Assistant Professor
2013, PhD Education, University of Nottingham, UK
2008, M.A. Educational Research Methods, University of Nottingham, UK
2003, M.A. Clinical Linguistic Research, University of Reading, UK
2002, B.A. Psychology, The American College of Greece, GR
Bio
Effie Efthymiou is currently an Assistant Professor at Zayed University (ZU), College of Interdisciplinary Studies (CIS). Her previous academic experience includes work in the UAE, UK, and Greece. The focus of her research is on how inclusion and educational environments conducive to supporting inclusive classroom teaching from the perspective of stakeholders, specifically children with Special Educational Needs and Disorders (SENDs), affect positioning and attitudes. As well as developing inclusive education programs, she is also interested in supporting children with SEND in terms of their self-perceptions and feelings of self-worth. Her specialties include multimodality, qualitative methodology, and classroom discourse. Effie has presented her work to national and international audiences and published in peer-reviewed educational journals.
Office
Abu Dhabi - Khalifa City, MF3-1-006
Phone:
+971 2 599 3563
Email:
efthymia.efthymiou@zu.ac.aeTeaching Areas
Special Educational Needs & Disorders (SEND)
Inclusive education
Classroom discourse
Multimodality
Qualitative research designs
Research and Professional Activities
Efthymiou, E. (2022) Measures of education and training to support the long-term skills of teachers after the Covid-19 crisis: It is imperative to leave no student with special needs behind (pp. 34-52). In M. Efstratopoulou (ed). Rethinking Inclusion and Transformation in Special Education. Pennsylvania: IGI Global. https://www.igi-global.com/chapter/measures-of-education-and-training-to-support-the-long-term-skills-of-teachers-after-the-covid-19-crisis/307840
Efthymiou, E. (2022). Perspectives on Reconceptualizing and Recontextualizing Schools’ Inclusive Culture for Students with Disabilities During the COVID-19 Pandemic. In: Meda, L., Chitiyo, J. (eds) Inclusive Pedagogical Practices Amidst a Global Pandemic. Inclusive Learning and Educational Equity, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-031-10642-2_9
Benkohila, A., Elhoweris, H., and Efthymiou, E. (2020). Faculty Attitudes and Knowledge Regarding Inclusion and Accommodations of Special Educational Needs and Disabilities Students: A United Arab Emirates Case Study. Psycho-Educational Research Reviews, 9(2), 100-111. https://www.journals.lapub.co.uk/index.php/perr/article/view/1458
Elhoweris, H., and Efthymiou, E. (2020) Inclusive and Special Education in the Middle East. Oxford Research Encyclopedia of Education. DOI:10.1093/acrefore/9780190264093.013.1219.
Efthymiou, E., and Kington, A. (2017) The Development of Inclusive Learning Relationships in Mainstream Settings: A Multimodal Perspective. Student Learning, Childhood & Voices, Cogent Education, 4 (1), 1-22. DOI: 10.1080/2331186X.2017.1304015.
