Irini K. Zerva

Dr. Irini K. Zerva

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Research Focus & Metrics

Academic Career Length

4Years (2023-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

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Journal Article
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ELENI BontiELENI Bonti
ELENI Bonti
IZIrini K. Zerva
Irini K. Zerva
CKChristiana Koundourou
Christiana Koundourou
Maria SofologiMaria Sofologi
Maria Sofologi
The boundaries between neurodevelopmental disorders are often indistinct, even among specialists. But do these boundaries exist, or do experts struggle to distinguish and categorize symptoms in order to arrive at a dominant diagnosis while comorbidity continually leaves questions about where each disorder ends and begins? What should be reconsidered? The introduction of the term ‘spectrum of neurodevelopmental disorders’ could pave the way for a re-appraisal of the clinical continuum of neurodevelopmental disorders. This study aims to highlight the problems that emerge in the field of the differential diagnosis of neurodevelopmental disorders and propose a renegotiation of the distinctiveness criteria.

16 October 2023
Verified
Book Chapter
Closed access
IZIrini K. Zerva
Irini K. Zerva
CKChristiana Koundourou
Christiana Koundourou
Literacy is a basic demand of modern civilization. Educational systems promote reading and writing as a primary requirement of schooling. In children with Νeurodevelopmental Disorders, language development is very often affected, and obstacles emerge that are also strongly reflected in writing and reading skills. The difficulties to develop such skills are identified already from the first years of schooling, they are of great concern to the educational community and the school context is called upon to either manage and support these students or implement appropriate interventions to deal with these difficulties. Especially, in early school years but also later, when students develop metacognitive strategies, teaching plays a crucial role in literacy. The ways of pedagogical management and intervention in children with neurodevelopmental disorders and more specifically with Special Learning Disorders that focus on reading and writing skills are a valuable tool for teachers. This chapter will highlight where the various interventions in the school context should be aimed and how important is the role of Executive Functions.

23 June 2023
Verified
Book Chapter
Closed access
IZIrini K. Zerva
Irini K. Zerva
The skill of reading is an important indicator of mental development and one of the basic achievements in schooling. It is a complex mechanism where, although it has now been largely deciphered, researchers are still trying to delineate the factors that contribute to the development of reading skill or those that negatively affect it, leading to poor readers. Reading skill is related to decoding the text and understanding it. This chapter focuses on preschool and early school age and tries to highlight the early signs of reading deficit related to phonological awareness, aiming to raising the awareness of teachers, so that they can identify in time and contribute to early intervention in children who are at risk of developing reading difficulties. Furthermore, this chapter's purpose is to develop empathy in educators and readers by highlighting the challenges a child from preschool through adulthood faces when is at risk for a reading deficit and motivate them to promote and support early detection of such difficulties.


16 October 2023
Verified
Book Chapter
Closed access
IZIrini K. Zerva
Irini K. Zerva
ELENI BontiELENI Bonti
ELENI Bonti
Learning-related NDDs, such as Specific Learning Disorders (SLD) and Attention-Deficit/Hyperactivity Disorder (ADHD), appear in childhood, and due to their high connectivity with children's schooling, they attract the intense interest of scientists. Successive questions arise about when and what is the most appropriate intervention, what are the benefits, what is the method of implementation, where should the intervention take place, and other related questions that arise always with the aim of optimizing support. But the question that precedes all the above is which exactly is the disorder? Is it only one? How are its symptoms distinguished and how could anybody be sure of its distinctiveness from others with a high rate of overlap? The introduction of the term ‘spectrum of NDDs' could pave the way for a re-approach of the clinical continuum of NDDs. This chapter aims to open a discussion and raise concerns about overlapping symptoms in learning-related NDDs, with the aim of achieving better intervention through a clearer system of diagnosis.

30 June 2023
Verified
Book Chapter
Closed access
Dimitra V. KatsarouDimitra V. Katsarou
Dimitra V. Katsarou
IZIrini K. Zerva
Irini K. Zerva
EMEvangelos Mantsos
Evangelos Mantsos
PSPanagiotis J. Stamatis
Panagiotis J. Stamatis
Inclusive education aims at fully accepting the different abilities of children, responding to teachers in all their learning needs, and treating them equally, without discrimination. Inequalities within schools, especially for students with disabilities, are now a daily challenge for education leaders. Leadership training and education programs should be designed to promote socially just leaders in education, who are called upon to create appropriate learning spaces in which all children can learn. Special education emerges as the most delicate and difficult issue that education leaders must deal with. Providing equal opportunities to all students, even those in need of special education, can and should be primarily a moral concern of leadership. School leadership is the means by which inclusive education is developed. The aim of this chapter is to highlight all the necessary steps to improve inclusion in schools. Request access from your librarian to read this chapter's full text.