Transform Autism Education - Final Report

The Transform Autism Education (TAE) project focused on the domain of ‘good autism practice’ in the education of pupils with autism in the UK, Greece and Italy with the overall objectives to:• Research good autism practice in education.• Create professional development programmes in Greece and Italy.• Enhance the knowledge and practice of school staff.• Facilitate the inclusion of autistic children in primary schools in those countries.Funded by the European Commission through Erasmus Plus Key Action 2, Strategic Partnerships scheme, and led by Principal Investigator Dr. Karen Guldberg, the project involved a range of Greek, Italian and UK partners. It employed the Autism Education Trust (AET) collaborative training schemes in the UK as a founding model. While the requirements of each country were distinct, and so necessitated careful adaptations of the materials to their specific needs, what united all aspects of the project was a desire to improve the educational inclusion of autistic children, as well as their general experiences in school and their outcomes

Transform Autism Education - Final Report

The Transform Autism Education (TAE) project focused on the domain of ‘good autism practice’ in the education of pupils with autism in the UK, Greece and Italy with the overall objectives to: • Research good autism practice in education. • Create professional development programmes in Greece and Italy. • Enhance the knowledge and practice of school staff. • Facilitate the inclusion of autistic children in primary schools in those countries. Funded by the European Commission through Erasmus Plus Key Action 2, Strategic Partnerships scheme, and led by Principal Investigator Dr. Karen Guldberg, the project involved a range of Greek, Italian and UK partners. It employed the Autism Education Trust (AET) collaborative training schemes in the UK as a founding model. While the requirements of each country were distinct, and so necessitated careful adaptations of the materials to their specific needs, what united all aspects of the project was a desire to improve the educational inclusion of autistic children, as well as their general experiences in school and their outcomes

Developing the Greek Reference Index for the Social Sciences and Humanities

The Greek Reference Index for the Social Sciences and Humanities (GRISSH) is a service that collects, documents, stores and, where possible, provides access to peer-reviewed publications in the Social Sciences and the Humanities (SSH) by Greek publishers. It also provides long-term preservation for the digital and print files of the publications. The GRISSH was conceived by the National Documentation Centre (EKT) and the documentation and access platform is developed by the organization itself (OpenABEKT). The GRISSH is, in essence, a collaborative project that advances with the assistance and active participation of the publishing and scholarly community in Greece. It is intended as an essential reference service for the research and publishing community in Greece and abroad. The present contribution presents the goals, objectives and key benefits of the project; the evaluation criteria for the selection of content; the specifications for the development of the index; the methodology of documentation; the emerging collaborations with stakeholders. It also, present how the GRISSH project is aligned with the national and international agendas in view of a coordinated development and e-infrastructure that will support the sectors of academia, research and academic publishing

Transform Autism Education - Final Report

The Transform Autism Education (TAE) project focused on the domain of ‘good autism practice’ in the education of pupils with autism in the UK, Greece and Italy with the overall objectives to:• Research good autism practice in education.• Create professional development programmes in Greece and Italy.• Enhance the knowledge and practice of school staff.• Facilitate the inclusion of autistic children in primary schools in those countries.Funded by the European Commission through Erasmus Plus Key Action 2, Strategic Partnerships scheme, and led by Principal Investigator Dr. Karen Guldberg, the project involved a range of Greek, Italian and UK partners. It employed the Autism Education Trust (AET) collaborative training schemes in the UK as a founding model. While the requirements of each country were distinct, and so necessitated careful adaptations of the materials to their specific needs, what united all aspects of the project was a desire to improve the educational inclusion of autistic children, as well as their general experiences in school and their outcomes

ΕΥΨΥΧΙΑ. Mélanges offerts à Hélène Ahrweiler

Hélène Ahrweiler est l'une des grandes figures des études byzantines de ces quarante dernières années ; elle a suscité la vocation de nombreux élèves et s'est attiré l'amitié et la considération de nombreux collègues dans le monde entier. Les Mélanges qui lui sont offerts sont le reflet de cette double réussite, puisqu'ils réunissent plus d'une cinquantaine de contributions provenant des centres les plus prestigieux du byzantinisme français et international. Dans leur article, les participants aux Mélanges se font l'écho des principaux thèmes qu'Hélène Ahrweiler a développés dans ses recherches : histoire des institutions, histoire économique et sociale, idéologie politique de l'Empire, géographie historique de l'Italie au Caucase. Hélène Ahrweiler, nommée professeur à la Sorbonne en 1967, a participé à la création de l'Université de Paris I (Panthéon-Sorbonne) où, succédant à Paul Lemerle, elle a développé le Centre de recherches d'histoire et de civilisation byzantines. Par la suite, elle est devenue président de Paris I, puis recteur de l'Académie de Paris avant d'être nommée à la tête du Centre Georges Pompidou