Inclusive Education Project

Public Diplomacy Grants Program / U.S. EMBASSY GREECE, The Public Diplomacy Section 

•  The purpose of the grant is: To promote inclusion of marginalized and vulnerable members of society, including but not limited to women, refugees, migrants, and individuals with disabilities, in Greek institutions 

The American College of Greece (ACG) 
6 Gravias Street 
153 42 Aghia Paraskevi 
Athens, Greece 

George Mason University (GMU) 
4400 University Drive 
Fairfax, Virginia, 22030 
United States 

The American Community School (ACS Athens) 
129 Aghias Paraskevis Street 
Halandri, 15234 Athens 
Greece 

• Anya Evmenova, Ph.D. – Professor of Special Education at George Mason University, with expertise in assistive technology, special education, and research methods. 

• Joan Kang Shin, Ph.D. – Professor of Education at George Mason University, renowned for her work in online teacher education and professional development. 

• Jered Borup, Ph.D.  – Associate Professor in the Division of Learning Technologies at George Mason 

• Panos Vlachopoulos, Ph.D. – the VP for Academic Affairs and Professor of Education  

• Peggy Pelonis, Ph.D. the President of the American Community Schools of Athens (and the Dean of Academic Affairs) 

• Ioannis Kalaitzidis, Ph.D. – Associate Professor of Cognition and Education  

• Evi Evloyias, Educator, the American Community Schools of Athens 

• Needs Analysis Preparation: Preparation of a needs analysis to identify specific challenges and requirements related to inclusive education at ACG-Pierce and ACS Athens.  

• Questionnaires: Educators and Academics in the target schools and Universities to identify specific needs and challenges related to inclusive education, following the recommendations of the experts from GMU 

• Preparatory Meetings: Visit of the experts from GMU ACG and ACS Athens to conduct meetings with school teachers from ACG and from ACS Athens, as well as the extended academic community of both organizations, including parents, to foster a deeper understanding of inclusive teaching practices. 

• Athens Inclusive Learning and Teaching Workshop: On the 7th, 8th and 9th of December ACG hosted a workshop in Athens, facilitated by expert personnel from GMU and teaching staff from ACG and ACS Athens. At the workshop 150 teachers, parents and academics from ACG and ACS Athens participated in order to engage in interactive sessions, discussions, and activities to foster a deeper understanding of inclusive teaching practices 

• Toolkit Development: from January 2024 to May 2024 the team, based on insights gathered from the workshop, developed comprehensive resources and a toolkit on a Learning Management System (LMS) designed to assist teachers in effectively implementing inclusive teaching practices. 

• Lesson Plans and Case Studies Creation: from January 2024 to May 2024 the Parties collaborated with selected educators from ACG and ACS to curate 10 innovative lesson plans/case studies and emerging strategies to enhance inclusive teaching based on action mini-research conducted by the teachers. Teaching materials and interactive learning resources added to the LMS. 

• Train the Trainer Workshop: In September 2024 ACG and ACS organized and support a Train the Trainer Workshop to introduce the developed resources and LMS toolkit to up to 100 teachers who act as mentors in their respective schools. Experts from GMU participated in person in this workshop, providing instructions and recommendations to ensure the effective use of the toolkit. 

• Post-Training Evaluation: In September 2024, ACG and ACS will implement a post-training questionnaire and conduct qualitative interviews with participating teachers to assess the impact of the workshop and LMS toolkit on their teaching practices. They will also collect feedback from students and parents to gauge the effectiveness of the newly implemented inclusive strategies. 

Dr. Gerasimos Hatzidamianos is Associate Professor of Psychology and Communication in Mental Health at the School of Liberal Arts and Sciences at Deree – The American College of Greece. Through his over 20 years of work experience in different countries, various educational settings (private and public), and age groups, Dr. Chatzidamianos’ career trajectory has taken him to senior academic posts in Psychology, educational leadership, clinical supervision and practice, and international consulting. His research interests range from theoretical neuropsycholinguistics to research on communication in clinical practice, with application to human communication in mental health and Deafness, psychotic disorders with specialization in schizophrenia, and bipolar disorder, for which he has held numerous grants. He holds a Ph.D. in clinical experimental psycholinguistics from the Department of Experimental Psychology at the University of Cambridge, U.K., where he explored, for the first time worldwide, specific psycholinguistic structures of language in Deaf patients with schizophrenia.

