management, respect for difference and multiculturalism, respect for the natural environment, showing social, professional and ethical responsibility and sensitivity to gender issues, criticism and self-criticism, production of free, creative and inductive thinking. They will become familiar with the use of software in special education and the education of people with autism and other developmental, cognitive and mental disorders. They are also expected to have visited agencies, come into contact with professionals and parents in the field of education and care for people with autism in order to learn, gain experience, familiarize themselves with the requirements of the future profession, the necessary knowledge and information of the work subject and environment and acquire skills for their future professional role, flexibility, the ability to manage extraordinary, unpredictable, demanding situations, and the potential for social contribution, equality, prosperity and sustainable development.

    Students will get familiar with adapting to new situations, decision – making, working independently, team work, working in an international environment, working in an interdisciplinary environment, production of new research ideas, project planning and management, respect for difference and multiculturalism, respect for the natural environment, showing social, professional and ethical responsibility and sensitivity to gender issue, criticism and self-criticism, production of free, creative and inductive thinking

    Competences: Students will acquire knowledge, skills, cultivate professional characteristics to meet the demands of the different work environments in which they will work, e.g., special school, integration units/classrooms, as parallel support teachers, in KEDASY, in educational planning agencies and management of the educational act. They will acquire skills to guide parents of people with autism and other developmental disorders. They will become familiar with technology tools suitable for training people with autism so that they can manage their special communicative, social and cognitive characteristics.

     

     

    (3)    SYLLABUS

    Course Content
    The aim of the course is to study flexible forms of education for people with disorders on the autism spectrum by utilizing means of Technology, robotics and artificial intelligence (Panda robot, ICT, AI, etc.), approaches that promote their educational and social inclusion through live or distance methods. To be able to utilize augmentative and alternative communication using technological devices and software. To understand and utilize the peculiarities in the stadardization of the Greek Lexikon (concepts, symbols) for people with  autism spectrum disorders and use of assistive technology tools. The aim of the course is for the students to acquire skills and knowledge for the education of people with disorders on the autism spectrum and other (neuro)developmental disorders, the support of teenagers for their transition to the open society and the labor market in a post-modern environment of information, IT, artificial intelligence as well as for the support and guidance of their families by utilizing technological means.
     
    The Thematic modules included are:

    Technologies, Robotics in Special Education and in the education, assessment and rehabilitation of children, adolescents and adults with autism

    Inclusive Policy

    The Role of Technology in Autism Spectrum Skills for Toddlers (D.A.F.NI, Early Intervention Program for Education and Psychological Support of Parents of Children with ASD)

    The Role of Technology in Vocational Training Skills for Adolescents with Autism Spectrum Disorders ("D.E.K.A." Program)

    Technology in evaluation, education, skills (eg autonomous living, social, access to services, community, etc.) 4 levels of social assistance robot (Panda) for the development of skills in individuals with ASD. Management of Curriculum
    Enhancement the skills of independent living and professional integration of young and adolescents through the use of supporting technology means
    Behavioral Problems: From Evaluation to Intervention
    (Evaluation: CARS, tracking of eye movements using technological means. Intervention: ICT, Social Assistive Robot "Panda" etc. ). Comorbidity and (neuro)developmental disorders
    Mental Disabilities (Anxiety, Obsessions, Phobias): Intervention programs: Cognitive Behavioral Therapy (CBT) and other interventions and programs
    Communication challenge
    Augmentative and Alternative Communication using assistive technology media
    Principles, Methods and Tools in Distance Education of People with Autism Spectrum Disorders and Other Developmental Disorders
    Teaching Techniques and Methods (Structured teaching, observational teaching, peer modeling, etc. and video modeling, virtual reality, serious games, etc.).
    Promoting the inclusive classroom
    Software for students with autism spectrum disorders and other developmental disorders (Dolphin, prosvasimo etc.). Standardization of Lexikon using assistive technology
    Supporting Students with Autism Spectrum Disorders and other Developmental, Emotional, Behavioral and Cognitive Disorders in Social Education. Preparing the host environment
    Issues in the formation of sexual identity in adolescents
    Issues of sexual harassment, discrimination and protection of the rights of people with disabilities
    Gender and Equality Policy including people with disabilities
    Counseling and Psychological Support for People with ASD and their family members. Utilization of technology media (such as ICT and SAR by family members) The role of parents in the distance education of students with autism

     

     

     

    • COUNSELLING FOR THE DISABLED
      (ΕΑ0610)

    Type
    ELECTIVE

    Department Abbreviation
    ESP

    Department
    DEPARTMENT OF EDUCATIONAL AND SOCIAL POLICY

    Course Outlines

    Counseling for individuals with special educational needs (sen)

    Aim of the course is students to be educated on skills and characteristics of counselor, techniques that apply and their  the theoretical background

    Counseling Psychology in contemporary society, the investigation of its implementation in education and vocation, in independent living and social inclusion of individuals with sen are issues examined during the course.

    Successful completion of the course is expected students to acquire skills of counseling psychology and counselor useful for a teacher of special education in contemporary society, also, to acquire skills of supporter for families, an education executive that will cooperate with social organizations for social and vocational inclusion of people with sen

    The content of the course includes:

    • Terms and definitions in Counseling Psychology
    • Aims and content of Counseling Psychology
    • The role of counselor and the counseling relation
    • The person with special educational needs (sen) who needs counseling
    • Factors that led to the development of Counseling
    • Counseling Psychology in Special Education
    • School Vocational Orientation – Educational Counseling
    • Educational counseling
    • Counseling and social skills of people with sen
    • School Vocational Orientation and counseling
    • Vocational guidance
    • Counseling of occupation
    • Theories and techniques of Counseling Psychology
    • Assistive technology and devices for the facilitation of counseling with people with sen
    • Formation of identity of people with sen
    • Counseling Psychology and early intervention programs
    • EDUCATION OF PEOPLE WITH BEHAVIOR DIFFICULTIES
      (ΚΕ0418-2)

    Type
    ELECTIVE

    Department Abbreviation
    ESP

    Department
    DEPARTMENT OF EDUCATIONAL AND SOCIAL POLICY

    Course Outlines

    COURSE OUTLINE

    (1)      GENERAL

    COURSE CODE

    ΚΕΟ4182

    SEMESTER

     3

    COURSE TITLE

    EDUCATION OF PEOPLE WITH BEHAVIOR DIFFICULTIES

    INDEPENDENT TEACHING ACTIVITIES

    If credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits.

    WEEKLY

    TEACHING

    HOURS

    CREDITS

     

     3

    4

     

     

     

     

     

     

    Add rows if necessary.  The organization of teaching and the teaching methods used are described in detail at (d).

     

     

    COURSE TYPE

    general background, special background, specialized general knowledge, skills development

    special background

    PREREQUISITE COURSES:

     

    LANGUAGE OF INSTITUTION and EXAMINATIONS

    GREEK

    IS THE COURSE OFFERED TO ERASMUS STUDENTS

    YES

     

    COURSE WEBSITE (URL)

    https://www.uom.gr/csyriop#undefined1

     

    https://www.uom.gr/assets/site/public/nodes/1775/18549-pps20232024last.pdf

     

               

     

    (2)    LEARNING OUTCOMES

    Learning outcomes (20-50words)

    The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

    Consult Appendix A

    • Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area
    • Description for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong and Appendix B
    • Guidelines for writing Learning Outcomes
    Upon successful completion of the course, the following outcomes are expected on the course descriptors:
    Knowledge: Students are expected to have trained, studied and mastered knowledge in subjects related to the education of people with behavioral problems, the terminology and meaning of having various behavioral and adjustment problems over time, assessment and diagnostic tools and criteria, social, emotional and cognitive development of people, the promotion of identity, social relations and friendships of children, issues of gender, equality and discrimination, issues of gender and disability. In addition, students are expected to have trained, studied and acquired knowledge on topics related to aggression, school bullying, learning difficulties and behavioral problems, social and emotional education programs and the role of the teacher as a mentor, conflict management, school and family cooperation theories, techniques and programs for managing and dealing with behavioral problems, the role of Counseling Psychology in the education and special education of people with behavioral problems, interculturality, multiculturalism and adaptation to social and educational environments (https://labautism.uom.gr/).

    General Competences

    Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

    Search for, analysis and synthesis of data and information, with the use of the necessary technology

    Adapting to new situations

    Decision – making

    Working independently

    Team work

    Working in an international environment

    Working in an interdisciplinary environment

    Production of new research ideas

    Project planning and management

    Respect for difference and multiculturalism

    Respect for the natural environment

    Showing social, professional and ethical responsibility and sensitivity to gender issues

    Criticism and self-criticism

    Production of free, creative and inductive thinking

    …..

    Others…

    …..

    Skills: Students are expected to acquire skills, research literature, contemporary studies and research, interventions, programs designed and implemented (in their theoretical and practical dimensions) in relation to behavioral problems, intrapersonal and interpersonal adaptation to social and educational environments, the assessment, criteria and tools of behavioral problems, theoretical approaches (such as ecosystemic, behavioral, cognitive, etc.) related to behavioral problems and intervention programs. They are expected to acquire skills in implementing social and emotional education programs and about the teacher's role as a mentor. Also, students are expected to acquire knowledge and management skills for behavioral problems such as aggression, school bullying, learning difficulties, conflict management, Counseling psychology and professional guidance, interculturality and multiculturalism.
    They are also expected to have visited agencies, come into contact with professionals and parents in the field of education and care for people with social, emotional, mental difficulties and behavioral and adaptation problems in order to learn, gain experience, and become familiar with the requirements of the future profession , to the necessary knowledge and information of the work object and environment and to acquire skills for their future professional role, flexibility, ability to manage extraordinary, unpredictable, demanding situations, and the possibilities for social contribution and sustainable development as well as being able to monitor social and technological developments and be able to offer in different fields (e.g. evaluation, intervention, rehabilitation, counseling and support etc.) but also to collaborate with the specialist scientists.
    Competencies: Students will acquire knowledge, skills, abilities, experience. They will cultivate professional characteristics to meet the demands of the different work environments they will work in e.g. special school, integration department, as parallel support teachers, in KEDASY, in educational planning and management agencies. They will acquire skills to guide parents of people with social, emotional difficulties and behavioral and adaptation problems. They will become familiar with technological tools suitable for training people with social, emotional difficulties and behavioral and adjustment problems so that they can manage their special communicative, social, emotional, behavioral and cognitive characteristics.

     

    (3)    SYLLABUS (200-300 words)

    Course Content
    The aim of the course is the study of behavioral problems and difficulties in the educational and social environment. The ability to be able to design interventions to facilitate adaptation, individual progress and team collaboration. The creation of a climate of solidarity, the prevention of more difficulties, the creation of a vicious cycle of behavioral problems and learning difficulties that will lead to early school leaving. The aim of the course is for students to acquire skills and knowledge about systematic observation, individualized intervention and inclusion of people with behavioral problems, cooperation with parents and specialized scientific staff in behavioral and adjustment problems.
     
    The Thematic modules included are:

     

    Emotional Difficulties and Behavioral Problems: concepts, definitions, terminology

    Criteria for defining problem behavior

    Statistical criteria, Systemic approach, Operational criteria

    Assessment - Diagnostic criteria, Assessment and diagnosis tools

    Systematic Observation and recording

    The concept of adaptive behavior

    Social frameworks and Comparative approaches

    Social, Emotional and Cognitive development of people

    Identity
    The concept of personality
    Shaping of social self
    Self esteem
    Self -perception
    Social relationships and friendships of children
    Gender, equality and discrimination issues, gender and disability, social roles
    Social and cultural factors
    The Postmodern society, The society of information and IT
    Social and learning environments
    The role of the school, the family
    Aggression
    School bullying
    Victimization
    Cyber bulling
    Learning Difficulties, ADHD and behavioral problems
    Detailed Program, Inclusion and Adaptation
    Social and Emotional education
    The role of the Educator as a mentor
    Conflict management
    School - family cooperation
    Theories, Techniques and Programs for Management and Treatment of Behavioral Problems
    Supportive Technology and
    Artificial Intelligence to facilitate the advisory relationship
    Counseling Psychology in Education and Special Education
    School Orientation - Educational Counseling
    Counseling and Career Orientation Programs at different ages
    Interculturality, Multiculturalism, management of behavioral problems and adaptation to educational and social environments

     

     

    • EDUCATION OF PEOPLE WITH PERVASIVE DEVELOPMENTAL DISORDERS- AUTISM
      (ΕΑ0703-1)

    Type
    COMPULSORY

    Department Abbreviation
    ESP

    Department
    DEPARTMENT OF EDUCATIONAL AND SOCIAL POLICY

    Course Outlines

    COURSE OUTLINE

    (1)      GENERAL

    COURSE CODE

    ΕΑΟ703-1

    SEMESTER

     4

    COURSE TITLE

    EDUCATION OF PEOPLE WITH PERVASIVE DEVELOPMENTAL DISORDERS- AUTISM

    INDEPENDENT TEACHING ACTIVITIES

    If credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits.

    WEEKLY

    TEACHING

    HOURS

    CREDITS

     

     3

    5

     

     

     

     

     

     

    Add rows if necessary.  The organization of teaching and the teaching methods used are described in detail at (d).

