Dr Ilektra Spandagou

PhD(Sheff), MEd(Sheff), GradCertEdStud(Higher Education)(Sydney)
Senior Lecturer, Inclusive Education

A35 - Education Building
The University of Sydney

Telephone +61 2 93516379
Fax +61 2 93512606

Website Contact details

Biographical details

Ilektra worked as a special teacher and completed her PhD at the University of Sheffield, UK in the area of inclusive education. She worked as a researcher at the University of Sheffield, UK, and as a lecturer at the University of Athens and the University of Thessaly, Greece before moving to the University of Sydney. Her research interests include disability, classroom diversity, and curriculum differentiation.

Ilektra has been involved in teacher education and teacher training in special and inclusive education both in Greece and Australia. She has experience working with general and special education teachers in the area of philosophy and theories of inclusive education, policy and legislation issues, and curricula adjustments for students with a disability and special education needs. She has also experience in preparing materials, including audio-visual resources for teacher training. She had taught at special education master programs (University of Athens, Greece), special education undergraduate programs (University of Thessaly, Greece) and teacher specialisation programs in blindness/vision impairment.

Ilektra currently teaches in the pre-service special education mandatory units of study and the Master of Education (Special Education) in the area of special and inclusive education. She is involved in higher degree supervision and other research projects. Her publications included the book ‘Inclusive Education: International Policy & Practice’ (co-authored with A.C. Armstrong and D. Armstrong) and published by Sage).

Research interests

Research on teaching and learning

  • Special and inclusive education

Social structures, inequalities and social justice

  • Social change

Social work and social policy

  • Disability and mental health

Keywords: inclusive education, social policy and social inclusion, disability studies, attitudes towards disability and inclusive education

Current research students

Project title Degree Research student
The attitudes of beginning teachers toward inclusive education PhD Jihee RYU

Current projects

  • Teacher attitudes to inclusion: qualitative and quantitative exploration of how inclusion and disability is constructed by pre- and in-service teachers. Study has a comparative dimension.
  • Inclusive education, disability and media: Representations of disability and inclusive education in newspapers.
  • Inclusive education in a time of crisis: Examination of public debates on inclusive education.

Awards and honours

  • Faculty of Education and Social Work Teaching Excellence Award, 2010

Selected publications

  • Inclusive Education: International Policy and Practice

    Inclusive Education: International Policy and Practice (Sage Publications, 2009)

Download citations: PDF RTF Endnote

Books

  • Armstrong, A., Armstrong, D., Spandagou, I. (2009). Inclusive Education: International Policy and Practice. Los Angeles, USA: Sage Publications.
  • Zoniou-Sideri, A., Karagianni, P., Deropoulou-Derou, E., Spandagou, I. (2004). Educational Material; ideas for teachers working with blind pupils. Athens.

Edited Books

  • Zoniou-Sideri, A., Spandagou, I. (2005). Development and Disabilities; intellectual, sensory and motor impairment. Greece: Metaixmio.
  • Zoniou-Sideri, A., Spandagou, I. (2005). Education and Blindness; current trends and perspectives. Greece: Ellinika Grammata.

Book Chapters

  • Spandagou, I. (2013). The Elusive Search for Inclusive Education in a Comparative Study. In Simoni Symeonidou, Karen Beauchamp-Pryor (Eds.), Purpose, Process and Future Direction of Disability Research, (pp. 59-72). Rotterdam: Sense Publishers.
  • Spandagou, I. (2011). The use of museums in inclusive education of children with disabilities. In Despina Kalesopooulou (Eds.), Child and Education in Museums: theoretical orientations, pedagogical practices, (pp. 113-124). Athens, Greece: Patakis.
  • Armstrong, A., Spandagou, I. (2009). Communicating Inclusively. In Higgs, Joy; Ewing, Robyn; Lowrie, Tom (Eds.), Teaching & Communicating:Rethinking Professional Experiences, (pp. 65-76). Melbourne, Australia: Oxford University Press.
  • Zoniou-Sideri, A., Spandagou, I. (2005). Introduction: Development and Disabilities; intellectual, sensory and motor impairment (Greek Edition). In A Zoniou-Sideri and I Spandagou (Eds.), Development and Disabilities; intellectual, sensory and motor impairment, (pp. xi-xv). Greece: Metaixmio.
  • Zoniou-Sideri, A., Karagianni, P., Deropolou-Derou, E., Papastaurinidou, G., Spandagou, I. (2005). The importance and the role of curriculum in inclusive education for blind children in Greece. In Zoniou-Sideri, A.; Spandagou, I. (Eds.), Education and Blindness; current trends and perspectives, (pp. 205-217). Greece: Ellinika Grammata.

