Dr. Aikaterini (Katrina) TavoulariBA (Hons), MEd (Distin), PhD, FHEA, CPsychol

CV available upon request
WORK AS
Research Fellow
Visiting Lecturer – Academic Tutor
Editor
External Examiner
PHONE NO
+44 (0)749 840 3591
+30 697 363 2274

About Me

/Who Am I

As the years go by, I realise that life always leads you to what is best for you…

At The Moment…

I recently joined King’s College London’s Research Management & Innovation Directorate as a Research Associate. This is my second post-doc, where I track and analyse long term research career paths of our researchers. I bring with me over 17 years of interdisciplinary clinical psychology experience, spanning educational, developmental, musical and neuropsychology. This includes positions at Moorfields Eye Hospital, leadership roles as headmistress of specialised disability institutions in Greece (e.g. Special Pre-Primary School for the Blind in Athens), lecturing posts in business studies, and running my private practice specialising in childhood disability, with particular expertise in vision impairment. Throughout my career, I have woven together clinical expertise with academic research. Before (or in parallel with my role at King’s), I collaborated with several UK universities including Bath, East London, Oxford and Birmingham. I have always kept one foot in practice through organisations like RNIB, Guide Dogs, Retina UK and Goalball UK. This dual perspective has enabled me to develop distinctive qualitative participatory research methods grounded in real-world clinical experience. My role at King’s allows me to combine all these threads – clinical insight, research expertise, and a deep understanding of how ableism and social stigma shapes career pathways. We know the barriers faced by researchers with disabilities don’t vanish overnight – which is why I’m committed to both advancing vision research and understanding, then creating clearer and more inclusive career pathways for all researchers, starting at King’s. The deeper we understand barriers, the better we can break them down!

 A Transformative Yet Deep Journey of Self-Discovery…

Until Decemeber 2024 I was a Research Associate (that was my first post-doc) at the Department of Psychology of the University of Bath. The title of my participatory project work was ”Today and tomorrow: living with vision impairment as a young person in the United Kingdom”. This collaborative endeavour proved pivotal in fostering inclusivity, deepening contextual understanding, and upholding ethical integrity. By actively facilitating the co-creation of knowledge, it strengthened the validity of findings and advocated for meaningful community impact and lasting social change, particularly in the context of sight loss and blindness.

On a similar note, I am an active member of the OPEN for Vision Impairment Research initiative, where researchers and scientists from around the world, focused on vision impairment research, are working to promote it through an accessible website that brings together researchers—whether or not they have sight loss—who share the same scientific passion.

In parallel, I collaborate with the University of East London as an External Examiner (for undergraduate and potgraduate disability programmes), while I also work as an Academic Tutor at the University of Birmingham, where I was accredited as a Fellow of Higher Education in the past. During my time at the university, I also I delivered seminars at the Business School related to equality, diversity and disability in the workplace as well as personal, professional and academic development. At the School of Education within the same university, I conducted seminars that centered on the application of qualitative methods in psychology. I have also participated in various research projects (e.g., “Lego Serious Play”, “Examining informal learning during crises: the case of UK healthcare practitioners”) and worked on short independent projects with students (e.g., “The Birmingham Project”). Concluding my achievements at  the University of Birmingham, I served as an accuracy checker for the prominent Business School, further contributing to its excellence. To collaborate with researchers and academics from all five of the University’s colleges was very important for me and my academic development. Thus, I used to be the social media coordinator of “Children and Childhood Network (CCN)” for about 3 years. As a network, we tried to provide a unique forum for collaborations in research, education, policy and practice, for and with children.

Working as an editor in partnership with the University of Oxford’s Careers Service is one more of my commitments. My role is to source career profiles from a range of fascinating sectors written by researchers with backgrounds spanning the humanities, social sciences, physical and life sciences.

In 2021 I worked as a Teaching and Training Associate at the Institute of Education (IOE) of the University College London (UCL), where I delivered face-to-face seminars (on research methods and statistics, contemporary issues in psychology, psychological themes, and individual differences) at the Social Research Institute of the Institute of Education.