Dr. Yannis Mygdanis is a music educator at Pierce – The American College of Greece, composer, digital educational software designer, and postdoctoral researcher at the Department of Music Studies at the National and Kapodistrian University of Athens (NKUA). He completed his PhD at the European University Cyprus, focusing on emerging technologies and the design and development of music educational software. He holds four master’s degrees: in Music Pedagogy (MMus), Educational Sciences (MEd) with a specialization in Educational Leadership, Administration, and Emerging Technologies (MEdL), as well as in Information Systems (MSc). He is a graduate of Music Studies from NKUA and Informatics from the Athens University of Economics and Business. He has a diploma in piano, modern piano (LRSL), electronic organ (DipLCM), and music theory (AmusTCL), and has completed advanced studies in music theory, receiving diplomas in Choir Conducting and Composition with “Distinction and First Prize.” As a speaker, Yannis has participated in 35 international scientific conferences and has over 40 international publications on topics related to music, education, and technology. He composes music for theater, short films, and fairy tales and has set to music works by Greek and international poets. He has released two albums and five digital singles. He teaches Master’s program “Music Education in Formal and Informal Settings” at NKUA and a trainer at the Centers for Lifelong Learning at Ionian University and NKUA.  

For more information, visit www.yannismygdanis.com. 

Dr. Katingo Giannoulis holds a BA (Hons) in Psychology, a Masters (MSc) in Clinical Psychology from the University of Surrey and a Ph.D from the University of London. She has over 30 years of experience working as a clinical psychologist in Athens and London. She has been an instructor at Deree College since 2011, at both the undergraduate and post-graduate Schools.

She has specialized in working with individuals with neurodevelopmental disorders (e.g., autism spectrum disorder ASD) and in specialized family counseling. From 1995-2008, she worked in specialist autism multi-disciplinary centers in NHS hospitals in London (Guy’s & Maudsley). She also provides consultation and training services to educational establishments as well as supervision services.

She is a Chartered Clinical Psychologist and an Associate Fellow of the British Psychological Society (BPS), and a member of a number of professional bodies (e.g., the BPS Clinical Psychology and Neuropsychology Divisions, the Greek Scientific Network for ASD, etc.).

Mr. Jake Delatolas-Saveris has been teaching English since 1991. He joined Pierce in 2016, teaching ESL courses in both Gymnasium and Lyceum. Prior to joining Pierce, he taught in other private schools and institutions where he served as Director of Studies and Department Head. In 2018, he taught an online Practicum course in the Department of English Language and Literature, University of Athens. In 2019, he taught courses in the B- level In-service Training of Teachers in the utilization and application of ICTs in the teaching practice, provided by the Open Training Centers of Greek Universities.

Jake holds a B.A. in English Language & Literature (University of Athens) and an M.Ed. (Distinction) in TESOL (Hellenic Open University). In 2022, he was nominated by the U.S. Embassy in Athens to attend a professional development course on Using Educational Technology, offered by the University of Iowa as part of the Online Professional English Network and sponsored by the U.S. Department of State.

Jake is particularly interested in 21st century skills and integrating technology & innovation into the daily classroom practice. These interests are reflected in the presentations he has given at international conferences in Greece, Turkey, Ireland & Malta. He has written articles for TESOL Greece Journal, ELT News, and Humanising Language Teaching Magazine. He is currently serving on the Board of Trustees of TESOL Greece and has been a Presenter for Cambridge Assessment in Greece since 2015.

Mrs. Lucy Hudson-Christidis

I am English but moved to Greece after my marriage to a lovely Greek gentleman. After gaining a Bed/BSc Honours Technology Education and Qualified Teacher Status at the University of Sunderland, I taught in the UK, Design and Technology to Key Stage 3 (Resistant Materials, Graphics, Food & Textiles) and specialised in Graphic Products at Key Stage 4. My first teaching position, after moving to Greece, was the school Nea Genia Ziridis where I taught Technology to the Gymnasium and lower school children. 

I moved to The American College of Greece in 2017, where I initially taught Technology to the Gymnasium students. After the recent opening of the lower school, I am now in charge of the Fab Lab/Makers Space lessons for the Kindergarten and Dimotico students. Lessons are taught in both English and Greek which is both a challenge and opportunity for the children. The Makers Space/Fab Lab facilities enables a multitude of outcomes to our design-based projects and focused activities but creativity and problem solving can be achieved with the most basic of materials and facilities.

