Psycholinguistic Dynamics and Educational Inclusion for Children and Adolescents

The relationship between psycholinguistic methods and educational inclusion plays a pivotal role in the learning experiences of children and adolescents. Understanding how language development and cognitive processes converge provides crucial insights for diverse educational needs and equitable learning environments. Effective educational inclusion accommodates the diverse linguistic and cognitive needs of students, ensuring that all learners have the support they require to succeed. It is essential to embrace inclusive practices that recognize and address the unique psycholinguistic needs of every student to ensure every child and adolescent has the opportunity to thrive academically. Psycholinguistic Dynamics and Educational Inclusion for Children and Adolescents explores the effects of psycholinguistic techniques on childhood education diversity and inclusion. It further illuminates the positive impact of diverse linguistic and language education methods for children and adolescents with speech and language disorders, reading disabilities, or hearing difficulties. This book covers topics such as language development, play therapy, and sign language, and is a useful resource for psychologists, educators, teachers, linguists, sociologists, academicians, scientists, and researchers.

Dimitra V. Katsarou is an Assistant Professor of Developmental Psychopathology and Language Disorders at the Department of Preschool Education Sciences and Educational Design of the University of the Aegean. She studied Philology at the Department of Philology of the School of Philosophy of the Aristotle University of Thessaloniki. She holds three postgraduate degrees (MSc Sports and Exercise Psychology- University of Thessaly, Med Adult Education- Hellenic Open University, MA Education: Special Education- University of Nicosia) and Ph.D. of the Special Education Department of the University of Thessaly. She is a certified adult educator and College teacher and has worked as a special education philologist in public high schools and second chance schools and has developed differentiated material for people with intellectual disabilities. She has worked as an adult educator in private and public Vocational Training Centers, as a teacher in Second Chance Schools, in Lifelong Learning Centers, in Vocational Training Institutes, in the Youth and Lifelong Learning Institute, in the School of Probationary Police and in Private Colleges. She has participated in research projects funded by the University of Thessaly, the National Technical University of Athens, the European Union and the Information Society. She has conducted her postdoctoral research co-financed by six universities in the European Union. She speaks four foreign languages (English, French, Italian, Spanish) as well as Greek Sign Language, writes and reads in the Braille System. She has 29 scholarly publications in influential peer-reviewed journals and more than 100 conference presentations, she has written eleven children's fairy tales and three theatrical plays. She has authored a monograph, four co- editing books, and three editing books in Greek language, as well as participating in several chapters in other scientific publications. She is academically responsible for education, training and education programs of Greek and international organizations and participates as a key researcher in Greek and international research programs, such as Erasmus Plus, Alliance edu, Cost.eu, Erasmus Sport. In parallel with the University of the Aegean, she has worked as adjunct faculty at the University of Nicosia, the University of Thessaly, the Aristotle University of Thessaloniki, the Hellenic Open University, the Neapolis University of Paphos and Frederick University. Her research interests focus on the special education of children with intellectual disabilities, neurolinguistics, cognitive processes, autism, developmental psychopathology, speech and language development, genetic syndromes and intergenerational activities.

Dr. Maria Sofologi is an Adjunct Ass. Professor at the Department of Early Childhood and Education at the University of Ioannina in Greece. She delivers the courses “Cognitive Psychology”, and “Developmental Psychology”. She is also a postdoctoral researcher at the University of Ioannina in Greece. She holds a Ph.D. in Cognitive Psychology from the Aristotle University of Thessaloniki. She also holds a Master of Science degree in Cognitive Psychology from the Aristotle University of Thessaloniki. During her master's degree years she trained and practiced different assessment cognitive tools to evaluate all cognitive functions like memory, attention, language, executive functions both in adults and children. She is the key speaker in many European and Hellenic conferences concerning cognitive psychology, educational psychology, special education in children and adults, as well. Her academic work includes a series of many scientific publications, books, and book chapters concerning Cognitive Psychology, Special Education, Educational Psychology, and Cognitive impairments in children and adults as well.

Efthymia Efthymiou research focuses on inclusive teaching practices, classroom discourse, and creating educational environments that support the inclusion of all students, including those with special needs. Her work centers on understanding the perspectives of various stakeholders, such as teachers and children with special needs, to develop more inclusive educational systems. She explores the role of both physical and psychological environments in shaping attitudes, positioning, and inclusion. Her research aims to identify and overcome barriers to inclusive education, with emphasis on leveraging technology-based teaching practices to address digital exclusion and promote inclusive teaching methods. In addition to her research efforts, Dr. Efthymia actively contributes to the advancement of inclusive education through her workshops and seminars conducted for teachers and principals in federal schools within the UAE. She recognizes the urgent need to equip educators with the necessary tools and knowledge to foster inclusive learning environments, ensuring that all students have equal opportunities for education and growth.