     

     

    COURSE TYPE

    general background, special background, specialized general knowledge, skills development

    special background

    PREREQUISITE COURSES:

     

    LANGUAGE OF INSTITUTION and EXAMINATIONS

    GREEK

    IS THE COURSE OFFERED TO ERASMUS STUDENTS

    YES

     

    COURSE WEBSITE (URL)

    https://www.uom.gr/csyriop#undefined1

     

    https://www.uom.gr/assets/site/public/nodes/1775/18549-pps20232024last.pdf

     

               

     

    (2)    LEARNING OUTCOMES

    Learning outcomes

    The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

    Consult Appendix A

    • Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area
    • Description for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong and Appendix B
    • Guidelines for writing Learning Outcomes
    Upon successful completion of the course, the following outcomes are expected on the course descriptors:
    Knowledge: Students are expected to have trained, studied and mastered knowledge on issues related to the education of people with pervasive developmental disorders - autism and other developmental disorders and syndromes, the characteristics of people with autism spectrum disorders, causes, diagnostic criteria, tools, comorbidity, assessment process, the role of the teacher, special scientific staff and parent in assessment and differential diagnosis, techniques and alternative communication systems with and without the use of assistive technology, techniques, programs, alternative interventions, the management of behavior problems (self-injury, aggression, outbursts), the detailed curriculum, teaching methodology, teaching principles and strategies, individualized approaches and the inclusion of students with ASD, Current trandes in inclusion policy in Greece and internationally, Issues of gender equality and suppression of discrimination, sexual orientation, issues related to school, family cooperation (https://labautism.uom.gr/).

     

     

    General Competences

    Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

    Search for, analysis and synthesis of data and information, with the use of the necessary technology

    Adapting to new situations

    Decision – making

    Working independently

    Team work

    Working in an international environment

    Working in an interdisciplinary environment

    Production of new research ideas

    Project planning and management

    Respect for difference and multiculturalism

    Respect for the natural environment

    Showing social, professional and ethical responsibility and sensitivity to gender issues

    Criticism and self-criticism

    Production of free, creative and inductive thinking

    …..

    Others…

    …..

    Skills: Students are expected to acquire skills to research literature, current trends through literature and sources, the interventions, the programs developed and implemented (in their theoretical and practical dimensions) in formal, non-formal and informal learning environments, to delve into research and databases, to collaborate. They are expected to familiarize themselves with the means of modern technology, the way they can utilize them to achieve differentiated teaching in the physical environment (eg in the classroom) but also in distance teaching methods. They will become familiar with the use of software in special education and the education of individuals with autism and other developmental and cognitive disorders.
    They are also expected to have visited agencies, come into contact with professionals and parents in the field of education and care for people with autism and other developmental disorders in order to learn, gain experience, familiarize themselves with the requirements of the future profession, the necessary knowledge, information of the work subject and environment and acquire skills for their future professional role, necessary flexibility, ability to manage extraordinary, unpredictable, demanding situations, the potential for social contribution and sustainable development as well as being able to monitor social and technological developments and be able to offer in different fields (e.g. assessment, intervention, rehabilitation , consulting and support etc) but also to cooperate with the specialist scientists.

    Students will be familiar with analysis and synthesis of data and information, with the use of the necessary technology, adapting to new situations, in decision – making, in working independently, team work, working in an international environment, working in an interdisciplinary environment, production of new research ideas, in project planning and management. Students will get respect for difference and multiculturalism, respect for the natural environment, they will be showing social, professional and ethical responsibility and sensitivity to gender issues, criticism and self-criticism, production of free, creative and inductive thinking

    Competencies: Students will acquire knowledge, skills, abilities, experience. They will cultivate the characteristics of a professional in order to meet the demands of the different work environments in which they will work e.g. in a special school, integration department, as teachers of parallel support, in KEDASY, in organizations of educational planning, management of the educational practice and creation of educational, teaching material. They will gain skills to guide parents of individuals with autism spectrum disorders and other developmental disorders. They will become familiar with technological tools suitable for training people with pervasive developmental disorders to manage their special communication, social, emotional, behavioral and cognitive characteristics.

     

     

    (3)    SYLLABUS

    Course Content
    The aim of the course is to study the characteristics of people with autism spectrum disorders, the different scientific approaches to the causes of autism, the process and means for the evaluation and differential diagnosis of the characteristics, alternative communication systems, technology devices and software, other interventions, behavior problem management, curriculum, teaching goals, individual education programs and inclusion, counseling and parent education programs, early intervention, professional inclusion. The aim of the course is also the familiarization with the Greek and international literature, the research standards and methodology, the acquisition of interdisciplinary knowledge and terminology.
     
    The Thematic modules included are:

    Autism spectrum disorders, Syndromes, Characteristics of people with ASD

    Sensory sensitivities, nutrition, sleep, physical exercise

    Causes of ASDs (interdisciplinary approach)

    Assessment of ADHD (purpose, stages), Diagnostic criteria (DSM IV, 5),

    The differential diagnosis,
    The role of the teacher, the parent, the specialist scientific staff in the assessment and differential diagnosis
    Diagnostic tools and means (tests, scales, systematic observation, developmental milestones, early detection, etc.)
    Communication Techniques, alternative communication systems, devices, software. Standardized Greek Dictionary using Assistive Technology tools
    Semantic and Pragmatic development
    Techniques, programs, interventions,
    Teaching principles, teaching methodology, pedagogical approaches for people with autism
    Management of behavioral problems (self-injury, anger outbursts, aggression, stereotyping, etc.). Adaptations that favor adaptability
    Analytical Curriculum, Pedagogical principles, Teaching objectives, Cognitive objects, creation of an intervention program
    Teaching subjects such as Language, Mathematics, Play, Social Skills, Communication, Self-Service,
    Visual arts, IT, customized Physical Education and more
    Educational inclusion of students with SEN (from theory to practice)
    Inclusive Policy, Contemporary trends in Greece and internationally
    Early intervention and preschool education programs, Counseling and parent training
    Social and professional inclusion programs for adolescents and adults with autism
    Issues of gender equality and anti-discrimination, sexual orientation
    Individual interventions and programs, the role of the teacher
    School and family cooperation
    Theory of Mind and Social Skills:
    Targeted interventions
    The role of Technology in the cultivation of skills of people with developmental disorders, autism
    The role of Technology in differentiated teaching and in the adaptation of teaching objectives and teaching material to different academic subjects of the curriculum.

     

    • PRACTICUM I
      (ΕΑ0702)

    Type
    COMPULSORY

    Department Abbreviation
    ESP

    Department
    DEPARTMENT OF EDUCATIONAL AND SOCIAL POLICY

    Course Outlines

    The course includes the following topics:

    • Assessment of a child with special needs
    • Organization and implementation of an individualized program
    • Evaluation of the program
    • PRACTICUM II
      (ΕΑ0803)

    Type
    COMPULSORY

    Department Abbreviation
    ESP

    Department
    DEPARTMENT OF EDUCATIONAL AND SOCIAL POLICY

    Course Outlines

    Occupation of the students in the co-operating organizations regularly twice a week during February, March, April and May- organization of a program of educational interference to adults or participation in the plan, application and evaluation  of a  relative program - weekly feedback meetings- composition of a final report.

    • TEACHING INTERVENTION IN AUTISM IN FORMAL AND NON-FORMAL LEARNING ENVIROMENTAL
      (ΕΑ0506-4)

    Type
    ELECTIVE

    Department Abbreviation
    ESP

    Department
    DEPARTMENT OF EDUCATIONAL AND SOCIAL POLICY

    Course Outlines

    COURSE OUTLINE

    (1)      GENERAL

    COURSE CODE

    ΕΑ0506-4

    SEMESTER

    7

    COURSE TITLE

    TEACHING INTERVENTIONS IN AUTISM IN FORMAL AND NON-FORMAL LEARNING ENVIRONMENTS

    INDEPENDENT TEACHING ACTIVITIES

    If credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits.

    WEEKLY

    TEACHING

    HOURS

    CREDITS

     

    3

    4

     

     

     

     

     

     

    Add rows if necessary.  The organization of teaching and the teaching methods used are described in detail at (d).

     

     

    COURSE TYPE

    general background, special background, specialized general knowledge, skills development

    special background

    PREREQUISITE COURSES:

     

    LANGUAGE OF INSTITUTION and EXAMINATIONS

    GREEK

    IS THE COURSE OFFERED TO ERASMUS STUDENTS

    YES

     

    COURSE WEBSITE (URL)

    https://www.uom.gr/assets/site/public/nodes/1775/18549-pps20232024last.pdf

     

    https://www.uom.gr/csyriop#undefined1

     

               

     

    (2)    LEARNING OUTCOMES

    Learning outcomes

    The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

    Consult Appendix A

    • Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area
    • Description for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong and Appendix B
    • Guidelines for writing Learning Outcomes
    Upon successful completion of the course, the following outcomes are expected on the course descriptors:
    Knowledge: Students are expected to have trained, studied and acquired knowledge on issues related to differentiated teaching and inclusive policy for people with pervasive developmental disorders, autism. Adaptations to subjects and accessibility in preschool, primary, secondary and tertiary education. Students are expected to have been trained in the methodology and techniques of education, training in physical and virtual learning environments for people with developmental disorders, autism. In the creation and management of formal, non-formal and informal learning pathways in the different developmental stages in International Practice and in alternative programs of different countries and cultural contexts, in the role of art and technology in the cultivation of skills and in the education of people with autism and other developmental disorders. Also trained in education, training and skill building in professional settings for people with Pervasive Developmental Disorders and other developmental disorders with a range of abilities (from low to high functioning individuals). In "friendly environments" for people with ASD at the various levels of education from pre-school to high school. In the training and support of these individuals at various ages. In the various types of self-education activities, such as self-education with printed material or via the Internet or using technology media, various educational infrastructures. Acquisition of knowledge, skills and abilities through experiential, experiential learning (adapted to individual characteristics and intra-individual differences). Utilization of Artificial Intelligence (AI) in the acquisition of skills and experience, in independent living, life skills and lifelong learning of people with ASD, autism, Gender Awareness and equality. Dealing with harassment and discrimination Dealing with sexistic language and gender stereotypes in the social environment (school, work, community etc). Students are expected to have been educated, studied and acquired knowledge in matters related to the utilization of free time, creative time and improving the quality of life, indoor, outdoor and remote creative activities for the cultivation of cognitive, social and self-care skills of people with ASD and other developmental disorders by utilizing tools of assistive technology. Also, to have been trained in issues about the role of parents, siblings and other family members from early intervention, lifelong to support and inclusion of people with autism and other developmental disorders, the development of forms of creative collaboration using play, serious games, STEAM, STEM, SAR, AI, etc. for, community life for people with autism and other developmental disorders with the use of assistive technology media, in communication with the use of technology media. The use of a standardized Lexikon with the use of assistive technology to strengthen the communication of children with ASD, finally, to strengthen the skills of independent living, creative thinking and professional inclusion of young people and teenagers with ASD through the use of assistive technology means (use of the Panda robot ) (https://labautism.uom.gr/).

    General Competences

    Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

    Search for, analysis and synthesis of data and information, with the use of the necessary technology

    Adapting to new situations

    Decision – making

    Working independently

    Team work

    Working in an international environment

    Working in an interdisciplinary environment

    Production of new research ideas

    Project planning and management

    Respect for difference and multiculturalism

    Respect for the natural environment

    Showing social, professional and ethical responsibility and sensitivity to gender issues

    Criticism and self-criticism

    Production of free, creative and inductive thinking

    …..

    Others…

    …..

    Skills: Students are expected to acquire skills, research the literature, current studies, interventions, programs developed and implemented (in their theoretical and practical dimensions) in formal, non-formal and informal learning environments, engage, collaborate . It is expected that they become familiar with the means of modern technology, the way they can utilize them to achieve differentiated teaching in the physical environment (e.g. in the classroom) but also in distance teaching methods. They will become familiar with the use of software in special education and in the education of people with autism and other (neuro)developmental and cognitive disorders. They are also expected to have visited agencies, come into contact with professionals and parents in the field of education and care for people with autism and other developmental disorders in order to learn, gain experience, to become familiar with the requirements of the future profession, the necessary knowledge and information of the work object and environment and to acquire skills for their future professional role, to acquire flexibility, the ability to manage extraordinary, unpredictable, demanding situations, and the possibilities for social contribution to sustainable development as well as being able to monitor social and technological developments and be able to offer in different fields (e.g. evaluation, intervention, rehabilitation, counseling and support etc.) but also to collaborate with the specialist scientists.

    Students will be capable to adapt in new, to decision- making, working independently, team work, working in an international environment, working in an interdisciplinary environment, production of new research ideas. Also, they will be able to project planning and management, respect for difference and multiculturalism, respect for the natural environment, showing social, professional and ethical responsibility and sensitivity to gender issues, criticism and self-criticism, production of free, creative and inductive thinking.

    Competencies: Students will acquire knowledge, skills, abilities, experience. They will cultivate professional characteristics to meet the demands of the different work environments they will work in e.g. special school, integration department, as parallel support teachers, in KEDASY, in educational planning and management agencies. They will gain skills to guide parents of individuals with autism spectrum disorders and other developmental disorders. They will become familiar with technology tools suitable for the education and support of people with pervasive developmental disorders, autism so that they can manage their special communicative, social, emotional, behavioral and cognitive characteristics.