 Ms. Antigoni Georgara 

I am a graduate of the Department of Philology at the National and Kapodistrian University of Athens. I have taught philological subjects at the American College of Greece in Athens at the middle school level for the past few years. More specifically, I teach Modern Greek language and literature, Ancient Greek language and literature, and History to students aged 13-17. Often, the stress of academic performance dominates, which frequently leads to excessive pressure on educational community members (students, teachers, and parents). However, the reality demonstrates that the school of the 21st century is more than just a place for transmitting information. It is a place of interaction and exchanging ideas that promote democracy, equality, and peace. Within this space, children, parents, and educators enjoy education with dignity, equality, and democracy. In my opinion, this should also be the primary goal of today’s school: to create an environment that offers equal learning opportunities. 

For this reason, I feel fortunate to have been able to participate in a program like Athens Inclusive Education. The initiative of the three organizations (ACG, ACS, George Mason University) is a novelty for Greek standards, as it provides active teachers of all specialties with the opportunity to get acquainted with all the methods and tools that can contribute to the creation of an inclusive school. So, how did this beautiful journey begin? Initially, with the support of our school (Pierce-American College of Greece), we were given the chance to speak with three distinguished scientists from George Mason University and present to them the initiatives and stance of the Greek educational community towards the concept of inclusion. Subsequently, through a workshop and with the support of Anna, Joan, and Jered, we learned about new methods and tools that can be utilized in teaching. Then, we were encouraged to implement some of the ideas presented at the workshop into our teaching. 

I decided to design a History lesson aimed at ninth-grade students. It is a teaching proposal concerning the consequences of World War I. The teaching plan that was implemented required two teaching periods to be completed. Considering the particularities of my class (25 students, 3 students with ADHD, 1 student bilingual), I chose to develop a teaching plan based on UDL, setting the main teaching goals and incorporating useful tools, such as the option to choose different sources, the use of supplementary vocabulary to clarify key historical terms, and the selection of more interactive activities. These small changes captured the students’ interest and encouraged them to participate more eagerly in the educational process. 

Venie Gaki was born in Ioannina, Greece and holds a Master’s degree in Applied Linguistics from the Hellenic American University (HAU) and a BA (Bachelor in Classics) from the University of Ioannina, Greece. During her university years she attended a one-year course in Classics at the University of Liverpool, UK.  She also holds a Certificate in Advanced Methodology in Teaching English as a Second Language acquired at the Hellenic American Union in Athens, Greece in 1998 and has been a TESOL (Teaching English to Speakers of Other Languages) certified instructor since then.  

Venie Gaki has rich experience in teaching both Greek and English as a second language in private schools and has been a member of ACS Athens faculty since 2007. She has taught both English and Greek to Elementary School, Middle School and High School students of all levels (beginning to Language Arts). In addition, Venie Gaki has also taught Latin through the IIC. 

Venie Gaki believes in constant professional development; therefore, she pursues such opportunities through seminars, conferences (ECIS, AERO) and book exhibitions in order to be updated with the latest publications, methodologies and approaches in teaching the English and the Greek language to speakers of diverse linguistic backgrounds. She has been a member and presenter at TESOL Greece since 1993.  

Writing is one of her favorite occupations as it makes her feel more creative. She has written several plays, poems, song lyrics and texts (in both Greek and English) through which children’s understanding and consolidation of the language they learn is reinforced.  

Venie Gaki designs and adjusts the content of the classes she teaches to meet her students’ needs. 

For the EFL Social Studies class, she has simplified the curriculum students are presented with in grades 6 & 7 Middle School to make it more accessible for students with low proficiency in English. 

ACS Athens has published three of her books, which have been taught at the Elementary School for a few years now: a listening and speaking activities book and two textbooks for Elementary School children who learn Greek as a foreign language. 

Ms. Persefoni Georgiou is a distinguished educator with a robust academic background and extensive experience in special education. She earned her undergraduate degree in Classics and a certificate in Special Education from the University of Athens. Ms. Georgiou furthered her expertise with a Master’s (MA) in Special Education from the University of Birmingham, a Master’s (MA) in Ethical Philosophy from the National Kapodistrian University of Athens, and a Master’s (MA) in Child and Family Studies from Leiden University. 

Ms. Georgiou joined ACS Athens in August 2022. Prior to this, she amassed significant experience as a special educator in various centers and served as a classroom teacher specializing in Greek language and literature. In 2014, she relocated to the Netherlands and contributed to the International School of The Hague as a Learning Support Teacher. She subsequently joined the American School of The Hague, where she held several key positions within the Learning Support Team. 