Journals

  • Wood, P., Spandagou, I., Evans, D. (2012). Principals' confidence in managing disruptive student behaviour. Exploring geographical context in NSW primary schools. School Leadership & Management, 32(4), 375-395. [More Information]
  • Graham, L., Spandagou, I. (2011). From vision to reality: views of primary school principals on inclusive education in New South Wales, Australia. Disability and Society, 26(2), 223-237. [More Information]
  • Armstrong, D., Armstrong, A., Spandagou, I. (2011). Inclusion: By Choice or By Chance? International Journal of Inclusive Education, 15(1), 29-39. [More Information]
  • McDougall, M., Evans, D., Spandagou, I. (2009). Teaching phonics and sight words to Year One through the medium of "working with words" and "games". Special Education Perspectives, 18(1), 35-46.
  • Zoniou-Sideri, A., Deropoulou-Derou, E., Karagianni, P., Spandagou, I. (2006). Inclusive discourse in Greece: strong voices, weak policies. International Journal of Inclusive Education, 10(2-3), 279-291.
  • Zoniou-Sideri, A., Karagianni, P., Deropoulou-Derou, E., Spandagou, I. (2004). Educational Policy and Inclusion. 26, 23-25.

Conferences

  • Evans, D., Little, C., Spandagou, I., Atkinson, S., Boon, R., McInnes, L. (2012). Developing a Framework for Including all Teachers: The Implications for Design and Delivering a Comprehension In-Service Teacher Education Program. 7th International Conference on e-Learning (ICEl 2012), Reading, UK: Academic Publishing International Limited.
  • Wood, P., Spandagou, I., Evans, D. (2012). Enlisting Bourdieu in an exploration of how primary school principals' construct knowledge in support of students with disruptive behaviour. 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).
  • Tearle, K., Spandagou, I. (2012). Learning support policy in Australia (New South Wales) and New Zealand: Discourses of influence. 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).
  • Wood, P., Spandagou, I., Evans, D. (2012). The Principal's Role in supporting the inclusion of students with disruptive behaviour in mainstream schools: A NSW perspective. 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).
  • Evans, D., Little, C., Spandagou, I., Wood, P. (2012). What do we know about how early career teachers experience inclusive education? 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).
  • Hoskin, C., Evans, D., Little, C., Spandagou, I. (2011). Examining the tensions of professional practice: Preparing quality special educators. Australian Association of Special Education National Conference: Tensions in Competing Agendas (AASE 2011), Gold Coast, Australia: AASE.
  • Armstrong, A., Spandagou, I. (2010). Poverty, inclusion and inclusive education: Exploring the connections. AARE International Education Research Conference 2009, Australia: Australian Association for Research in Education (AARE).
  • Armstrong, D., Spandagou, I., Armstrong, A. (2009). One Nation Globalisation and Inclusive Education. AARE 2008 International Education Research Conference, Australia: Australian Association for Research in Education (AARE).
  • Spandagou, I., Evans, D., Little, C. (2009). Primary education preservice teachers' attitudes on inclusion and perceptions on preparedness to respond to classroom diversity. AARE 2008 International Education Research Conference, Australia: Australian Association for Research in Education (AARE).
  • Gomes, V., Spandagou, I., Ahmadi, M. (2008). Peer Assessment in Imparting Graduate Attributes. CHEMECA 2006 Knowledge and Innovation, Auckland, New Zealand: Auckland University Press.
  • Zoniou-Sideri, A., Deropoulou-Derou, E., Spandagou, I. (2006). Professional journeys of graduates with disabilities of the Education departments. IX Cypriot Conference of the Pedagogical Society of Cyprus.
  • Zoniou-Sideri, A., Karagianni, P., Deropoulou-Derou, E., Spandagou, I. (2005). Inclusive Classes in Greece: new names, old institutions. International Conference ISEC. Inclusive Technology.
  • Zoniou-Sideri, A., Karagianni, P., Deropoulou-Derou, E., Spandagou, I. (2004). Defining Disabled Peoples' Inclusion in the New Order. International Sociology Conference.

2013

  • Spandagou, I. (2013). The Elusive Search for Inclusive Education in a Comparative Study. In Simoni Symeonidou, Karen Beauchamp-Pryor (Eds.), Purpose, Process and Future Direction of Disability Research, (pp. 59-72). Rotterdam: Sense Publishers.

2012

  • Evans, D., Little, C., Spandagou, I., Atkinson, S., Boon, R., McInnes, L. (2012). Developing a Framework for Including all Teachers: The Implications for Design and Delivering a Comprehension In-Service Teacher Education Program. 7th International Conference on e-Learning (ICEl 2012), Reading, UK: Academic Publishing International Limited.
  • Wood, P., Spandagou, I., Evans, D. (2012). Enlisting Bourdieu in an exploration of how primary school principals' construct knowledge in support of students with disruptive behaviour. 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).
  • Tearle, K., Spandagou, I. (2012). Learning support policy in Australia (New South Wales) and New Zealand: Discourses of influence. 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).
  • Wood, P., Spandagou, I., Evans, D. (2012). Principals' confidence in managing disruptive student behaviour. Exploring geographical context in NSW primary schools. School Leadership & Management, 32(4), 375-395. [More Information]
  • Wood, P., Spandagou, I., Evans, D. (2012). The Principal's Role in supporting the inclusion of students with disruptive behaviour in mainstream schools: A NSW perspective. 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).
  • Evans, D., Little, C., Spandagou, I., Wood, P. (2012). What do we know about how early career teachers experience inclusive education? 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).