     

    (3)    SYLLABUS

    Course Content                                                
    The aim of the course is to study teaching interventions in formal and non-formal environments for people with developmental disorders on the autism spectrum. To be able to make use of programs with differentiated teaching and to make adjustments to the subjects of pre-school, primary, secondary and tertiary education in order to address the individual needs of the learners, which manifest themselves in a spectrum and show intra-individual differences. Non-formal education is about learning that takes place through planned activities in relation to learning objectives and learning time and in which there is some form of learning support. It can cover work-related skills programmes, literacy for teenagers and/or adults with developmental disorders, autism and basic education for early school leavers. Informal learning is considered to be learning activities that take place outside of an organized educational context, throughout a person's life, in the context of free time or professional, social and cultural activities. It includes all kinds of self-education activities, such as self-education with printed material or via the Internet or using a computer or various educational infrastructures, as well as the knowledge, skills and abilities that the person acquires from professional experience. The aim of the course is for students to acquire skills and knowledge for differentiated teaching in formal, non-formal and informal environments for people with developmental disorders on the autism spectrum in order to increase their accessibility at different levels of education, different stages of age development up to social and their professional inclusion and their independent and creative living.
     
    The Thematic modules included are:

    Early intervention. Ecosystem Consulting Approach

    Family and Inclusion of infants, children and adolescents with autism

    Parent Education

    Inclusive policy for people with pervasive developmental disorders, autism. Differentiated teaching Adaptations to subjects. "Friendly Environments" for people with ASD in preschool, primary, secondary and tertiary education.

     Physical and virtual learning environments for people with (neuro)developmental disorders, autism. Formal, Non-formal and informal learning path in the various developmental stages. International Practice and alternative programs of various countries and cultural contexts

    Art and Technology in Skill Development and Education for People with Autism and Other Developmental Disorders
    Education of people with autism and other developmental disorders in alternative educational environments (such as Museums, Art Galleries, Cultural Centers, Sport Centers, Creative Employment Centers (CEDs)) etc. The role of Technology as an aid to the education of people with ASD in alternative environments
    Cognitive and metacognitive abilities
    Education, Training and Skills Development in professional settings for people with ASD and other developmental disorders with a range of abilities (from low-functioning to high-functioning). Training and support of these people at various ages
    Various types of self-education activities, such as self-education with printed materials or through the Internet or using the means of Technology, The role of Artificial Intelligence (AI). Variety of educational infrastructure. Acquisition of Knowledge, skills and abilities through experiential, experiential learning (adapted to individual characteristics and intra-individual differences)
    Utilization of Artificial Intelligence and Technology media in the acquisition of skills and experience. Creating IT tools in education
    Independent Living, Life Skills and Lifelong Learning for People with Pervasive Developmental Disorders, Autism
    Awareness of Social Gender and equality. Addressing harassment and discrimination
    Dealing with sexist language and gender stereotypes in the social environment (school, work, community, etc.)
    Leisure Time, Creative Time and Quality of Life ((indoor, outdoor and remote activities) for the cultivation of Cognitive, Social and Self-Care Skills in People with Autism Spectrum Disorders and other (neuro)developmental disorders using assistive technology
    The Role of Parents, Siblings and Other Family Members from Early Intervention, Lifelong Support and Inclusion of People with Autism and Other Developmental Disorders. Development of forms of creative collaboration (using the play, game, serious games,  STEAM, STEM, SAR, AI etc)
    Community Living for people with autism and other developmental disorders using assistive technology
    Communication with the use of technological tools: Application of a Standardized Greek dictionary using tools of  assistive technology to enhance the communication of children with Autism Spectrum Disorder
    Enhancing Independent Living Skills, Creative Thinking and Vocational Inclusion of Youth and Adolescents with Autism Spectrum Disorder through the Use of Assistive Technology Media (using the Panda robot)

     

     

    Publications


    • Books (17 records)

    Περιλαμβάνει Βιβλία ή/και μονογραφίες σε διεθνείς ή ελληνικούς εκδοτικούς οίκους. Κεφάλαια ή άρθρα συλλογικών τόμων ή επιμέλεια τόμων σε διεθνείς ή ελληνικούς εκδοτικούς οίκους.

      2024

      • Συριοπούλου- Δελλή, Χ. (2024) επιστ. επιμέλεια Τεχνολογία για την Εκπαίδευση Ατόμων με Αναπτυξιακές Διαταραχές και Αυτισμό σε Τυπικά, μη Τυπικά και Άτυπα Περιβάλλοντα Μάθησης. Αθήνα, εκδ. Γρηγόρη. ISBN 978-960-612-533-1

      2021

      • Syriopoulou Delli, C., Folostina, R. (2021). Interventions for Improving Adaptive Behaviors in Children With Autism Spectrum Disorders, USA, IGI Plc
      • Συριοπούλου Δελλή, Χ. (2021) Παράλληλη στήριξη με την αξιοποίηση μέσων Τεχνολογίας για άτομα με Διαταραχές Φάσματος Αυτισμού Αθήνα εκδόσεις: Γρηγόρη ISBN:978-960-612-343-6
      • Syriopoulou Delli, C., Folostina, R. (2021). Interventions for Improving Adaptive Behaviors in Children With Autism Spectrum Disorders, USA, IGI Plc

      2020

      • Συριοπούλου Δελλή, Χ., Assistive Technology for the Education and Vocational Training of People with Autism Spectrum Disorders. Athens, Gutenberg Plc. Υποστηρικτική Τεχνολογία για την Εκπαίδευση και την Επαγγελματική Κατάρτιση Ατόμων με Διαταραχές στο Φάσμα του Αυτισμού. Αθήνα, εκδ Gutenberg, ISBN 978-960-01-2146-9
      • Συριοπούλου Δελλή, Χ., Early Intervention and Counseling Families of Toddlers and Children with Autism Spectrum Disorders. Athens, Gutenberg Plc., Πρώιμη Παρέμβαση και Συμβουλευτική της Οικογένειας νηπίων και παιδιών με Διαταραχές στο Φάσμα του Αυτισμού. Αθήνα, εκδ Gutenberg ISBN 978-960-01-2145-2

      2017

      • Συριοπούλου Δελλή, Χ. (2017) Εκτίμηση του άγχους σε μαθητές με αυτισμό και προτάσεις για σχεδιασμό ψυχοπαιδαγωγικής παρέμβασης για την υποστήριξη της ένταξής τους στο χώρο του γενικού ή του ειδικού σχολείου (Postdoc Εκπαίδευση Ατόμων με Αυτισμό)(Μεταδιδακτορικό: Πολυχρονοπούλου, Σ. Κολαϊτης, Γ., Αντωνίου, Σ.Α)

      2016

      • Συριοπούλου Δελλή, Χ. (2016). Εκπαίδευση και Ειδική Αγωγή Ατόμων με Διαταραχή Φάσματος Αυτισμού Θεσ/νικη εκδ. Παν/μιου Μακεδονίας
      • Συριοπούλου Δελλή, Χ. (2016). Η Συμβουλευτική Ψυχολογία στην Εδική Αγωγή: Ερευνώντας τα σύγχρονα δεδομένα Θεσ/νικη εκδ. Παν/μιου Μακεδονίας

      2013

      • Συριοπούλου –Δελλή, Χ., Κασίμος, Δ. (2013). Επικοινωνία και Εκπαίδευση Ατόμων με Διάχυτες Αναπτυξιακές Διαταραχές/ Αυτισμό. Θεσσαλονίκη: εκδόσεις Πανεπιστημίου Μακεδονίας.

      2011

      • Συριοπούλου, Χ., Κασίμος Δ., Τσίκουλας, Ι., (2011) Προσχολική Εκπαίδευση και πρώιμη παιδαγωγική παρέμβαση σε σχέση με τα χαρακτηριστκά των γονέων των παιδιών με αυτισμό ή άλλες διάχυτες αναπτυξιακές διαταραχές στο Έρευνα και Εκπαιδευτική Πράξη στην Ειδική Αγωγή, τόμος ΙΙ, επιμ. Παπάνης, Ε., Γιαβρίμης, Π. Αγνή, Β. Θεσσαλονίκη: εκδόσεις Αφοι Κυριακίδη ΑΕ. ISBN: 978-960-467-288-2, σσ187-198.
      • Αθανασιάδης, Η., Συριοπούλου, Χ. (2011) Φυσιογνωμία των Εκπαιδευτικών Ειδικής Αγωγής στο Δια Βίου Μάθηση και Εκπαιδευτές Ενηλίκων. Θεωρητικές και Εμπειρικές Προσεγγίσεις, επιμ. Παπασταμάτης, Α., Βαλκάνος, Ε., Πανιτσίδου, Ε., Ζαρίφης, Γ. Θεσσαλονίκη: εκδόσεις Πανεπιστημίου Μακεδονίας, σς. 299-317.
      • Συριοπούλου -Δελλή, Χ. (2011). Διάχυτες Αναπτυξιακές Διαταραχές: Ψυχολογία - Παιδαγωγική –Κοινωνιολογία. Αθήνα: εκδόσεις Γρηγόρη.

      2010

      • Συριοπούλου, Χ. (2010) Εκπαιδευτική πολιτική με αναφορές στο αναλυτικό πρόγραμμα για παιδιά με διάχυτες αναπτυξιακές διαταραχές στην Ελλάδα στο Έρευνα και Εκπαιδευτική Πράξη στην Ειδική Αγωγή, επιμ. Παπάνης, Ε., Γιαβρίμης, Π., Βίκη Αγνή. Αθήνα: εκδόσεις Σιδέρη, σς 627-655.

      2005

      • Συριοπούλου -Δελλή, Χ. (2005). Η Συμβουλευτική Ψυχολογία στην Ειδική Αγωγή. Αθήνα: εκδόσεις Γρηγόρη.

      2003

      • Συριοπούλου -Δελλή, Χ. (2003). Η Παιδεία στη Μετανεωτερική Εποχή. Η Περίπτωση της Ειδικής Αγωγής. Αθήνα: εκδόσεις Γρηγόρη.

      1992

      • Συριοπούλου, Χ. (1992) Συνεργασία στο σχολείο κατά ομάδες. Παιδαγωγική Ψυχολογική Εγκυκλοπαίδεια - Λεξικό. Αθήνα: εκδόσεις Ελληνικά Γράμματα, (8):.4570-4572.
      • Scientific Journals (80 records)

      Περιλαμβάνει Άρθρα σε διεθνή ή ελληνικά επιστημονικά περιοδικά (με κριτές).

        2024

        • Syriopoulou- Delli, C., Gkiolnta, E., Sarri, K, Filiou, A. Ei., Papaefstathiou, E. (2024). Artificial Intelligence for children with autism and other developmental disorders DOI: 10.1063/5.0234721

          View Publication

        • Syriopoulou- Deli, C., Gkiolnta, E., Sarri, K., Filiou, A. E., Papaefstathiou, E. (2024) Artificial Intelligence for children with autism and other developmental disorders https://www.interconf-etltc.net/program 23-25/1/2024 ETLTC-ICETM University of Aizu, Japan https://www.interconf-etltc.net/etltc2024

          View Publication

        • Syriopoulou-Delli, C., Sarri, K., Papaefstathiou, E., Filiou, A.-E.; Gkiolnta, E. Educational Programs Supporting Higher Education Individuals with Autism Spectrum Disorder: A Systematic Literature Review. Trends High. Educ. 2024, 3, 710–724.