Furthermore and as mentioned above, my collaboration and volunteering activity with organisations/charities such as the RNIB (e.g., telephone groups for adults with sight loss) as well as Retina UK (serving as a group coordinator of Bristol and Bath area) enabled me to maintain my clinical experience and contact with individuals with vision impairment.

My research interests traverse interdisciplinary domains, drawing from my substantial experience as a clinician. I have closely collaborated with families, colleagues, and children navigating challenges such as vision impairment, autism, Down syndrome, psychosis, schizophrenia, attention deficit hyperactivity disorder, brain paralysis, and other disorders or learning difficulties. Although my work spans a diverse range, my personal focus centers on individuals with sight loss. I aspire to conduct participatory studies with them, unveiling and addressing societal stigmas and ableism. This effort not only contributes to policy but also strives to enhance their overall quality of life, especially during life transitions.

A key aspect of my professional path was running my private practice in Athens, where considerable effort was being made to put theory into practice via a combination of modern, as well as traditional intervention/diagnoses methods. Now, I am dedicated to advancing our understanding of sight loss by actively contributing to the development of new theories. My aspiration is to support the next generation of researchers who are focused on disability, let alone sight loss, by introducing participatory qualitative research into their work.

Let’s view Vision as a Spectrum, not a pitch-black void.

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Research Interests

/My Activity

I had the honour of recruiting and maintaining a Patient and Public Involvement (PPI) group, which played a crucial role in shaping the direction and impact of the research. This included collaborating with a group of incredibly talented young people with vision impairments (and multiple disabilities) from across the UK. Together, we created the first-ever audiobook written, led, and narrated by visually impaired youth: “Infinite World of Vision: Life Transitions for Young People with Vision Impairments”. This project explores the unique challenges and opportunities that arise during life transitions, offering an authentic perspective on the lived experiences of these young individuals. Now available on Spotify, and soon to be released on 37 more international platforms like Audible and Amazon, this audiobook is a significant milestone in my work to elevate the voices of those with vision impairments. It contributes to a greater understanding of life with vision loss, while advocating for greater inclusion and representation within research and beyond.

I have not only secured funding for my dynamic involvement in conferences and programmes, such as receiving the prestigious “Engage and Involve Grant 2024” at the University of Bath, but I have also earned a spot among the 30 early career researchers in the ”GW4 Crucible” leadership development programme, and received seed funding to run the interdisciplinary project: “Explore sensory overload detection with biosensing wearables”, alongside colleagues from across the GW4 universities. These achievements showcase my dedication to staying at the forefront of my field, earning recognition, and actively contributing to academic and professional advancements.

With regard to my PhD research, this examined the perceptions of both caregivers and professionals who are working with children with vision impairment and/or children with autism spectrum disorder, focusing on the repetitive behaviours the children might present. But let’s start at the beginning… Thought and knowledge are constructions of perceptions that people have in terms of different aspects of the world surrounding them. Perceptions help people interpret the various aspects of the world, and without their help, their thoughts are simply vacant. The way people perceive a behaviour might impact on how they respond to it. As a consequence, discovering the perceptions of caregivers and professionals regarding the repetitive behaviour children with vision impairment and children on the autism spectrum manifest is a great challenge. A link has been shown to exist between the two aforementioned disabilities, in terms of people’s perceptions about the socially constructed manner in which a repetitive behaviour is perceived. Autism is perceived as a disability with challenging characteristics, such as a repetitive behaviour that is linked to social stigmatisation, taboo and ableism. In contrast, in vision impairment the existence of repetitive behaviour seems to be a consequence of sensory loss. The bi-directionality of the ecological systems theory seems to have been lost completely and the interactions between the ecological systems seem to be driven by the macrosystem.

My scientific interest in this topic began during my time as a disability practitioner of children with vision impairment and/or on the autism spectrum. The fact that both groups of students presented repetitive movements (receiving similar reactions/interventions by professionals), increased my awareness regarding repetitive behaviours and the ways in which adults respond to them.

