Publications by category
Journal articles
Dimitrellou E, Male D (2022). Creating inclusive schools: a self‐review tool for educational practitioners.
Support for Learning,
37(2), 263-284.
Abstract:
Creating inclusive schools: a self‐review tool for educational practitioners
This study explored the schooling experiences of secondary-aged pupils with and without SEND attending three mainstream schools in England. Thirty-seven young adolescents with SEND and eight without agreed to be interviewed. Thematic analysis revealed the challenges these young adolescents with SEND encountered to feel included in their schools and light is shed on their perspectives of what an inclusive school should be. of significance contributing to pupils' positive or negative feelings about school and their feelings of being included or excluded were: their perceptions of the implementation of approaches to behaviour management; their perceptions of the equitable allocation of teacher support and/or teacher attention; relations with their teachers; whether they found their lessons engaging or ‘boring’; and the extent to which they perceived their voices were heard and subsequently, acted upon. The findings of the study are discussed with reference to Farrell's model of inclusion and an elaboration of the model is proposed as a self-review tool to be used by educational practitioners as an aid to facilitate their inclusion in mainstream provision.
Abstract.
Dimitrellou E, Macmillan P, Norwich B (2022). Using OVIP Online: a teacher mediated computer-assisted programme for pupils with reading difficulties.
Journal of Research in Special Educational NeedsAbstract:
Using OVIP Online: a teacher mediated computer-assisted programme for pupils with reading difficulties
School closures due to the covid-19 pandemic uncovered the overriding need to create engaging online learning environments to facilitate students’ learning. This paper focuses on the online evaluation of Own Voice Intensive Phonics (OVIP) approach, a computer-assisted instruction programme used during the Covid restrictions to help 15 pupils aged 7-12 with reading difficulties improve their reading. Analysis of Single Word Reading pre-and-post-test revealed a 3.2-year mean word reading age gain over a 19-22 week period. Questionnaire data from pupils and parents and the end of OVIP session and parentreported data at a one year follow up demonstrated an overall increase in pupil reading skills and self-confidence that transferred into wider confidence and engagement for some pupils. Findings indicate that OVIP might be an effective teacher mediated programme in supporting pupils with reading difficulties to enhance their reading skills through online tutoring. Further research is necessary to compare teacher mediated own voice approaches to unmediated programmes, using a larger sample.
Abstract.
Robinson D, Codina G, Strogilos V, Dimitrellou E (2021). Education as a catalyst for the social inclusion of people with learning disabilities. British Journal of Learning Disabilities, 49(4), 385-392.
Dimitrellou E, Male D (2019). Understanding what makes a positive school experience for pupils with SEND: can their voices inform inclusive practice?. Journal of Research in Special Educational Needs, 20(2), 87-96.
Dimitrellou E, Hurry J, Male D (2018). Assessing the inclusivity of three mainstream secondary schools in England: challenges and dilemmas. International Journal of Inclusive Education, 24(10), 1097-1113.
Dimitrellou E, Hurry J (2018). School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity. European Journal of Special Needs Education, 34(3), 312-326.
Publications by year
2022
Dimitrellou E, Male D (2022). Creating inclusive schools: a self‐review tool for educational practitioners.
Support for Learning,
37(2), 263-284.
Abstract:
Creating inclusive schools: a self‐review tool for educational practitioners
This study explored the schooling experiences of secondary-aged pupils with and without SEND attending three mainstream schools in England. Thirty-seven young adolescents with SEND and eight without agreed to be interviewed. Thematic analysis revealed the challenges these young adolescents with SEND encountered to feel included in their schools and light is shed on their perspectives of what an inclusive school should be. of significance contributing to pupils' positive or negative feelings about school and their feelings of being included or excluded were: their perceptions of the implementation of approaches to behaviour management; their perceptions of the equitable allocation of teacher support and/or teacher attention; relations with their teachers; whether they found their lessons engaging or ‘boring’; and the extent to which they perceived their voices were heard and subsequently, acted upon. The findings of the study are discussed with reference to Farrell's model of inclusion and an elaboration of the model is proposed as a self-review tool to be used by educational practitioners as an aid to facilitate their inclusion in mainstream provision.
Abstract.
Dimitrellou E, Macmillan P, Norwich B (2022). Using OVIP Online: a teacher mediated computer-assisted programme for pupils with reading difficulties.
Journal of Research in Special Educational NeedsAbstract:
Using OVIP Online: a teacher mediated computer-assisted programme for pupils with reading difficulties
School closures due to the covid-19 pandemic uncovered the overriding need to create engaging online learning environments to facilitate students’ learning. This paper focuses on the online evaluation of Own Voice Intensive Phonics (OVIP) approach, a computer-assisted instruction programme used during the Covid restrictions to help 15 pupils aged 7-12 with reading difficulties improve their reading. Analysis of Single Word Reading pre-and-post-test revealed a 3.2-year mean word reading age gain over a 19-22 week period. Questionnaire data from pupils and parents and the end of OVIP session and parentreported data at a one year follow up demonstrated an overall increase in pupil reading skills and self-confidence that transferred into wider confidence and engagement for some pupils. Findings indicate that OVIP might be an effective teacher mediated programme in supporting pupils with reading difficulties to enhance their reading skills through online tutoring. Further research is necessary to compare teacher mediated own voice approaches to unmediated programmes, using a larger sample.
Abstract.
2021
Robinson D, Codina G, Strogilos V, Dimitrellou E (2021). Education as a catalyst for the social inclusion of people with learning disabilities. British Journal of Learning Disabilities, 49(4), 385-392.
2019
Dimitrellou E, Male D (2019). Understanding what makes a positive school experience for pupils with SEND: can their voices inform inclusive practice?. Journal of Research in Special Educational Needs, 20(2), 87-96.
2018
Dimitrellou E, Hurry J, Male D (2018). Assessing the inclusivity of three mainstream secondary schools in England: challenges and dilemmas. International Journal of Inclusive Education, 24(10), 1097-1113.
Dimitrellou E, Hurry J (2018). School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity. European Journal of Special Needs Education, 34(3), 312-326.