          View Publication

        2023

        • Syriopoulou- Delli, C., Gkiolnta, E. (2023). Standardization of meanings in autistic communication: possibilities & limitations. Chapter in The Palgrave Encyclopedia of Disability, Springer Nature
        • Kollias, K.F., Syriopoulou- Delli, C., Sarigiannidis, P., Fragulis, G. (2023) Implementation of Machine Learning on Eye-tracking data for Autism Spectrum Disorder detection in High-Functioning Adults, Journal IEEE ACCESS https://ieeexplore.ieee.org/document/9837653

          View Publication

        • Syriopoulou- Delli, C. (2023) GUEST EDITOR: Quality of life in people with intellectual and developmental disability, autism: advances in practice and research Quality of life in people with intellectual and developmental disability, autism: advances in practice and research International Journal of Developmental Disabilities https://www.tandfonline.com/doi/full/10.1080/20473869.2023.2205287?scroll=top&needAccess=true&role=tab&aria-labelledby=full-article

          View Publication

        • Bitsika, V., Elmose, M., Mertika, A., Sharpley, C., Ladopoulou, K., Kampakos, C., Syriopoulou-Delli, C., (2023) Occurrence and correlates of anxiety and depression in carers of autistic children across three nations International Journal of Developmental Disabilities 69(3):362-370 DOI: 10.1080/20473869.2023.2196469

          View Publication

        • Folostina, R., Iacob, C., Syriopoulou-Delli, C. (2023) Physical activity, sedentary behaviour and quality of life in children with autism: insights from Romania and Greece. International Journal of Developmental Disabilities 69(3):432-441 DOI: 10.1080/20473869.2023.2204574

          View Publication

        • Gkiolnta, E., Zygopoulou, M., Syriopoulou-Delli, C. (2023) Robot programming for a child with Autism spectrum Disorder: A pilot study. International Journal of Developmental Disabilities https://doi.org/10.1080/20473869.2023.2194568

          View Publication

        • Syriopoulou- Delli, C., Sarri, K. (2023) Vocational Rehabilitation of Adolescents and Young Adults with Autism Spectrum Disorder: A Review International Journal of Developmental Disabilities DOI: 10.1080/20473869.2023.2208898

          View Publication

        2022

        • Syriopoulou- Delli, C. Filiou, A. E. (2022) A systematic review of dysfunctional thoughts, feelings and phobias of children and adolescents with autism. Solutions and therapeutic methods International Journal of Developmental Disabilities DOI: 10.1080/20473869.2022.2134962

          View Publication

        • Gkiolnta, E. Syriopoulou,- Delli, C. (2022) Educational robots for children with autism spectrum disorders International Journal of Entertainment Technology and Management 1(4):328-338 DOI: 10.1504/IJENTTM.2022.10054763

          View Publication

        • Sarri, Κ. Syriopoulou- Delli, C., Gkiolnta, E., Zygopoulou, M. (2022). The Application of Virtual Reality for Vocational Skills of Individuals with Autism Spectrum Disorder: A Systematic Review Vol. 5 No. 1 (2022): Eximia Science p581-595 https://eximiajournal.com/index.php/eximia/article/view/179

          View Publication

        • Ruxandra Folostina 1 , Cristina Dumitru 2 , Claudia Iuliana Iacob 1,* and Christine K. Syriopoulou-Delli, Mapping Knowledge and Training Needs in Teachers Working with Students with Autism Spectrum Disorder: A Comparative Cross-Sectional Investigation Sustainability 14(5), 2986; https://doi.org/10.3390/su14052986 https://www.mdpi.com/2071-1050/14/5/2986

          View Publication

        • Sarri, Κ. Syriopoulou- Delli, C., Gkiolnta, E., Zygopoulou, M. (2022). The Application of Virtual Reality for Vocational Skills of Individuals with Autism Spectrum Disorder: A Systematic Review Vol. 5 No. 1 (2022): Eximia Science pp581-595 https://eximiajournal.com/index.php/eximia/article/view/179

          View Publication

        2021

        • Syriopoulou- Delli, C., Gkiolnta, E. (2021) Robotics and Inclusion of Students with Disabilities in Special Education Journal Research, Society and Development 10(9): DOI: 10.33448/rsd-v10i9.18238

          View Publication

        • Syriopoulou- Delli, C., Stefani, A. (2021) Applications of Assistive Technology in Skills Development for People with Autism Spectrum Disorder: A Systematic Review Research, Society and Development 10(11) DOI: http://dx.doi.org/10.33448/rsd-v10i11.19690

          View Publication

        • Syriopoulou- Delli, C , Zygopoulou, M (2021) Robot Enhanced Interventions and Repetitive and Stereotyped Behaviors in Children with Autism Spectrum Disorder. A Scoping Review Research, Society and Development 10 (11) DOI: https://doi.org/10.33448/rsd-v10i11.20269

          View Publication

        • Kollias, K. F., Syriopoulou-Delli, C., Sarigiannidis, P. , and Fragulis, G. (2021). The contribution of Machine Learning and Eye-tracking technology in Autism Spectrum Disorder research: A Review Study Electronics Journal MDPI MDPI10(23), 2982; https://doi.org/10.3390/electronics10232982 (2021).

          View Publication

        • Zygopoulou, M., Gkiolnta, E., Papaefstathiou, E., Sarri, K., Syriopoulou-Delli, C.(2021) Interventions to Support Parents of Pre-school Children with Autism Spectrum Disorders: a Systematic Review Research, Society and Development 10 (14) DOI: https://doi.org/10.33448/rsd-v10i14.21932

          View Publication

        • Papaefstathiou, E., Zygopoulou, M., Gkiolnta, E., Sarri, K. Syriopoulou-Delli, C. (2021) Early Intervention Programs for Toddlers with Autism Spectrum Disorder: A Systematic Review, Research, Society and Development 10 (15) DOI: https://doi.org/10.33448/rsd-v10i14.21935

          View Publication

        • Sarri,K., Syriopoulou- Delli, C. (2021) Robotics for enhancing independent living skills in adolescents and young adults with autism spectrum disorder: a systematic review Research, Society and Development 10 (15) https://www.researchgate.net/deref/http%3A%2F%2Fdx.doi.org%2F10.33448%2Frsd-v10i15.22745

          View Publication

        • Sarri, K., Gkiolnta, E., Zygopoulou, M., Filiou, A, E., Syriopoulou- Deli, C. (2021) Development of a new Robot and Design of a 4Axes Intervention Program, Research, Society and Development v. 10, n. 16, e218101623763, 2021 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v10i16.23763 1 https://www.researchgate.net/publication/356457689_Development_of_a_new_Robot_and_Design_of_a_4Axes_Intervention_Program [accessed Jan 11 2022] (2021)

          View Publication

        • Ruxandra Folostina 1 , Cristina Dumitru 2 , Claudia Iuliana Iacob 1,* and Christine K. Syriopoulou-Delli Mapping Knowledge and Training Needs in Teachers Working with Students with Autism Spectrum Disorder: A Comparative Cross-Sectional Investigation Sustainability 14(5), 2986; https://doi.org/10.3390/su14052986 https://www.mdpi.com/2071-1050/14/5/2986

          View Publication

        • Syriopoulou- Delli, C., Gkiolnta, E. (2021) Robotics and Inclusion of Students with Disabilities in Special Education
        • Syriopoulou- Delli, C., Deres, I,Drigas, A. (2021) Intervention Program using a Robot for children with Autism Spectrum Disorder Journal Research, Society and Development 10, (4)
        • Συριοπούλου Δελλή Χ., Καραλή, Κ. (2021) Επαγγελματική Κατάρτιση με τη χρήση Νέων Τεχνολογιών για άτομα με Διαταραχή Φάσματος Αυτισμού (ΔΦΑ) Θέματα Ειδικής Αγωγής Τ. 3, 3-24
        • Συριοπούλου, Χ, Πάσουλα, Ε (2021) Προσεγγίζοντας τον αυτισμό υψηλής λειτουργικότητας στη μέση και γηραιά ηλικία, Επιστήμες Αγωγής Τ2 σελ 161-176 http://ediamme.edc.uoc.gr/index.php?id=241,0,0,1,0,0

          View Publication

        • Syriopoulou- Delli, C., Sarri, K. (2021) Video-Based Instruction in enhancing Functional Living Skills of adolescents and young adults with Autism Spectrum Disorder: A review. DOI: 10.1080/20473869.2021.1900504. International Journal of Developmental Disabilities. https://www.tandfonline.com/eprint/DVRTIGR33AZVGGI2HASW/full?target=10.1080/20473869.2021.1900504

          View Publication

        • Syriopoulou Delli, C., Gkiolnta, E. (2021) "Effectiveness of different types of Augmentative and Alternative Communication (AAC) in improving communication skills and in enhancing the vocabulary of children with ASD: A review" Review Journal of Autism and Developmental Disorders DOI 10.1007/s40489-021-00269-4

          View Publication

        2020

        • Συριοπούλου Δελλή Χ., Στεφανή , Α (2020) Εφαρμογές Υποστηρικτικής Τεχνολογίας και Ανάπτυξης Δεξιοτήτων σε Άτομα με Διαταραχή στο Φάσμα του Αυτισμού Θέματα Ειδικής Αγωγής Τ 91 σ.3-24

        2019

        • Συριοπούλου, Χ. Γκιόλντα, Ε. (2019) Ο ρόλος της Τεχνολογίας στην Ανάπτυξη Κοινωνικών Δεξιοτήτων σε Μαθητές με Διαταραχή στο Φάσμα του Αυτισμού ΠΑΙΔΙΑΤΡΙΚΗ 2(3) 238-249.

          View Publication

        • Συριοπούλου, Χ. Αντωνίου, Α.Σ., Κυραγιάννη, Π (2019) Αξιολόγηση Αισθητηριακής Εξέλιξης παιδιών με Αυτισμό με βάση τον δείκτη Cramér's V, Θέματα Ειδικής Αγωγής Τ.87 , 92-104
        • Συριοπούλου, Χ. (2019). Επαγγελματική Κατάρτιση στις Προσεγγίσεις Επικοινωνίας και εκπαίδευσης Ατόμων με Διαταραχή στο Φάσμα του Αυτισμού. Θέματα Ειδικής Αγωγής, Τ.87, 44-51
        • Συριοπούλου, Χ. Αντωνίου, Α.Σ, Αφθίνου, Μ. (2019) Οι Αντιλήψεις & οι Γνώσεις των Εκπαιδευτικών της Π.Ε. Γενικής και Ειδικής Αγωγής σχετικά με την Συνεκπαίδευση Μαθητών με Αυτισμό. Θέματα Ειδικής Αγωγής, Τ.88
        • Syriopoulou Delli, C., Gkiolnta, E. (2019) Review of Assistive Technology in the training of Children with Autism Spectrum Disorders. International Journal of developmental Disabilities

          View Publication

        • Συριοπούλου Δελλή, Χ., Λόη, Κ. (2019). Η Ψυχοκοινωνική Προσαρμογή των Αδελφών και των Γονέων των Παιδιών με Διαταραχή Φάσματος Αυτισμού: Ανασκόπηση Ευρημάτων. Θέματα Ειδικής Αγωγής, τεύχος 86
        • Συριοπούλου Δελλή, Χ., Χεζάνογλου, Δ. (2019). Εμπειρίες και Απόψεις Εκπαιδευτικών Γενικής και Ειδικής Αγωγής Σχετικά με τη Σεξουαλική Συμπεριφορά και Διαπαιδαγώγηση μαθητών με Διαταραχή Αυτιστικού Φάσματος. Θέματα Ειδικής Αγωγής, τεύχος 86
        • Καναβέλη, Ε., Συριοπούλου Δελλή, Χ. (2019). Οι αναπαραστάσεις της Διαταραχής Αυτιστικού Φάσματος στον Κινηματογράφο. Νέα Παιδεία Τ.175
        • Syriopoulou, C., Polychronopoulou, S., Kolaitis, G., Antoniou, A.S. (2019) Review on Assessment of Anxiety Symptoms of Individuals with Αutism Spectrum Disorders. Journal of Educational and Developmental Psychology 9(2)

          View Publication

        • Syriopoulou, C., Polychronopoulou, S., Kolaitis, G., Antoniou, A.S. (2019) Parents' perceptions on anxiety symptoms in children with Autism Spectrum Disorder. Journal of Educational and Developmental Psychology 9(2)

          View Publication

        • Syriopoulou- Delli, Papaefstathiou, E. (2019) Review of cluster analysis of phenotypic data in Autism Spectrum Disorders: distinct subtypes or a severity gradient model? International Journal of Developmental Disabilities https://doi.org/10.1080/20473869.2018.1542561. Received 20 May 2018, Accepted 26 Oct 2018, Published online: 15 Jan 2019

          View Publication

        • Fachantidis, N., Syriopoulou-Delli, C., Vezyrtzis, I., Zygopoulou, M. (2019 Beneficial effects of a robot-mediated class activities on a child with ASD and his typical classmates International Journal of Developmental Disabilities DOI: 10.1080/20473869.2019.1565725

        2018

        • Syriopoulou Delli, CK., Polychronopoulou, S., Kolaitis, G., Antoniou, A.S. (2018) Views of Teachers on Anxiety Symptoms in Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders 1-17 . doi.org/10.1007/s10803-018-3752-1

          View Publication

        • Fachantidis, Ν., Syriopoulou-Delli, C. & Zygopoulou, M. (2018). Τhe effectiveness of socially assistive robotics in children with ASD. International Journal of Developmental Disorders, 64 https://doi.org/10.1080/20473869.2018.1495391

          View Publication

        • Syriopoulou Delli, C., Polychronopoulou, S., Kolaitis, G., Antoniou, A. S (2018) Review of interventions for the management of anxiety symptoms in children with ASD. Neuroscience & Biobehavioral Review, https://doi.org/10.1016/j.neubiorev.2018.10.023

          View Publication

        • Συριοπούλου, Χ. Ταραρά, Ε. (2018) Η διερεύνηση της αυτό-αποτελεσματικότητας, του άγχους και της επαγγελματικής εξουθένωσης των εκπαιδευτικών ατόμων με Διαταραχή Φάσματος Αυτισμού, Νέα Παιδεία Τ.167

        2017

        • Φαχαντίδης, Ν., Συριοπούλου, Χ., Ζυγοπούλου, Μ. (2017). Εκπαιδευτική χρήση της ρομποτικής οντότητας σε παιδιά σχολικής ηλικίας με διαταραχή στο φάσμα του αυτισμού για την ανάπτυξη κοινωνικών δεξιοτήτων: Πιλοτική Περιγραφική Μελέτη. Δελτίο Α' Παιδιατρικής Κλινικής Πανεπιστημίου Αθηνών Τ.2
        • Syriopoulou, C., Polychronopoulou, S. (2017) Organisation and management of the ways in which teachers and parents with children with ASD communicate and collaborate with each other.International Journal of Developmental Disabilities DOI: 10.1080/20473869.2017.1359355