The University of Birmingham in the United Kingdom embraced my PhD, which focused comparatively on vision impairment and on the autism spectrum. I graduated from the University of London (Institute of Education) and from the National University of Athens (interdisciplinary – interuniversity postgraduate programme) after completing a Masters (Distin) in Disability, Inclusion and Special Education. I completed my Bachelor (Hons) degree (in Childhood and Early Childhood Education) at the National ans Kapodistrian University of Athens.

In tandem with my academic pursuits, I completed the classical music piano programme at the National Conservatoire of Athens. This enriching experience not only fortified my musical proficiency but also played a pivotal role in seamlessly integrating my skills into the realm of early intervention and music therapy within the clinical sector.

My Publications & Presentations

Engaging in the world of academia through publishing and presenting at international conventions is an incredible opportunity that I cherish deeply. It grants me the privilege to connect with a diverse network of academics, researchers, practitioners and stakeholders from around the globe, each bringing a unique perspective shaped by their distinct backgrounds. These interactions not only enrich my own understanding but also serve as a catalyst for refining my research ideas and broadening my horizons.

Every paper I write is an opportunity to weave a captivating narrative, sharing the insights and discoveries that emerge from my tireless efforts. As I stand before an audience to deliver a presentation, I embark on a brief yet meaningful journey via theory and practice, inviting others to join me in exploring the depths of my research.

Beyond personal satisfaction, my ultimate goal is to contribute to the collective advancement of science. I sincerely hope that my work will inspire and empower other researchers to push the boundaries of their own investigations. Collaboration is the lifeblood of progress, and I welcome any opportunity to join forces with like-minded individuals in the pursuit of knowledge.

As a testament to my commitment to the field, I am grateful to serve as a peer-review Journal Reviewer for esteemed publications such as Children and Youth Services Review (UK, 2024-present), Neos Paidagogos/New Paedagogue Conference (Greece, 2015-present), and i-Teacher Journal (Greece, 2018-present).

See my publications & presentations

When Together everything becomes much Easier.

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Clinical Experience

/My Private Practice

From 2002 and for about 16 years, I worked as a chartered disability practitioner and an educational psychologist in private and public institutions both in Greece and in the United Kingdom. Also, from 2015 and for approximately 3 years, I ran my own private practice in Greece, a “Special Education Centre for the Child, the Adolescent and the Family” focusing on children and adolescents with multiple and learning disabilities, as well as their families. The fact that I have experience in working with children without disabilities has helped me to enhance my intervention on a psychological, emotional, cognitive and social level, in a more comprehensive way. I have organised educational seminars and academic conferences and I have done voluntary work as a counsellor for persons with disabilities regarding social welfare issues at the Greek Red Cross, the World Summer Games Special Olympics and at summer camps.

My work experience as the headteacher of four Special Education Pre-Primary Schools (most of my time was dedicated to the ”Special Pre-Primary School for the Blind” in Athens) has taught me the importance of listening to parents and cooperating in a professional but friendly manner. Moreover, as the owner and director of a private practice, I tried to develop my organisational and multitasking skills, as I played the part of facilitator among parents, children, other professionals and external stakeholders. As a result, I have learned to solve problems in a peaceful, yet decisive way and to take initiative as appropriate, always prioritising the wellbeing of children and their families.

When a child with sight loss needs to undergo an operation, it is never an easy process. This child has to prepare psychologically and practically beforehand, and receive rehabilitation afterward. The same applies to family members, who may also be adults with vision impairment or blindness themselves. I provided this kind of support and preparation to children and families attending Moorfields Eye Hospital in London for more than 5 years.

In the United Kingdom, I hold recognition as a Chartered Psychologist (CPsychol – 756180) with the British Psychological Association, and as a Chartered Disability Practitioner (IN/1287) by the National Association of Disability Practitioners.