Her professional training includes Makaton sign language, Visualizing and Verbalizing for Comprehension and Thinking, and Pecs Level 2, reflecting her commitment to diverse educational methodologies and inclusive practices. Ms. Georgiou is enthusiastic about her role in the Optimal Learning Program (OLP) at ACS Athens, where she supports Middle School students in their academic journey, fostering their development into confident and independent learners. 

Ms. Androniki Manoli earned her Bachelor’s degree in Philosophy, Pedagogy, and Psychology from the National and Kapodistrian University of Athens (2015). She also holds a Master’s degree in Special Educational Needs from the University of Leeds, UK (2017). 

Since 2021, Ms. Manoli has been part of ACS Athens, currently serving as an Optimal Learning Specialist in Middle School and Academy. In this role, she directly supports students in the Optimal Learning Program (OLP) and collaborates closely with faculty in a co-teaching model to foster an inclusive learning environment. 

 Prior to that, she worked as a Special Educator in the UK where she practiced evidence-based interventions for students with neurodevelopmental disorders. She has also worked at the Amsterdam International Community School as a Learning Support Teacher, where she built expertise in differentiation and inquiry-based approach. During her undergraduate degree, she volunteered at SOS Children’s Villages by implementing psycho-educational activities to enhance the emotional, social, and cognitive skills of children aged 4-7 years old. While in the UK and the Netherlands, Ms. Manoli taught Greek as a second/ foreign language. 

Ms. Manoli has participated in numerous seminars and professional development workshops, including those by ECIS, and on topics such as Applied Behavior Analysis, Refugee and Immigrant Education and Support, and Mindfulness-Based Cognitive Intervention. She is fluent in Greek, English, and Spanish. 

She is adept at creating a positive difference in her student’s learning development by promoting a socially just, multicultural classroom environment that delivers meaningful and long-lasting results for a diverse range of needs and interests. She is passionate about implementing inclusive teaching strategies which empower all students to achieve their full potential. Finally, Ms. Manoli is fond of surfing, hiking, and art exhibitions. 

Ms. Michela Martines holds dual citizenship from Italy and Norway. She earned her Bachelor’s degree in Psychology from the University of Sussex. For her strong academic achievements, she received a full scholarship to complete her Master’s degree at the same university in Clinical Psychology and Mental Health. She is an associate fellow of the Albert Ellis Institute and is qualified in the practice of Rational Emotive Behavior Therapy (REBT). Following a four-year training and supervision program, Ms. Martines is specialized in applying REBT to support children, adolescents, parents and educators. With her knowledge and experience, she approaches her students through a holistic lens and is further equipped in successfully supporting children through their academic journey. Ms. Martines participated in the course “Online Learning and Support for Students with Special Needs” through Moreland University to gain further knowledge on how to best support students during virtual learning. Through The Institute of ACS Athens, Ms. Martines designed, created and currently teaches a virtual course aimed at supporting middle school and academy students to develop their organizational and time management skills. Ms. Martines holds an ECIS Level 2 Certificate in Child Protection. She is passionate about supporting all students, with various learning preferences and cultural backgrounds, in reaching their full potential. 

Ms. Martines has been a member of the ACS Athens community since 2017. She has effectively held different positions at ACS Athens and in the Optimal Learning Program (OLP); including Counseling Intern, Shadow Teacher, Substitute Teacher, OLP Aide, OLP Inclusion Specialist, OLP Academy Specialist and OLP Elementary Specialist. She has supported students across all grade levels (K-12) and has worked closely with teachers, staff and administrators to promote inclusive practices in the mainstream classroom.  

Mr Aristotelis Thymianos holds a B.Sc. in Physics with specialization in Astrophysics, Astronomy and Mechanics. During and after his undergraduate studies, he participated in numerous Space Related Projects, with one being the first construction and launch of the first High Power Model Rocket in Greece. 

Mr. Thymianos is a Science and Mathematics educator since his early academic years with experience in a variety of curriculums at Secondary level. He tries to go over and beyond the classical way of teaching by organizing innovative projects for the students and participating in various international competitions. He has participated in many conferences and seminars around the world as he always tries to improve himself as the world changes. 

He embraces the quote of B. Franklin who said: “Tell me and I forget, teach me and I may remember, involve me and I learn”. 

After teaching in various institutes and International Schools in Greece and Spain, he is currently teaching in ACS Athens the classes of Algebra 1, Physics 1 and STEAM.