        2016

        • Syriopoulou- Delli, C., Varveris, A., Geronda, A (2016) Application of the Theory of Mind, Theory of Executive Functions and Weak Central Coherence Theory to Individuals with ASD Journal of Educational and Developmental Psychology 7(1):102 DOI: 10.5539/jedp.v7n1p102
        • Syriopoulou- Delli, C., Simos, G., Griogoriadis, A. (2016). Sleep Problems in Children with Autism Spectrum Disorders. Journal of Educational and Developmental Psychology 7(1):1 DOI: 10.5539/jedp.v7n1p1
        • Syriopoulou- Delli, C., Papavassiliou Alexiou, I., Karampilia D. (2016). Review on Vocational Training and Employment of Individuals with Autism Spectrum Disorder. Journal of Educational and Developmental Psychology 6 (2).
        • Syriopoulou- Delli,C., Agaliotis, I., Papaefstathiou, E. (2016). Social skills of children with Autism Spectrum Disorders. International Journal of Developmental Disabilities doi.org/10.1080/20473869.2016.1219101.
        • Syriopoulou- Delli, C., Cassimos, D., Polychronopoulou, S. (2016) Collaboration between teachers and parents of children with ASD on issues of education. Research in Developmental Disabilities 55; 330-345

        2015

        • Γρηγοριάδης, Α., Συριοπούλου Δελλή, Χ., Σίμος, Γ. (2015) Διαταραχές Ύπνου σε παιδιά με διαταραχές Φάσματος Αυτισμού. Δελτίο Α' Παιδιατρικής Κλινικής Πανεπιστημίου Αθηνών 65(4), 49 -59.
        • Βαρβέρης, Α., Συριοπούλου Δελλή, Χ. Γέροντα, Α. (2015) Η ανάπτυξη της θεωρίας του Νου σε άτομα με ΔΑΦ. Πιλοτική μελέτη. Δελτίο Α' Παιδιατρικής Κλινικής Πανεπιστημίου Αθηνών 65(4), 38-48.
        • Δημητριάδου, Α., Συριοπούλου, Χ. (2015) Σχολικός Εκφοβισμός σε παιδιά με Διαταραχή Αυτιστικού Φάσματος. Παιδαγωγική Επιθεώρηση, Τ.60.
        • Σέχα,Β., Συριοπούλου, Χ. (2015) Η Διατροφή των παιδιών με Διαταραχή Αυτιστικού Φάσματος. Θέματα Ειδικής Αγωγής Τ.72.
        • Παπαδοπούλου, Ι , Συριοπούλου, Χ. (2015) Η Φυσική δραστηριότητα και ο αθλητισμός στη ζωή των παιδιών με Διαταραχή Αυτιστικού Φάσματος. Νέα Παιδεία τ.157
        • Συριοπούλου, Χ., Κασίμος, Δ., Τσίκουλας, Ι. (2015) Χαρακτηριστικά και Κριτήρια Αξιολόγησης Παιδιών με Διαταραχή Αυτιστικού Φάσματος. Θέματα Εδικής Αγωγής T. 69: 29-36.
        • Σιδηροπούλου, Α. Συριοπούλου Δελλή, Χ. (2015). Το θεατρικό Παιχνίδι στην Εκπαίδευση των παιδιών με Διαταραχή Αυτιστικού Φάσματος. Νέα Παιδεία 154, 31-44
        • Cassimos, D., Syriopoulou, C., Tripsianis, Gr., Tsikoulas, I. (2015) Perinatal and Parental Risk Factors in an Epidemiological study of Children with Autism Spectrum Disorders in Greece. International Journal of Developmental Disabilities, DOI: 10.1179/2047387715Y.0000000004 (on-line)
        • Cassimos, D., Polychronopoulou, St., Tripsianis, Gr., Syriopoulou Delli, C. (2015) Views and attitudes of teachers on the educational integration of students with Autism Spectrum Disorders. Developmental Neurorehabilitation 18 (4): 241-251.DOI: 10.3109/17518423.2013.794870 .

        2012

        • Συριοπούλου, Χ. Κασίμος, Δ., Κοντόπουλος, Ε., Τσίκουλας, Ι. (2012) Συμβουλευτική και Υποστήριξη Γονέων Παιδιών με Διάχυτες Αναπτυξιακές Διαταραχές- Αυτισμό. Σύγχρονη Κοινωνία Εκπαίδευση και Ψυχική Υγεία 5:153-167.
        • Syriopoulou- Delli, C., Cassimos, D., Tripsianis, G., Polychronopoulou, S. (2012) Teachers’ Perceptions Regarding the Management of Children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders 42(5): 755-68.

        2011

        • Συριοπούλου, Χ. (2011) Eκπαιδευτική και κοινωνική πολιτική στην Ελλάδα για ταάτομα με αντικοινωνική συμπεριφορά, ψυχικές και διάχυτες αναπτυξιακές διαταραχές 1828-2009. Θέματα Ιστορίας της Εκπαίδευσης (9):146-164.
        • Συριοπούλου, Χ. (2011) Συνεκπαίδευση παιδιών με και χωρίς Διάχυτες ΑναπτυξιακέςΔιαταραχές στο Σχολείο. Παιδαγωγικά Ρεύματα Αιγαίου (5).
        • Συριοπούλου, Χ. (2011) Το μάθημα της γλώσσας σύμφωνα με το Αναλυτικό Πρόγραμμα Σπουδών σε μαθητές με αυτισμό. Νέα Παιδεία 137: 76-92.
        • Συριοπούλου, Χ., Κασίμος, Δ., Ζαφειρίου, Δ. (2011) Αναπτυξιακά Διαγνωστικά κριτήρια και μέσα αξιολόγησης του αυτισμού και άλλων διάχυτων αναπτυξιακών διαταραχών. Παιδιατρική Εταιρία Β. Ελλάδος 22(4): 357-363.
        • Syriopoulou, C. (2011) Systematic Observation of Children with Pervasive Developmental Disorders. Review of European Studies 3(1):54-59.

        2010

        • Syriopoulou, C. (2010) National curriculum and training for people with pervasive developmental disorders – autism in Greece, the role of educator. Interdisciplinary Journal of Contemporary Research in Business 2(2):.38-65.
        • Syriopoulou, C. (2010) A Historical Review of Educational Policy for Children with Pervasive Developmental Disorders, Behavior Difficulties and other Special Educational Needs in Greece. Review of European Studies. 2(1): 2-14.
        • Syriopoulou, C. (2010) Autism: Sociological Perspectives Interdisciplinary Journal of Contemporary Research in Business (2)1: 118-131.
        • Συριοπούλου, Χ. (2010) Εκπαιδευτικές αρχές και διδακτική μεθοδολογία για άτομα με διάχυτες αναπτυξιακές διαταραχές, ο ρόλος του εκπαιδευτικού. Επιστήμες Αγωγής 1:121-143.
        • Συριοπούλου, Χ. (2010) Κοινωνική πολιτική και επαγγελματική ένταξη ατόμων με διάχυτες αναπτυξιακές διαταραχές. Σύγχρονη Εκπαίδευση 161: σς139-159.
        • Συριοπούλου, Χ., Κασίμος, Δ. (2010) Αξιολόγηση και συστηματική παρατήρηση παιδιών με διάχυτες αναπτυξιακές διαταραχές. Παιδιατρική Εταιρία Β. Ελλάδος 22(2): 178-185.
        • Athanasiadis, I., Syriopoulou, C. (2010) Training and Motivations of special education teachers in Greece. Review of European Studies 2(1): 96-105.

        2009

        • Αθανασιάδης, Η., Συριοπούλου, Χ. (2009) Η στάση των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης απέναντι στην αξιολόγηση. Νέα Παιδεία 130:51-65.
        • Athanasiadis, I., Syriopoulou, C. (2009) Primary Education Teachers towards the Institution of Assessment: the case of Greece. Review of European Studies 1 (2): 124-132.
        • Συριοπούλου, Χ., Κασίμος, Δ. (2009) Ζητήματα Διάγνωσης και Αξιολόγησης παιδιών με διάχυτες αναπτυξιακές διαταραχές. Νέα Παιδιατρικά Χρονικά 9(1):42-50.
        • Conferences (70 records)

        Περιλαμβάνει Άρθρα σε δημοσιευμένα πρακτικά διεθνών ή ελληνικών συνεδρίων (με κριτές).

          2024

          • Συριοπούλου- Δελλή, Χ., Γκόλντα, Ε., Παπαευσταθίου, Ε., Σαρρή, Κ., Φίλιου, Α., Ε. (2024). Διερεύνηση των εκτελεστικών Λειτουργιών ατόμων με Διαταραχές στο Φάσμα του Αυτισμού. Τίτλος Συνεδρίου Τεχνολογία για την Εκπαίδευση Ατόμων με Αναπτυξιακές Διαταραχές Αυτισμό, σε Τυπικά, Μη Τυπικά και Άτυπα Περιβάλλοντα Μάθησης, ΠΑΜΑΚ, Θεσσαλονίκη 29-30 /3/2024

            View Publication

          • Συριοπούλου- Δελλή, Χ, (2024) Οι νέες Τεχνολογίες και τα νέα Προγράμματα Σπουδών για ένα συμπεριληπτικό εκπαιδευτικό Παιδαγωγικό Συνέδριο "Διδασκαλία και Μάθηση: Σύγχρονες Προκλήσεις και Προοπτικές, πραγματοποιεί η Διεύθυνση Α/θμιας Εκπαίδευσης Δυτικής Θεσσαλονίκης 18 & 19 / 6/2024.
          • Συριοπούλου- Δελλή, Χ., Γκιόλντα, Ε. (2024) Αξιοποίηση του γλωσσικού συστήματος Makaton με τη χρήση υποστηρικτικής τεχνολογίας και ΕΕΕ για την ενίσχυση της επικοινωνίας παιδιών με αυτισμό 15oΠανελλήνιο - 2ο Διεθνές Υβριδικό Συνέδριο Λογοθεραπείας

            View Publication

          • Συριοπούλου- Δελλή, Χ (2024) Προσβασιμότητα Φοιτητών με ΔΑΦ στο Πανεπιστήμιο και προετοιμασία για μετάβαση στην αγορά εργασίας (2024) Αθήνα 15-16/101/2024 Unity in Diversity

            View Publication

          • Gkiolnta, E., Papaefstathiou, E., Sarri, K., Filiou, A, E., Syriopoulou- Delli, C. (2024) Investigating executive functions of individuals with autism spectrum disorder Conference: Technology for the Education of Individuals with Developmental Disabilities, Autism in Formal, Non-Formal and Informal Learning Environments, Greece 29-30/3/2024

          2023

          • Syriopoulou- Delli, C., Papaefstathiou , E. Sarri, K., Filiou, A.E., Gkiolnta, E., (2023) The Use of Distance Learning and E-learning in Students with Autism Spectrum Disorder: A Review. AIP Conference Proceedings. ETLTC-ICETM2023 International Conference Proceedings: ICT Integration in Technical Education & Entertainment Technologies and Management. Section CONCEPTS AND APPLICATIONS IN COMPUTER SCIENCE (AIPCP23-CF-ETLTC2023-00004 )

            View Publication

          • Kollias, K. F., Silva, L. T., Sarigiannidis, P., Syriopoulou- Delli,C., Fragulis, G. (2023) Implementation of Robots in Autism Spectrum Disorder Research: Diagnosis and Emotion Recognition and Expression Conference: 2023 12th International Conference on Modern Circuits and Systems Technologies (MOCAST) DOI: 10.1109/MOCAST57943.2023.10176588

            View Publication

          • Syriopoulou- Delli (2023) Assistive technology and robots for art for people with ASD Quality of life in people with intellectual disabilities including autism: advances in practice and research 19-20/5/2023, Thessaloniki, UOM https://mailchi.mp/everesttravel/autism_1905-2nd?e=827bfe3ae1

            View Publication

          • Syriopoulou- Delli, C., Gkiolnta, E. (2023) Standardization of Greek vocabulary and use of assistive technology for the reinforcement of communication to children with Autism Spectrum Disorders. Conference: Quality of life in people with intellectual disabilities including autism: advances in practice and research .19-20/5/2023, Thessaloniki, UOM https://mailchi.mp/everesttravel/autism_1905-2nd?e=827bfe3ae1

            View Publication

          • Syriopoulou- Delli, C., Sarri, K. (2023). Enhancing independent living skills and professional integration of young people and adolescents with Autism Spectrum Disorder through the use of assistive technology. Conference: Quality of life in people with intellectual disabilities including autism: advances in practice and research . 19-20/5/2023 Thessaloniki, UOM https://mailchi.mp/everesttravel/autism_1905-2nd?e=827bfe3ae1

            View Publication

          • Papaefstathiou,E., Sarri, K., Filiou, A.E., Syriopoulou- Delli, C. (2023). Towards inclusive distance learning for people with Autism Spectrum Disorders Conference: Quality of life in people with intellectual disabilities including autism: advances in practice and research . 19-20/5/2023 Thessaloniki, UOM https://mailchi.mp/everesttravel/autism_1905-2nd?e=827bfe3ae1