Services

/What I do

  • Accredited Collaborator of “Α-Τest – School Readiness Assessment”
  • Accredited Collaborator of “Athena Test – Evaluation Test for Learning Disabilities”
  • Autism Spectrum Disorder (CHAT, CARS, CAST, ABC)
  • Attention Deficit Hyperactivity Disorder
  • Special Learning Disabilities
  • Vision Impairments (Braille system/ Nemeth code)
  • Multiple disabilities (TEACCH, MAKATON, Pecs)
  • Early intervention
  • Pedagogical evaluation

If we want change, we need to focus on de-pathologising repetitive behaviour & not on bi-directional influences.

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Academic Memberships

  • Since 2024: British Psychological Society, chartered psychologist, Membership Number: 756180
  • Since 2024: Applied Vision Association, life membership
  • Since 2023: British Academy, Early Career Researchers, ID: 0353917
  • Since 2022: Higher Education Academy, Fellow, Recognition reference: PR255903
  • Since 2022: National Association of Disability Practitioners, Chartered Practitioner, Membership Number: IN/1287
  • Since 2022: d&i (diversity, equality & inclusion) Leaders, life membership
  • Since 2017: The European Association on Early Childhood Intervention (Eurlyaid), Member
  • Since 2017: International Council for Education & Rehabilitation of People with Visual Impairment (ICEVI-Europe), Member
  • Since 2016: European Educational Research Association (EERA), Member
  • Since 2014: Greek Scientific Association of Special Education, Chartered Practitioner
  • Since 2014: Teaching Regulation Agency, Qualified Teacher Status (QTS), Reference Number: 1536459
  • Since 2011: Centre for Training and Rehabilitation of the Blind, Chartered Vision Impairment Practitioner (Braille System; Nemeth Code for Mathematics & Science Notation for People with Vision Impairment)

Awards

/Personal Achievements

  • University of Bath: Recognising Excellence Award 2024; Faculty of Humanities & Social Sciences Recognising Excellence Scheme; United Kingdom
  • Academy of Marketing Teaching Excellence Award 2023 sponsored by the Worshipful Company of Marketers for the project of Dr Rojas-Gaviria entitled “Consumer insights: Discovering consumer behaviour through dance”; United Kingdom
  • HEFi Horizon Award 2022: Learning & Teaching in Higher Education (Fellow)
  • Bakalas Foundation: Scholarship; Greece, 2017-2020
  • The AG Leventis Foundation: Scholarship; Switzerland, 2016-2019
  • ERASMUS+ programme (PI) in Greece, as the headteacher of the “Special Pre-Primary School for the Blind” in Athens; Greece – “Managing & Developing Self and Others” was a training course attended at the ADC College in the UK, 2015
  • UNICEF & Greek Ministry of Education: Special Pan Hellenic Award; Greece, 2013
  • Hellenic Olympic Academy: Honorary Award; Greece, 2012
  • National & Kapodistrian University of Athens: Top 1% of Class; Greece, 2006
  • National Scholarship Foundation of Greece – IKY Undergraduate Studies: Top 1% of Class; Greece, 2003 and 2005
  • National Conservatoire of Athens: Scholarship; Greece, 1992-1993

GRANTS  & FUNDED ATTENDANCE

  • Obtained Seed Funding for the “Explore sensory overload detection with biosensing wearables”; GW4 Crucible 2024, UK.
  • Obtained a ‘‘PDRA Research Support Fund’’; 2024; University of Bath, UK.
  • Obtained an ‘‘Engage and Involve Grant’’; 2024; University of Bath, UK.
  • Competitively selected for the ‘‘GW4 Crucible’’ early career researcher leadership development programme 2024: ‘‘Tackling health inequalities and driving social justice through radical interdisciplinarity’’, University of Bath, UK.
  • Funded attendance by the British Academy Early Career Researchers Network: Scriptoria, 14/11/2023; University of Bristol, UK.
  • Funded attendance by the National PostDoc Conference, 19/9/2023; Loughborough University, UK.
  • Funded attendance by the British Academy Early Career Researchers Network: South West Hub Summit, QW4, 12/9/2023; Bath, UK.
  • Funded attendance by Retina UK: Annual Retina UK Conference, 15/7/2023; London, UK.

