Panayiota Christodoulidou

University College London | UCL · Institute of Education

Social distancing, lockdown, and other restrictive measures imposed because of the COVID-19 pandemic led universities to transfer to remote online instruction. Several studies examined the impact of online instruction on students’ academic and socioemotional performance, whereas only limited research evidence exists concerning the performance of un...

This study explored the implementation of ‘inclusive’ teaching and learning practices for the students with mild learning difficulties in the mainstream classroom at public secondary schools in Cyprus. It explored the experiences and perceptions of coordinators, teachers and students with mild learning difficulties about the current ‘inclusive’ tea...

The inclusion of children with 'learning difficulties' in the mainstream schools is a challenging problem due to the complexity of the term. There is not a common understanding among the countries and the professionals how inclusion should be promoted and there is always an endless debate around whether children considered as having 'learning diffi...

Overview Recently, I completed an MA in Education at the University of Leicester specialising in diversity and inclusion. As a teacher from Cyprus, I found the course fascinating, as it included participants from both east and west, from China, Japan, Africa, Italy and Eastern Europe. Philosophy regarding child education differs across countries. F...