            View Publication

          • Sarri, K., Gkiolnta, E., Syriopoulou-Delli (2023) Virtual reality on increasing vocational skills of people with Autism Spectrum Disorder Conference: Quality of life in people with intellectual disabilities including autism: advances in practice and research . 19-20/5/2023 Thessaloniki, UOM https://mailchi.mp/everesttravel/autism_1905-2nd?e=827bfe3ae1

            View Publication

          • Papaefstathiou,E., Filiou, A. E., Gkiolnta, E., Sarri, K., Syriopoulou- Delli, C. (2023). Early intervention program for toddlers with ASD, Parents and Professionals Conference: Quality of life in people with intellectual disabilities including autism: advances in practice and research . 19-20/5/2023 Thessaloniki, UOM https://mailchi.mp/everesttravel/autism_1905-2nd?e=827bfe3ae1

            View Publication

          • Syriopoulou- Delli (2023) Accessibility in Higher Education for students with intellectual and developmental disabilities including autism 31-3/1-4-2023 Conference: Best, and developing practice in supporting the health and wellbeing of people with intellectual disability and autism) https://mailchi.mp/everesttravel/autism_2nd?e=827bfe3ae1 (or https://projector-web.gr/everest/en/autism2023

            View Publication

          • Kollias, K.F., Syriopoulou, C., Sarigiannidis, P., Fragulis, G. (2023) Application of Eye-Tracking technology and Machine Learning in Autism detection: the case of High-functioning adults ETLTC-ICETM2023 (5th International Conference on ICT Integration in Technical Education) 23-27/1/2023, the University of Aizu

            View Publication

          • Christine Syriopoulou, Areti-Eirini Filiou, Eleni Gkiolnta, Elpis Papaefstathiou, Kyriaki Sarri, and Maria Zygopoulou (2023) The Use of Distance Learning and E-learning in Students with autism spectrum disorder: A Review. ETLTC-ICETM2023 conference , 23-27/1/2023, the University of Aizu

            View Publication

          2022

          • Συριοπούλου, Χ., Γκιόλντα, Ε. (2022) Τα Ρομπότ Κοινωνικής Αρωγής στις έρευνες και στα προγράμματα του Εργαστηρίου Αυτισμού και Αναπτυξιακών Διαταραχών. Ημερίδα με τίτλο Συμπεριληπτική Πολιτική και Τεχνολογίες Αιχμής, Θεσσαλονίκη, ΠΑΜΑΚ 1/12/2022 https://www.youtube.com/@labautism_uom/streams

            View Publication

          • Συριοπούλου, Χ. Παπαευσταθίου, Ε., Γκιόλντα, Ε., Ζυγοπούλου , Μ. Σαρρή, Κ Δεξιότητες Αυτιστικού Φάσνματοε για νήπια (Πρόγραμμα πρώιμης Παρέμβασης ΔΑΦΝΗ) 3ο Πανελλήνιο Συνέδριο Σχολικής Ψυχολογίας Θεσσαλονίκη 10-13 / 11/ 2022 ΕΛΨΕ
          • Syriopoulou-Delli, C., (2022) Assistive Technology for an inclusive school for students with special needs, autism spectrum Disorders SHS web of Conference 139, 05006 (2022) https://doi.org/10.1051/shsconf/202213905006 ELTC 2022

            View Publication

          • Συριοπούλου- Δελλή, Χ. (2022) Η Τεχνολογία στην Ειδική Αγωγή και στην Εκπαίδευση Ατόμων με Διαταραχές στο Φάσμα του Αυτισμού. Συνέδριο με τίτλο Διαταραχές Φάσματος Αυτισμού: Από την Αξιολόγηση στην Παρέμβαση, Θεσσαλονίκη, ΠΑΜΑΚ 2/4/2022
          • Syriopoulou- Delli, C. (2022) Robotics and ICT in the enhancement of individuals with disabilities, ASD independent living skills. 1st International Conference on Entertainment Technology and Management (ICETM, 2022) 25-27/1/2022 University of Aizu Japan & University of Western Macedonia
          • Konstantinos-Filippos Kollias, Christine K. Syriopoulou-Delli, Panagiotis Sarigiannidis and George F. Fragulis Title : Autism detection in High-Functioning Adults with the application of Eye-Tracking technology and Machine Learning 11th International Conference on MOCAST Thessaloniki 7/2022
          • Παπαευσταθίου, Ε., Ζυγοπούλου, Μ., Σαρρή, Κ., Γκιόλντα, Ε., Συριοπούλου- Δελλή, Χ. (2022) Δ.Α.Φ.ΝΗ (Δεξιότητες Αυτιστικού Φάσματος για Νήπια): Ένα καινοτόμο Πρόγραμμα Πρώιμης Παρέμβασης έχει γίνει αποδεκτή για παρουσίαση στο 3ο Πανελλήνιο Συνέδριο Σχολικής Ψυχολογίας., Θεσσαλονίκη 10-13/11/2022

          2021

          • Kollias, K., F., Syriopoulou- Delli, C., Sarigiannidis, P, Fragulis G. (2021). The contribution of Machine Learning and Eye-tracking technology in Autism Spectrum Disorder research: A Review Study MOCAST Thessaloniki 7/2021
          • Folostina, R, Iacob, C. Syriopoulou Delli, (2021) 13th European Congress of Mental Health in Intellectual Disability Βερολίνο 23-25/9/2021"Needs of teachers regarding the education of children with learning difficulties" for the 13th Congress of EAMHID 2021 starting on 2021-09-23.

          2020

          • Syriopoulou Delli, C (2020) The role of Technology in the Development of Social Skills of Students with Autism Spectrum Disorders 1st Gulf Autism Conference, Oman, 24-26/1/2020 accepted

          2019

          • Syriopoulou Delli, C., Polychronopoulou, S., Kolaitis, G., Antoniou, S.A. (2019) 32 Views of teachers on anxiety symptoms in students with Autism Spectrum Disorder FRI01- 12th Autism Europe International Congress 13-15/9/2019 Nice France http://www.eventime.fr/pg_lien_programme.php?ii=7226289&ie=4610046&cc=16177077&tp=581349

            View Publication

          • Συριοπούλου Δελλή, Χ, Αντωνίου, Α.Σ., Αφθίνου, Μ. (2019) 9ο Πανελλήνιο Επιστημονικό Συνέδριο Ειδικής Αγωγής «Από το Ιατρικό Μοντέλο στο Κοινωνικό Μοντέλο Εκπαίδευσης και Επαγγελματικής Κατάρτισης των Ατόμων με Αναπηρία στην Προσχολική Αγωγή, στη Δημοτική και στη Δευτεροβάθμια Εκπαίδευση του Ελληνικού Εκπαιδευτικού Συστήματος» του Πανελλήνιου Συλλόγου Ειδικής Αγωγής Αθήνα 14 & 15,Οι Αντιλήψεις & οι Γνώσεις των Εκπ/τικών της Π.Ε. Γενικής και Ειδικής Αγωγής σχετικά με την Συνεκπαίδευση Μαθητών με Αυτισμό
          • Συριοπούλου Δελλή, Χ, Γκιόλντα, Ε.. (2019) 9ο Πανελλήνιο Επιστημονικό Συνέδριο Ειδικής Αγωγής «Από το Ιατρικό Μοντέλο στο Κοινωνικό Μοντέλο Εκπαίδευσης και Επαγγελματικής Κατάρτισης των Ατόμων με Αναπηρία στην Προσχολική Αγωγή, στη Δημοτική και στη Δευτεροβάθμια Εκπαίδευση του Ελληνικού Εκπαιδευτικού Συστήματος» του Πανελλήνιου Συλλόγου Ειδικής Αγωγής Αθήνα 14 & 15/12/2019 Ο Ρόλος της Τεχνολογίας στην Ανάπτυξη Κοινωνικών Δεξιοτήτων σε Μαθητές με Διαταραχή στο φάσμα του Αυτισμού (ΔΑΦ).
          • Συριοπούλου Χ. (2019) Πρώιμη παρέμβαση και σύγχρονες Προσεγγίσεις στην Εκπαίδευση των Ατόμων με Αυτισμό Ημερίδα για τον Αυτισμό με τίτλο «Διαταραχές αυτιστικού Φάσματος «Διαταραχές Αυτιστικού φάσματος: Θεωρητικές προσεγγίσεις και Εκπαιδευτικές Παρεμβάσεις" 29/5/2019 Υπουργείο Εσωτερικών Μακεδονίας- Θράκης
          • Συριοπούλου Δελλή, Χ, Αντωνίου, Α.Σ., Κυραγιάννη, Π. (2019) 9ο Πανελλήνιο Επιστημονικό Συνέδριο Ειδικής Αγωγής «Από το Ιατρικό Μοντέλο στο Κοινωνικό Μοντέλο Εκπαίδευσης και Επαγγελματικής Κατάρτισης των Ατόμων με Αναπηρία στην Προσχολική Αγωγή, στη Δημοτική και στη Δευτεροβάθμια Εκπαίδευση του Ελληνικού Εκπαιδευτικού Συστήματος» του Πανελλήνιου Συλλόγου Ειδικής Αγωγής Αθήνα 14 & 15, Αξιολόγηση Αισθητηριακής Εξέλιξης Παιδιών με Αυτισμό με Βάση τον Δείκτη Cramér's V
          • Συριοπούλου Δελλή, Χ, Αντωνίου, Α.Σ., Καναβέλη, Ε. (2019) 9ο Πανελλήνιο Επιστημονικό Συνέδριο Ειδικής Αγωγής «Από το Ιατρικό Μοντέλο στο Κοινωνικό Μοντέλο Εκπαίδευσης και Επαγγελματικής Κατάρτισης των Ατόμων με Αναπηρία στην Προσχολική Αγωγή, στη Δημοτική και στη Δευτεροβάθμια Εκπαίδευση του Ελληνικού Εκπαιδευτικού Συστήματος» του Πανελλήνιου Συλλόγου Ειδικής Αγωγής Αθήνα 14 & 15/12/2019 Κινηματογράφος και Αναπαραστάσεις της Διαταραχής του Φάσματος Αυτισμού
          • Συριοπούλου Δελλή, Χ. (2019) 9ο Πανελλήνιο Επιστημονικό Συνέδριο Ειδικής Αγωγής «Από το Ιατρικό Μοντέλο στο Κοινωνικό Μοντέλο Εκπαίδευσης και Επαγγελματικής Κατάρτισης των Ατόμων με Αναπηρία στην Προσχολική Αγωγή, στη Δημοτική και στη Δευτεροβάθμια Εκπαίδευση του Ελληνικού Εκπαιδευτικού Συστήματος» του Πανελλήνιου Συλλόγου Ειδικής Αγωγής Αθήνα 14 & 15/12/2019 Επαγγελματική Κατάρτιση στις Προσεγγίσεις Επικοινωνίας και Εκπαίδευσης Ατόμων με Διαταραχή στο Φάσμα του Αυτισμού (Vocational training on Communication and Teaching Approaches in Autism Spectrum Disorders).
          • Συριοπούλου, Χ., Αντωνίου, Α.Σ., Λόη, Κ. (2019) Το ψυχοκοινωνικό προφίλ των Γονέων και των Αδελφών των Παιδιών με Διαταραχή Φάσματος Αυτισμού. 7ο Πανελλήνιο Συνέδριο Αυτισμού "Από τη διαφορετικότητα έως τη Διαταραχή" 1-3 Νοεμβρίου 2019 Αθήνα
          • Συριοπούλου, Χ. Ζυγοπούλου, Μ. (2019) Υποστηρικτική Τεχνολογία για την Επικοινωνία και τη Συμπερίληψη Ατόμων με Διαταραχή στο Φάσμα του Αυτισμού Ημερίδα Νέες Προκλήσεις στην Εκπαίδευση των Ατόμων με Προβλήματα Ακοής & Η Ισότιμη Πρόσβασή τους στην Κοινωνία , Σύλλογος Γονέων – Κηδεμόνων Σχολείων Κωφών Βαρηκόων Θεσσαλονίκης, Υπουργείο Εσωτερικών Μακεδονίας- Θράκης

