Dr KATERINA TAVOULARIUNIVERSITY OF BATH

CV available upon request
WORK AS
Research Associate
Visiting Lecturer – Academic Tutor
Editor
External Examiner
PHONE NO
+44 (0)749 840 3591
+30 697 363 2274
EMAIL ADDRESS
aiktavou@gmail.com

About Me

/Who Am I

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

At this moment, I am writing in the capacity of Research Associate (post-doc) at the Department of Psychology of the University of Bath in England. The title of my participatory project work is ”Today and tomorrow: living with vision impairment as a young person in the United Kingdom”. This collaborative endeavour is pivotal for its inclusivity, contextual depth, and ethical foundation, as it actively facilitates the co-creation of knowledge, strengthens the validity of findings, and advocates for community impact and enduring social change specifically within the context of sight loss and blindness.

In parallel, I collaborate with the University of East London in England as an External Examiner, while I also work as an Academic Tutor at the University of Birmingham in England, 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”) 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 in England 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) in England, where I delivered face-to-face seminars at the Social Research Institute of the Institute of Education.

Furthermore, my collaboration and volunteering activity with organisations/charities such as the Royal National Institute of Blind People (RNIB) (e.g., telephone groups for adults with sight loss), enabled me to maintain my clinical experience and contact with individuals with vision impairment. Recently I joined the Retina UK (a Charity supporting people affected by inherited sight loss) family, serving as a group coordinator.

My research interests traverse interdisciplinary domains, drawing from my substantial experience as an accredited disability professional. 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 endeavour not only contributes to policy but also strives to enhance their overall quality of life.

A key aspect of my professional path was running my private practice in Athens for my students and their families, 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

With regard to my current post-doc position at the University of Bath, my main researh question is ”what are the challenges perceived and faced by young people with vision impairment during their transition into adulthood, and what can ease this transition?” Only young people with vision impairment can answer these questions and not through passive and peripheral participation to research, but by being at the centre of it and being active co-designers and developers of tools aimed at answering these questions and achieving effective solutions. By using a Community-Based Participatory Research approach my colleagues and I are working alongside a group of young people with vision impairment from across all the United Kingdom.

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 junior academics in the ”GW4 Crucible” early career researcher leadership development programme. 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 professional 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 University of Athens. I have also been recognised as a chartered psychologist with the British Psychological Society, and a disability practitioner with the National Association of Disability Practitioners.

In tandem with my academic pursuits, I completed the classical music piano programme at the National Conservatory of Athens in Greece. 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

Publishing and speaking at international conventions allows me to network with other academics and practitioners all over the world, as well as to further refine my perspectives and personal research ideas. Each paper is like narrating a story and each presentation feels like a brief journey – it is doubtlessly something I enjoy immensely. I hope this kind of work will help other researchers to further develop their science and I welcome any opportunities for collaboration.

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 disability professional (special educator) 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.

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

  • British Academy: Early Carer Researchers, 2023
  • HEFi Horizon Award: Learning & Teaching in Higher Education, 2021
  • Membership: Pan-Hellenic Scientific Association of Special Education, 2014
  • Membership: European Educational Research Association (EERA), 2016
  • Membership: International Council for Education & Rehabilitation of People with Visual Impairment (ICEVI-Europe), 2017
  • Membership: The European Association on Early Childhood Intervention (Eurlyaid), 2017
  • Memebership: Children & Childhood Network (CCN), University of Birmingham, 2019
  • Qualified Teacher Status in the U.K., 2014
  • Reviewer: Neos Paidagogos Conference, Greece, 2015-today
  • Reviewer: i-Teacher Journal, Greece, 2018-today

Awards

/Personal Achievements

  • 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, 2023
  • Bakalas Foundation: Scholarship; Greece, 2017-2020
  • The AG Leventis Foundation: Scholarship; Switzerland, 2016-2019
  • Lead of an ERASMUS+ programme 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

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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    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