Voluntary Experience (Volunteer Work)

  • Retina UK, Local peer support group facilitator for the Bath-Bristol & Wilts area, United Kingdom: 2023-today
  • Royal National Institute of Blind People (RNIB), United Kingdom: 2019-2022
  • Counsellor for citizens with disabilities regarding social welfare issues, Municipality of Alimos, Athens, Greece: 2012-2014
  • World Summer Games Special Olympics, Greece: 2011
  • Red Cross & Samaritans, Greece: 2010
  • Summer camps for children with disabilities, Greece: 2002-2010
  • Child Development & Education Centre for Children with Developmental Disorders, Greece: 2004-2005

The best way to help individuals progress toward fulfilling, meaningful lives, is to find ways of engaging them, of building a sense of self and of fostering joyful experiences.

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Gallery

/Work done so far

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    "Goal for ALL" Goalball Event (among sighted & blind participants)
    SPORT WALES, 2024
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    Multisensory Virtual Reality Experience for Individuals With Vision Impairment/Blindness
    NEW COLLEGE WORCESTER FOR STUDENTS WITH VISION IMPAIRMENT, 2024
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    Spring 2024 Applied Vision Association Meeting 
    UNIVERSITY OF LOUGHBOROUGH, 2024
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    Research Project
    UNIVERSITY OF BATH, 2023-2024
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    Virtual Reality Event for People with Vision Impairment
    UNIVERSITY OF BATH, 2023
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    Climbing Event for People with Vision Impairment
    UNIVERSITY OF BATH, 2023
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    Thinking about careers using "Lego Serious Play"
    UNIVERSITY OF BIRMINGHAM, 2019-20
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    Accessible measurement equipment for children with partial/ total vision loss
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    Imitation of "structured drawings" helps students to develop their motor skills
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    Preparation for reading: A holistic approach
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    17th Annual Research Conference
    UNIVERSITY OF BIRMINGHAM, 2018
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    "Hunger meter": A tool through which the child can handle his/ her intense desire to eat
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    Free drawing can enhance child's motor skills and hand/ eye coordinator, while fine tuning the finger muscles
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    Matching colours using a handmade craft
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    Eurlyaid Conference 2017
    UNIVERSITY OF BELGRADE
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    Preparing a toddler for eye surgery
    MOORFIELDS EYE HOSPITAL, LONDON
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    4th Pan-Hellenic Congress of Special Education
    ATHENS, 2017
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    Tactual hourglass for students with vision impairment
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    6th Pan Hellenic Conference of Education and Special Education
    ATHENS, 2016
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    With a led-board one can teach eye-hand coordination in a fun and innovative way
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    Trying to promote fine motor development skills
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    "Society and Disability"
    "FREE SUNDAY" newspaper, 2016
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    European Educational Research Association (EERA) Main Conference on Education and Transition
    BUDAPEST, 2015
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    International Conference on Enabling Access for Persons with Visual Impairment
    ATHENS, 2015
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    Working with students with partial sight or total vision loss
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    8th International Scientific Conference
    UNIVERSITY OF BELGRADE, 2014
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    Lecture in the seminar: “Matters of blindness and educational methods of involvement”
    ATHENS, 2014
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    European Educational Research Association Main Conference
    PORTO, 2014
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    2nd Pan-Hellenic Congress of Special Education
    ATHENS, 2013
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    8th ICEVI European Conference on Education and Rehabilitation of people with visual impairments
    CONSTANTINOPLE, 2013
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    Educational softwares can enhance student (with or without learning disabilities) experience
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    The transformative power of music: Increased confidence, self-esteem, new ways of communicating and expressing emotions
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    8th Pan-Hellenic Congress of the Hellenic Educational Society
    IOANNINA, 2012
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    2nd Pan-Hellenic Congress of Special Education
    ATHENS, 2010
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    2nd Pan-Hellenic Congress of Special Education
    ATHENS, 2010