          2018

          • Συριοπούλου, Χ. (2018). Αρχιεπισκοπή Αθηνών σε συνεργασία με την Πανελλήνια Ένωση Ειδικών Παιδαγωγών. Το επάγγελμα του Ειδικού Παιδαγωγού. Σύγχρονες τάσεις, προκλήσεις και προοπτικές. 24.11.2018. Αθήνα.
          • Συριοπούλου, Χ. (2018). Πανεπιστήμιο Θεσσαλίας (2018) Σύγχρονες προσεγγίσεις στην Εκπαίδευση των Ατόμων με Διαταραχή στο Φάσμα του Αυτισμού. 3.11.2018. Βόλος.
          • Συριοπούλου, Χ. (2018) Σύλλογος Αυτιστικών Ατόμων Ν. Εβρου ο Άγιος Βασίλειος, 2ο Πανελλήνιο Συνέδριο Αυτισμού στην Αλεξανδρούπολη στις 09 & 10 Ιουνίου 2018 με θέμα: Ενώνοντας τα κομμάτια του Αυτισμού "Σύγχρονες τάσεις στην εκπαίδευση των ατόμων με διαταραχή στο φάσμα του αυτισμού"
          • Συριοπούλου, Χ. (2018) Ημερίδα Ειδικό Σχολείο Πειραιά 18/5/2018. Συμπεριφορές των παιδιών με ΔΦΑ και καλλιέργεια δεξιοτήτων: Μελέτες περίπτωσης
          • 6o Πανελλήνιο Συνέδριο Αναπτυξιακής Ψυχολογίας Συριοπούλου Χ. 10-13 Μαϊου 2018 Πανεπιστήμιο Μακεδονίας " Εναλλακτικές παρεμβάσεις σε παιδιά με αυτιστική συμπεριφορά" Ανασκόπηση Παρεμβάσεων για τη Διαχείριση του Άγχους σε παιδιά με ΔΦΑ www.developmentalpsychology2018.gr
          • Συριοπούλου, Χ. (2018) Ημερίδα: Παγκόσμια Ημέρα Ευαισθητοποίησης για τον Αυτισμό 2/4/2018 Φαχαντίδης, Ν., Συριοπούλου, Χ., Ζυγοπούλου, Μ. Η ρομποτική οντότητα για την εκπαίδευση μαθητών με διαταραχή στο φάσμα του αυτισμού σε κοινωνικές δεξιότητες: Πιλοτική Μελέτη Εταιρία Προστασίας Αυτιστικών Ατόμων, ΕΒΕΑ Αθήνα
          • Συριοπούλου Δελλή, Χ., 6o Πανελλήνιο Συνέδριο Αναπτυξιακής Ψυχολογίας Συριοπούλου Χ. 10-13 Μαϊου 2018 Πανεπιστήμιο Μακεδονίας "Εναλλακτικές παρεμβάσεις σε παιδιά με αυτιστική συμπεριφορά" Ανασκόπηση Παρεμβάσεων για τη Διαχείριση του Άγχους σε παιδιά με ΔΦΑ

            View Publication

          2017

          • Συριοπούλου -Δελλή, Χριστίνα (2017) 7ο Πανελλήνιο Συνέδριο Μονάδων Κοινωνικής Πρόνοιας ΕΠ’ΑΡΩΓΗ 12-13 Οκτωβρίου 2017, Xανιά, Τίτλος εισήγησης: "Δυσκολίες στην Αξιολόγηση και Διάγνωση του Αυτισμού – Ο Ρόλος των Γονέων.

          2016

          • Autism Europe : XI Autism-Europe International Congress, Edinburgh, Scotland, 2016 http://www.autismeurope.org/latest-congress/

            View Publication

          • Σέχα, Β., Συριοπούλου, Χ. (2016). Η Διατροφή των παιδιών με ΔΦΑ 5ο Πανελλήνιο Συνέδριο Αναπτυξιακής Ψυχολογίας με θέμα «Συνθέτοντας το παζλ της ανθρώπινης ανάπτυξης: Γέφυρες με την κοινωνία και την εκπαίδευση». ΕΛΨΕ, Βόλος 20-23/10/2016.
          • Παπαδοπούλου, Ι., Συριοπούλου, Χ. (2016). Η φυσική δραστηριότητα και ο αθλητισμός στη ζωή των παιδιών με διαταραχή Φάσματος Αυτισμού 6ο Πανελλήνιο Συνέδριο Επιστημών Εκπαίδευσης και Ειδικής Αγωγής με θέμα «Διαταραχή Ελλειμματικής Προσοχής – Υπερκινητικότητα και Σχολικό Περιβάλλον. Αίτια, Συμπτώματα και Αντιμετώπιση» Το Κέντρο Μελέτης Ψυχοφυσιολογίας και Εκπαίδευσης του Πανεπιστημίου Αθηνών, Αθήνα 24 -26/6/ 2016.

          2015

          • Δημητριάδου Α., Συριοπούλου, Χ. (2015) Σχολικός εκφοβισμός σε παιδιά με Διαταραχή Αυτιστικού Φάσματος. 9ο Πανελλήνιο Παιδοψυχιατρικό Συνέδριο. τίτλος: Πρόληψη: Έγκαιρη Αναγνώριση και Αντιμετώπιση των Ψυχικών διαταραχών στο Παιδί και στον Έφηβο.Αθήνα 27-29/11/2015
          • Συριοπούλου, Χ. (2015) Συμπερίληψη Ατόμων με Διάχυτες Αναπτυξιακές Διαταραχές στην εκπαίδευση και την κοινωνία. Πανεπιστήμιο Μακεδονίας. 1ο Πανελλήνιο Συνέδριο Δια Βίου Μάθησης. Δια Βίου Μάθηση και Σύγχρονη Κοινωνία: Τοπική Αυτοδιοίκηση, Εκπαίδευση και Εργασία 27-28/6/2015
          • Κατσιορίδου, Κ., Συριοπούλου, Χ. Aγαλιώτης, I. (2015) Αισθητηριακές Δυσκολίες Μαθητών με Διαταραχή Αυτιστικού Φάσματος. 5ο Πανελλήνιο Συνέδριο Επιστημών Εκπαίδευσης, Λειτουργίες νόησης και λόγου στη συμπεριφορά, στην εκπαίδευση και στην ειδική αγωγή. Αθήνα 19- 21/6/2015.

          2014

          • Βαρβέρης, Α., Συριοπούλου, Χ., Γέροντα, Α., Πολυχρονοπούλου, Σ. (2014) Η Θεωρίας του Νου σε παιδιά με Διαταραχή Αυτιστικού Φάσματος και σύγκριση με παιδιά τυπικής ανάπτυξης, 9ο Πανελλήνιο Συνέδριο με θέμα Ελληνική Παιδαγωγική και Εκπαιδευτική Έρευνα. Φλώρινα 28-30/11/2014
          • Βαρβέρης, Α., Συριοπούλου, Χ. (2014)Η συμβολή της Θεωρίας του Νου στην ανάπτυξη των κοινωνικών δεξιοτήτων σε παιδιά με νοητική υστέρηση. 9ο Πανελλήνιο Συνέδριο με θέμα Ελληνική Παιδαγωγική και Εκπαιδευτική Έρευνα. Φλώρινα 28-30/11/2014.
          • Καραμπίλια, Δ., Συριοπούλου, Χ., Παπαβασιλείου Ι. (2014) Επαγγελματική Κατάρτιση και επαγγελματική ένταξη ατόμων με Διαταραχές Αυτιστικού Φάσματος, 5ο Πανελλήνιο Συνέδριο Συμβουλευτικής Ψυχολογίας τίτλος: Συμβουλευτική Ψυχολογία: Σύγχρονες τάσεις, μελλοντικοί προσανατολισμοί, Πάτρα, 6-9/11/2014.
          • Παπαευσταθίου Ε., Συριοπούλου, Χ. (2014) ) Αξιολόγηση Κοινωνικών Δεξιοτήτων σε Παιδιά με Διαταραχές Αυτιστικού Φάσματος. 4ο Πανελλήνιο Συνέδριο Επιστημών Εκπαίδευσης, Σύγχρονες αναζητήσεις της Ειδικής Αγωγής στην Ελλάδα- εμπειρίες και προοπτικές. Αθήνα 20-23/6/2014.
          • Γρηγοριάδης, Α., Συριοπούλου Χ., Σίμος Γ. (2014) Διαταραχές Ύπνου σε Παιδιά με Διαταραχές Αυτιστικού Φάσματος. 4ο Πανελλήνιο Συνέδριο Επιστημών Εκπαίδευσης, Σύγχρονες αναζητήσεις της Ειδικής Αγωγής στην Ελλάδα- εμπειρίες και προοπτικές. Αθήνα 20-23/6/2014.
          • Ρούσου Π., Συριοπούλου Χ., Αγαλιώτης Ι (2014) Απόψεις των γονέων με παιδιά τυπικής ανάπτυξης για την εκπαιδευτική συμπερίληψη παιδιών με αυτισμό. 4ο Πανελλήνιο Συνέδριο Επιστημών Εκπαίδευσης, Σύγχρονες αναζητήσεις της Ειδικής Αγωγής στην Ελλάδα- εμπειρίες και προοπτικές. Αθήνα 20-23/6/2014.

          2012

          • Συριοπούλου, Χ., Κασίμος, Δ., Τσίκουλας, Ι. (2012) Επιδημιολογική Μελέτη στον Αυτισμό. Πρακτικά 24ου Πανελληνίου Συνέδριου Ελληνικής Εταιρίας Κοινωνικής Παιδιατρικής και Προαγωγής της Υγείας, τίτλος: Παιδί και οικογένεια στο ορεινό χωριό: εσωτερική μετανάστευση και ποιότητα ζωής, Καρπενήσι, 14-16/9/2012.

          2011

          • Συριοπούλου Χ., Κασίμος Δ., Κοντόπουλος Ε., Τσίκουλας Ι. (2011) Θέματα Αξιολόγησης και Χαρακτηριστικά των Παιδιών με Διάχυτες Αναπτυξιακές Διαταραχές. Πρακτικά ( CD) ΙΔ’Διεθνούς Συνεδρίου της Παιδαγωγικής Εταιρίας Ελλάδος, τίτλος: Εκπαίδευση Ατόμων με Ειδικές Ανάγκες: Μια Πρόκληση για το Σχολείο και την Κοινωνία, Θεσσαλονίκη, 1-3/12/2011.
          • Πολυχρονοπούλου, Στ., Συριοπούλου, Χ., Κασίμος, Δ. (2011) Ένταξη στην εκπαίδευση και την επαγγελματική κατάρτιση ατόμων με διάχυτες αναπτυξιακές διαταραχές (ΔΑΔ)-αυτισμό. Πρακτικά Διεθνούς Συνεδρίου, τίτλος: Εκπαίδευση και Κοινωνική Ένταξη Ευάλωτων Ομάδων, Θεσσαλονίκη, 24-26/6/2011.
          • Συριοπούλου Χ., Κασίμος Δ., Τσίκουλας Ι. (2011) Συμβουλευτική γονέων παιδιών με ΔΑΔ/αυτισμό. Πρακτικά 23ου Πανελλήνιου Συνεδρίου Ελληνικής Εταιρίας Κοινωνικής Παιδιατρικής και Προαγωγής της Υγείας, τίτλος: Το γενετικό πεπρωμένον φυγείν αδύνατον; Από το σύνδρομο Down στην Παχυσαρκία, Θεσσαλονίκη, 26-27 /11/ 2011.

          2010

          • Συριοπούλου, Χ., Κασίμος, Δ., Τσίκουλας, Ι. (2010) Πρώιμη παρέμβαση σε παιδιά με διάχυτες αναπτυξιακές διαταραχές. Πρακτικά 22ου Πανελληνίου Συνεδρίου Ελληνικής Εταιρίας Κοινωνικής Παιδιατρικής και Προαγωγής της Υγείας, τίτλος: Οι επιπτώσεις της οικονομικής κρίσης στην υγεία των παιδιών και των εφήβων, Αθήνα, 26-27/11/2010.

          2009

          • Athanasiadis, I., Syriopoulou, C. (2009) The Profile of Teachers of Special Education in Greece. Πρακτικά Ευρωπαϊκού Συνεδρίου τίτλος: Educating the Adult educator: Quality provision and assessment in Europe, Θεσσαλονίκη 6-8/11/2009 ISBN 978-960-243-668-4 http//www esrea-renadet. web.auth gr/ σς 871-880 indexed στο ERIC.
          • Πολυχρονοπούλου, Σ., Συριοπούλου, Χ., Αθανασιάδης, Η. (2009) Η φυσιογνωμία και οι απόψεις των εκπαιδευτικών για το αυτιστικό παιδί και την εκπαίδευσή του. Πρακτικά 1ου Πανελληνίου Συνεδρίου Επιστημών Εκπαίδευσης, Αθήνα, 28-31/5/2009. σσ321-330.

          2007

          • Συριοπούλου, Χ. (2007) Αυτισμός: μια κριτική προσέγγιση. Πρακτικά 5ου Πανελληνίου Συνεδρίου Παιδαγωγικής Εταιρίας Ελλάδος, τίτλος: Ελληνική Παιδαγωγική και Εκπαιδευτική Έρευνα, Θεσσαλονίκη, 25/11/2007 σς.103-120.

          2005

          • Συριοπούλου, Χ. (2005) Καλλιέργεια Δεξιοτήτων Συμβουλευτικής Ψυχολογίας σε Φοιτητές Γ/θμιας Εκπαίδευσης στο πλαίσιο του μαθήματος Συστηματική Παρατήρηση Βρεφών και Νηπίων. Πρακτικά 3ου Πανελληνίου Συνεδρίου του Ελληνικού Ινστιτούτου Εφαρμοσμένης Παιδαγωγικής & Εκπαίδευσης, τίτλος: Κριτική, Δημιουργική, Διαλεκτική Σκέψη στην Εκπαίδευση: Θεωρία και Πράξη, Αθήνα, 14/5/2005 http://www.elliepek.gr/Documents/3o__Synedrio_Eisigiseis/Syriopoulou.pdf. σς478-484.