2011

  • Hoskin, C., Evans, D., Little, C., Spandagou, I. (2011). Examining the tensions of professional practice: Preparing quality special educators. Australian Association of Special Education National Conference: Tensions in Competing Agendas (AASE 2011), Gold Coast, Australia: AASE.
  • Graham, L., Spandagou, I. (2011). From vision to reality: views of primary school principals on inclusive education in New South Wales, Australia. Disability and Society, 26(2), 223-237. [More Information]
  • Armstrong, D., Armstrong, A., Spandagou, I. (2011). Inclusion: By Choice or By Chance? International Journal of Inclusive Education, 15(1), 29-39. [More Information]
  • Spandagou, I. (2011). The use of museums in inclusive education of children with disabilities. In Despina Kalesopooulou (Eds.), Child and Education in Museums: theoretical orientations, pedagogical practices, (pp. 113-124). Athens, Greece: Patakis.

2010

  • Armstrong, A., Spandagou, I. (2010). Poverty, inclusion and inclusive education: Exploring the connections. AARE International Education Research Conference 2009, Australia: Australian Association for Research in Education (AARE).

2009

  • Armstrong, A., Spandagou, I. (2009). Communicating Inclusively. In Higgs, Joy; Ewing, Robyn; Lowrie, Tom (Eds.), Teaching & Communicating:Rethinking Professional Experiences, (pp. 65-76). Melbourne, Australia: Oxford University Press.
  • Armstrong, A., Armstrong, D., Spandagou, I. (2009). Inclusive Education: International Policy and Practice. Los Angeles, USA: Sage Publications.
  • Armstrong, D., Spandagou, I., Armstrong, A. (2009). One Nation Globalisation and Inclusive Education. AARE 2008 International Education Research Conference, Australia: Australian Association for Research in Education (AARE).
  • Spandagou, I., Evans, D., Little, C. (2009). Primary education preservice teachers' attitudes on inclusion and perceptions on preparedness to respond to classroom diversity. AARE 2008 International Education Research Conference, Australia: Australian Association for Research in Education (AARE).
  • McDougall, M., Evans, D., Spandagou, I. (2009). Teaching phonics and sight words to Year One through the medium of "working with words" and "games". Special Education Perspectives, 18(1), 35-46.

2008

  • Gomes, V., Spandagou, I., Ahmadi, M. (2008). Peer Assessment in Imparting Graduate Attributes. CHEMECA 2006 Knowledge and Innovation, Auckland, New Zealand: Auckland University Press.

2006

  • Zoniou-Sideri, A., Deropoulou-Derou, E., Karagianni, P., Spandagou, I. (2006). Inclusive discourse in Greece: strong voices, weak policies. International Journal of Inclusive Education, 10(2-3), 279-291.
  • Zoniou-Sideri, A., Deropoulou-Derou, E., Spandagou, I. (2006). Professional journeys of graduates with disabilities of the Education departments. IX Cypriot Conference of the Pedagogical Society of Cyprus.

2005

  • Zoniou-Sideri, A., Spandagou, I. (2005). Development and Disabilities; intellectual, sensory and motor impairment. Greece: Metaixmio.
  • Zoniou-Sideri, A., Spandagou, I. (2005). Education and Blindness; current trends and perspectives. Greece: Ellinika Grammata.
  • Zoniou-Sideri, A., Karagianni, P., Deropoulou-Derou, E., Spandagou, I. (2005). Inclusive Classes in Greece: new names, old institutions. International Conference ISEC. Inclusive Technology.
  • Zoniou-Sideri, A., Spandagou, I. (2005). Introduction: Development and Disabilities; intellectual, sensory and motor impairment (Greek Edition). In A Zoniou-Sideri and I Spandagou (Eds.), Development and Disabilities; intellectual, sensory and motor impairment, (pp. xi-xv). Greece: Metaixmio.
  • Zoniou-Sideri, A., Karagianni, P., Deropolou-Derou, E., Papastaurinidou, G., Spandagou, I. (2005). The importance and the role of curriculum in inclusive education for blind children in Greece. In Zoniou-Sideri, A.; Spandagou, I. (Eds.), Education and Blindness; current trends and perspectives, (pp. 205-217). Greece: Ellinika Grammata.

2004

  • Zoniou-Sideri, A., Karagianni, P., Deropoulou-Derou, E., Spandagou, I. (2004). Defining Disabled Peoples' Inclusion in the New Order. International Sociology Conference.
  • Zoniou-Sideri, A., Karagianni, P., Deropoulou-Derou, E., Spandagou, I. (2004). Educational Material; ideas for teachers working with blind pupils. Athens.
  • Zoniou-Sideri, A., Karagianni, P., Deropoulou-Derou, E., Spandagou, I. (2004). Educational Policy and Inclusion. 26, 23-25.

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