Athanasios Drigas’s research while affiliated with National Center for Scientific Research Demokritos and other places

Students with learning disabilities often experience a complex range of internal and external challenges that can significantly impact their overall well-being and development. Internally, these students may grapple with intense feelings of anxiety, depression, and physical complaints, which can lead to social withdrawal and diminished self-esteem. They may also face higher rates of bullying and social rejection, further exacerbating their psychosocial difficulties and negatively affecting their sense of belonging and acceptance. These learners are more likely to exhibit attention problems, poor concentration, and a wide range of emotional difficulties, which can further hinder their ability to engage effectively in academic and social settings. Behaviorally, students with learning disabilities may exhibit issues like attention deficits and socialisation challenges, stemming from underlying processing difficulties and challenges in understanding social cues and norms. They may also experience feelings of anger, frustration, and even aggressive behaviours, often as a result of their negative experiences and struggles with academic demands. Emerging research suggests that executive function deficits can contribute to these students' complex relationship between temperament and psychological difficulties. Problems with executive functions, such as attention, planning, memory, and flexibility, can significantly impact their cognitive and social-emotional development. Early interventions, such as video games, mobile apps, or STEM-oriented approaches, are crucial for addressing these multifaceted challenges and supporting the holistic growth and well-being of students with learning disabilities

This review critically examines a broad spectrum of interventions aimed at bolstering executive functions (EFs) in children, a cornerstone for their academic, social, and cognitive development. We delve into a variety of EF enhancement strategies from June 2006 to March 2024, encompassing computer-based programs, physical exercises, classroom adjustments, and innovative technologies like virtual reality and educational robotics. Stressing the importance of parental involvement and positive teacher-student interactions, the review proposes an evidence-based approach tailored to individual needs, offering significant benefits particularly to children with or at risk for conditions such as ADHD and ASD. The synthesis underscores the imperative of collaborative initiatives among educators, policymakers, and families for fostering inclusive educational practices that nurture holistic EF development. The review sets forth the need for future research to embark on longitudinal studies and explore novel technologies, aiming to refine evidence-based educational strategies and enhance the cognitive and emotional well-being of children globally.

Gamma-aminobutyric acid (GABA) is a neurotransmitter critically involved in various psychological and behavioral processes. This review highlights the impact of GABAergic dysfunction within specific brain regions on a range of mental disorders, executive processes, self-control, and behavioral regulation.Reductions in GABAergic neurotransmission within distinct brain regions have been consistently associated with several mental health conditions. Within the context of anxiety disorders, depression, and post-traumatic stress disorder (PTSD), alterations in GABAergic function contribute to symptomatology. GABA plays a pivotal role in anxiety and mood regulation, with its impairment linked to symptoms of depression and mood disorders. Dysfunctional GABAergic transmission also contributes to fear dysregulation and features of PTSD. In terms of executive functions, GABAergic neurotransmission affects working memory, attentional control, and inhibitory regulation. Changes in GABA levels have been linked to decision-making abilities, impulsivity, and attention deficits, especially in conditions like attention deficit hyperactivity disorder (ADHD). GABA further plays a crucial role in self-control mechanisms by regulating impulsivity and prefrontal cortex functionality. Substance use disorders, often accompanied by impaired self-control, are significantly influenced by GABAergic system changes. Additionally, GABA's involvement in anxiety and emotional management affects the control of emotional responses. Behavioral control is modulated by GABAergic action in motor circuitry, where GABA provides inhibitory control for motor actions. Spontaneity, aggression, and stress are influenced by GABAergic dysfunction, impacting behavioral control. In the realm of attentional control, GABAergic neurotransmission influences selective attention and sensory salience, maintaining a balance between neural stimulation and inhibition. The study also explores executive function deficits in individuals with Autism Spectrum Disorder (ASD) in relation to GABA levels within specific brain regions. Moreover, GABA and its network connectivity contribute to individual variations in sensory responsiveness, emphasizing the dynamic role of GABA in the phenotypic heterogeneity of ASD. In summary, this research underscores the critical role of GABAergic neurotransmission within specific brain regions in various psychological disorders, executive functions, self-control, behavioral regulation, and attentional processes. Understanding the directional influence of GABAergic changes on behavior and mental health conditions can pave the way for more targeted interventions in neuropsychiatric disorders.

Serious Games appear to benefit children with special needs and provide a multidimensional approach to learning. According to research, Serious Games can help Special Education Needs children stay interested in their study by increasing their motivation, independence, autonomy, and resulting self-esteem. In practically every subject area of the curriculum for preschool and primary education, serious game-based learning has demonstrated its contribution for students with attention, memory, and executive control issues as well as with mental or developmental disabilities.

Down syndrome is considered to be one of the most prevalent genetic causes of intellectual disability, derived from chromosomal disorder, which accounts for dysfunctions in many organs and has a characteristic phenotype, which consists of physical and behavioral features. Many studies have shown that language is one of the most impaired areas of function in Down syndrome and perhaps, the highest barrier for their substantial inclusion into formal education and community. Τhe aim of this paper is to investigate the specific features of this linguistic phenotype, presenting the strengths and weaknesses of their language, as well as the factors that contribute to their formation, compared to normally developing children. In addition, it scopes to highlight the role of educational mobile apps, as innovative and interactive tools for the developmental learning of Down syndrome children. The results of the research indicate that their language goes through the same, with typical development sequences, but progressively erases a slowing trajectory and results in lower performance. However, with STEM education, they can develop math and digital skills, but also programming and computation thinking, in order to acquire basic skills and abilities for independent living and better vocational rehabilitation, as active members of the community.

Mobile applications are constantly increasing and people are trying to find solutions to problems in their daily life in the digital world. Digital developments provide equal access and learning opportunities to people with disabilities. Today, children spend most of their time using mobile devices. Therefore, addressing their difficulties through mobile applications would be very effective. E-learning applications that use mobile devices, also known as mobile learning, can be used as therapeutic tools to improve both executive functions and quality of life. Moreover, they create greater motivation in children and adolescents by increasing the frequency of practicing cognitive and metacognitive task skills. In addition, audiovisual stimuli provided through smartphone applications can facilitate the understanding and memorization of the information provided. Therefore, they can be essential learning tools for children with ADHD. The present work investigates the role and effectiveness of using mobile applications in order to improve the quality of life of children with ADHD.

One of the main goals of Special Education and E-learning for people with disabilities is the development and improvement of social communication, the interaction with those around them, and the socio-emotional empowerment of students for their inclusion as active and equal members in a privileged society as people-students with disabilities present deficits in the field of social skills. The area of social skills is considered one of the important areas of the individual's development and for its development and improvement, the basic condition is the existence of motivation. Motivations are the driving forces for social contacts and relationships centered on mutual understanding, active participation, and interaction of the individual. The above in Special Education and training is achieved through differentiated teaching models using ICTs and collaboration networks such as e-Twinning.