          2002

          • Συριοπούλου, Χ. (2002) Παράγοντες οι οποίοι Επηρεάζουν την Ενσωμάτωση Μαθητών με Ειδικές Ανάγκες στα Κανονικά Σχολεία. Πρακτικά (CD) του 3ου Πανελληνίου Συνεδρίου Παιδαγωγικής Εταιρίας Ελλάδος, τίτλος: Ελληνική Παιδαγωγική και Εκπαιδευτική Έρευνα, Αθήνα, 8-11-2002.
          • Συριοπούλου, Χ. (2002) Ο Ρόλος των Ευρωπαϊκών Προγραμμάτων (του Β’ ΚΠΣ και του EQUAL) στον Εκσυγχρονισμό της Ειδικής Αγωγής. Πρακτικά (CD) 2ου Διεθνούς Συνεδρίου του Εργαστηρίου Ιστορικού Αρχείου Νεοελληνικής και Διεθνούς Εκπαίδευσης του Παν/μίου Πατρών, τίτλος: Η Παιδεία στην Αυγή του 21ου Αιώνα, Πάτρα, 6-10-2002.

          2001

          • Συριοπούλου, Χ. (2001) Η επίδραση του ψηφιακού πολιτισμού στην εκπαίδευση με έμφαση στην Ειδική Αγωγή, Πρακτικά Συνεδρίου ΕΚΕΦΕΕ Δημόκριτου, τίτλος: ΑΜΕΑ: Ισότητα στην κοινωνία της πληροφορίας, εκπαίδευση απασχόληση, Αθήνα, 29/3/2001, www. amei. gr.

          2000

          • Συριοπούλου, Χ. (2000) Ο Ρόλος του Διευθυντή στις Σχολικές Μονάδες Ειδικής Αγωγής. Πρακτικά 2ου Πανελληνίου Συνεδρίου Παιδαγωγικής Εταιρίας Ελλάδος, τίτλος: Παιδαγωγική και Εκπαιδευτική Έρευνα, Αθήνα, 2-4/11/2000, σσ. 697-708.
          • Συριοπούλου, Χ. (2000) Η Παιδεία στη Μετανεωτερική Κοινωνία: O Ρόλος της Ειδικής Αγωγής, Φόβοι και Προοπτικές. Πρακτικά Διεθνούς Συνεδρίου Ειδικής Αγωγής, Ρέθυμνο, 12-14/5/2000, σσ.106-119.
          • Συριοπούλου, Χ. (2000) Η Εξέλιξη της Ειδικής Αγωγής στην Ελλάδα Πολιτικές και Κοινωνικές Συγκυρίες. Πρακτικά (CD)1ου Διεθνούς Συνεδρίου, τίτλος: Ιστορία της Εκπαίδευσης, Πάτρα, 29-9-2000.
          • Other (26 records)

          Περιλαμβάνει Παρουσιάσεις σε διεθνή ή ελληνικά συνέδρια χωρίς δημοσίευση σε πρακτικά.

            2024

            • yriopoulou- Delli, C., Gkiolnta, E., Sarri, K., Filiou,A.E., Papaefstathiou, E. (2024). Artificial Intelligence for children with autism and other developmental disorders proceedings of ETLTC2024 International Conference Series on ICT, Entertainment Technologies, and Intelligent Information Management in Education and Industry. 23-26/ 1/2024 University of Aizu, Japan https://easychair.org/cfp/etltc-icetm2024 https://aipcp.peerx-press.org/ms_files/aipcp/2024/08/22/001804736/00/1804736_0_cnvrt_file_24612576_nh3q3x.pdf

              View Publication

            2021

            • Συριοπούλου- Δελλή, Χ. (2021) "Οδηγός μη σεξιστικής γλώσσας στο ΠΑΜΑΚ" Παγκόσμια Ημέρα της Γυναίκας

            2018

            • Συριοπούλου, Χ. (2018). ΕΚΠΑ Ιατρική Σχολή. Β’ Παιδιατρική Κλινική Αγλαϊα Κυριακού. Σύγχρονη προσέγγιση της αιτιολογίας των διαταραχών αυτιστικού φάσματος. 1.12.2018. Αθήνα
            • Συριοπούλου, Χ. (2018). 2o Δημοτικό Σχολείο Αγίου Παύλου. Σύγχρονες αντιλήψεις και παρεμβάσεις στην Εκπαίδευση Ατόμων με Διαταραχή στο Φάσμα του Αυτισμού, 14.11.2018. Θεσσαλονίκη.
            • Συριοπούλου, Χ. (2018). ΕΚΠΑ Ιατρική Σχολή. Α’ Παιδιατρική Κλινική Αγία Σοφία. Οι απόψεις των εκπαιδευτικών και των γονέων για το άγχος των παιδιών με ΔΦΑ και παρεμβάσεις για τη διαχείρισή του. 8.11.2018 Αθήνα

            2015

            • Συριοπούλου Δελλή Χ. (2015) Κοινωνική και εκπαιδευτική πολιτική στην ειδική αγωγή. Εκδήλωση για την 3η Δεκεμβρίου στο Πολιτιστικό Κέντρο Χρήστος Τσακίρης, οργάνωση 5ο ειδικό σχολείο Ευκαρπίας
            • Συριοπούλου Δελλή Χ. (2015) Συμπερίληψη των ατόμων με αυτισμό στην Εκπαίδευση και στην κοινωνία: Εισήγηση στο Ίδρυμα Λασκαρίδη, Πειραιάς 4/6/2015.
            • Συριοπούλου Δελλή Χ. (2015) Εκπαιδευτικές προσεγγίσεις στον αυτισμό: εισήγηση στο ΚΠΑΔ- ΜΕΑ του Δήμου Νεάπολη- Θεσσαλονίκης 6/5/2015.
            • Συριοπούλου Δελλή Χ. (2015) Παρουσίαση βιβλίου σε ημερίδα Higashida, Ν. (2014) Γιατί Χοροπηδώ; Ένα αγόρι σπάει τη σιωπή του αυτισμού. εκδ Μεταίχμιο 31/3/2015
            • Συριοπούλου Δελλή Χ. (2015) εισήγηση στο επιμορφωτικό πρόγραμμα εκπαιδευτικών, υπεύθυνη σχολική σύμβουλος κ.Παπαδάκη, Α. Συμβουλευτική Ψυχολογία Εφήβων. Θέμα: Θεωρίες συμβουλευτικής και δεξιότητες συμβουλευτικής Αριδαία 15/1/2015

            2014

            • Συριοπούλου Δελλή Χ. (2014) Κοινωνικές Δεξιότητες μαθητών με Διαταραχή Αυτιστικού Φάσματος Ημερίδα για την Ημέρα Ατόμων με Διαταραχή Αυτιστικού Φάσματος Ημερίδα. Πανεπιστήμιο Μακεδονίας 3/12/2014.
            • Συριοπούλου Δελλή Χ. (2014) Ο ρόλος του εκπαιδευτικού στην αξιολόγηση και διαχείριση προβλημάτων συμπεριφοράς στο σχολείο. Ημερίδα Σχολικής Συμβούλου 4ης περιφέρειας Πρωτοβάθμιας Εκπαίδευσης Θεσσαλονίκης, τίτλος Διαχείριση προβλημάτων συμπεριφοράς και μαθησιακών δυσκολιών στο σχολείο. Θεσσαλονίκη 12/2/2014.

            2013

            • Συριοπούλου, Χ., Κασίμος, Δ. (2013) Συνεργασία Εκπαιδευτικών με τις οικογένειες παιδιών με ΔΑΔ/αυτισμό. Βιβλίο Περιλήψεων 4ου Πανελλήνιου Συνεδρίου Αυτισμού, τίτλος: Αυτισμός: Νέα Δεδομένα, Θεσσαλονίκη, 4-6/10/2013.
            • Βαρτσάκη, Σ., Συριοπούλου,. Χ., Κασίμος, Δ. (2013) Ένα πρωτότυπο πρόγραμμα ένταξης σε μαθητή με αυτισμό. Βιβλίο Περιλήψεων, 14ου Πανελληνίου Συνεδρίου Ψυχολογικής Έρευνας, τίτλος: Η Ψυχολογία σε κρίσιμους καιρούς, Αλεξανδρούπολη, 15-19/5/1013.
            • Συριοπούλου, Χ., Κασίμος, Δ. (2013) Συνεργασία Εκπαιδευτικών με Γονείς παιδιών με ΔΑΔ/αυτισμό στο σχολείο. Βιβλίο Περιλήψεων 14ου Πανελληνίου Συνεδρίου Ψυχολογικής Έρευνας, τίτλος: Η Ψυχολογία σε κρίσιμους καιρούς, Αλεξανδρούπολη, 15-19/5/1013.

            2012

            • Συριοπούλου Χ. (2012) Ο ρόλος της Ευέλικτης ζώνης στην Εκπαιδευτική Ένταξη των μαθητών με και χωρίς ειδικές εκπαιδευτικές ανάγκες. Ημερίδα του ΚΠΕ Μολάων και των Διευθύνσεων Α/θμιας και Β/θμιας Εκπαίδευσης με τη συμμετοχή των σχολικών συμβούλων του ν.Λακωνίας, με τίτλο Σχολικές δραστηριότητες, μέθοδος project, εθνικά και τοπικά περιβαλλοντικά δίκτυα του ΚΠΕ Μολάων, Μολάοι.
            • Συριοπούλου, Χ. (2012) Εκπαίδευση μαθητών Α' τάξη Δημοτικού. Ημερίδα, σχολικού συμβούλου, Συριοπούλου, Χ., Λακωνία, 21/9/2012.
            • Συριοπούλου, Χ. (2012) Εκπαιδευτική Ένταξη μαθητών από τη θεωρία στην πράξη. Ημερίδα, σχολικού συμβούλου, Συριοπούλου, Χ., Λακωνία, 4/9/2012.

            2010

            • Συριοπούλου, Χ., Κασίμος, Δ., Τσίκουλας, Ι. (2010) Προσχολική Εκπαίδευση και Πρώιμη παρέμβαση σε σχέση με τα χαρακτηριστικά των γονέων των παιδιών με αυτισμό ή άλλες διάχυτες αναπτυξιακές διαταραχές. Βιβλίο Περιλήψεων, Διεθνούς Συνεδρίου, τίτλος: Έρευνα, Εκπαιδευτική Πολιτική και Πράξη στην Ειδική Αγωγή, Αθήνα, 8-10/10/2010.
            • Συριοπούλου, Χ., Κασίμος, (2010) Ο ρόλος της Συστηματικής Παρατήρησης στην αντιμετώπιση των παιδιών με Διάχυτες Αναπτυξιακές Διαταραχές. Βιβλίο Περιλήψεων 2ου Πανελληνίου Συνεδρίου Εξελικτικής Ψυχολογίας, Αλεξανδρούπολη, 27-29/5/2010.

            2009

            • Συριοπούλου, Χ (2009) Διάχυτες Αναπτυξιακές Διαταραχές - Σύνδρομο Asperger, Ημερίδα, Λάρισα 26/11/09.
            • Συριοπούλου, Χ. (2009) Διάχυτες Αναπτυξιακές Διαταραχές - Σύνδρομο Asperger Ημερίδα, Αθήνα, 24/10/09.

            2005

            • Syriopoulou, C. (2005) Counselling Psychology for Parents with Children with Special needs: Observing children in the frames of special education programs at home. Βιβλίο Περιλήψεων 27ου Διεθνούς Συνεδρίου Σχολικής Ψυχολογίας, τίτλος: Η Προαγωγή της Ψυχικής Υγείας των Παιδιών και των Εφήβων. Μια Πρόκληση για το Σχολείο, την Οικογένεια και το Σχολικό Ψυχολόγο, Αθήνα, 16-7-2005, www ispa2005psych. uoa.gr.
            • Syriopoulou, C. (2005) The Teacher of Special Εducation and the skills of Counselling Psychology. Βιβλίο Περιλήψεων 27ου Διεθνούς Συνεδρίου Σχολικής Ψυχολογίας, τίτλος: Η Προαγωγή της Ψυχικής Υγείας των Παιδιών και των Εφήβων. Μια Πρόκληση για το Σχολείο, την Οικογένεια και το Σχολικό Ψυχολόγο, Αθήνα, 15-7-2005, www ispa 2005psych. uoa.gr.
            • Συριοπούλου, Χ. (2005) Η Μέθοδος της Συστηματικής Παρατήρησης και οι Εκπαιδευτικές Εμπειρίες των Πρωτοετών Φοιτητών των Α-ΤΕΙ Βρεφονηπιοκομίας Αθήνας. Βιβλίο Περιλήψεων 7ου Ετησίου Συνεδρίου της Μονάδας Μεθοδολογίας και Προγραμμάτων Εκπαίδευσης, τίτλος: Εκπαιδευτικές Αλλαγές, η Παρέμβαση του Εκπαιδευτικού και του Σχολείου, Πάτρα, 8-4-2005.

            1997

            • Συριοπούλου, Χ (1997) Έργα για την Ειδική Αγωγή στο πλαίσιο του Κοινοτικού Πλαισίου Στήριξης, Ημερίδα Υπουργείου Παιδείας, Αθήνα 17/11/1997.
            Wheelchair Blue
            Accessibility Tools
            Fonts PlusIncrease Text
            Fonts MinusDecrease Text
            ContrastHigh Contrast
            GrayscaleGrayscale
            Readable FontReadable Font