Αυτο-αποτελεσματικότητα και αντιλήψεις προπονητών δρομικών αγωνισμάτων σχετικά με την ένταξη αθλητών με τύφλωση σε ομάδες στίβου με αθλητές χωρίς αναπηρία – Διπλωματική εργασία της Μπουκουρίτσι Αθηνάς – ΠΑΝΕΠΙΣΤΗΜΙΟ ΘΕΣΣΑΛΙΑΣ, ΤΜΗΜΑ ΕΠΙΣΤΗΜΗΣ ΦΥΣΙΚΗΣ ΑΓΩΓΗΣ ΚΑΙ ΑΘΛΗΤΙΣΜΟΥ – Μέρος 13ο
ΒΙΒΛΙΟΓΡΑΦΙΑ
Alcaraz-Rodríguez, V., Medina-Rebollo, D., Muñoz-Llerena, A., & Fernández-Gavira, J. (2021). Influence of physical activity and sport on the inclusion of people with visual impairment: A systematic review. International journal of environmental research and public health, 19(1), 443.
Aleksandrović, M. (2018). Characteristics of physical training of persons with visual impairment: From instruction and workout to training and competition. Physical education and sport through the centuries, 5(1), 67-83.
Alhumaid, M. M., Althikr Allah, B. A., Alhuwail, A. A., Alobaid, M. A., Abu Hamad, N. N., Alsalman, Z. A., … & Bastos, T. (2022). Physical education teachers’ attitudes toward inclusion of students with disabilities in Saudi Arabia. Frontiers in Psychology, 13, 1006461.
Alhumaid, M. M., Khoo, S., & Bastos, T. (2021). The effect of an adapted physical activity intervention program on pre-service physical education teachers’ self- efficacy towards inclusion in Saudi Arabia. Sustainability, 13(6), 3459.
Alison, M. R., Golding, M. H. C., & Sarraf, C. E. (1996). Pluripotential liver stem cells: facultative stem cells located in the biliary tree. Cell proliferation, 29(7), 373-402. Antala, B., Průžek, M., & Popluhárová, M. (2022). Self-efficacy and attitudes of physical education teachers towards inclusion of pupils with disabilities. Sustainability,
14(20), 13292.
Antonella, L., & Surian, A. (2022). Freinet oggi: una ricerca visuale tra la scuola di Vence e le scuole italiane. In Conferenza: Quale scuola per i cittadini del mondo? A cento anni dalla fondazione della Ligue Internationale de l’éducation Nouvelle Atti del convegno Internazionale SIRD Roma 25‐26 novembre 2021 (pp. 603-622). SIRD.
Augestad, L. B., & Jiang, L. (2015). Physical activity, physical fitness, and body composition among children and young adults with visual impairments: A systematic review. British Journal of Visual Impairment, 33(3), 167-182.
Auxter, D. (2001). Principles and methods of adapted physical education and recreation.
Auxter, D., Pyfer, J., και Huettig, C. (2001). Principtes and methods of adapted physical
Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European journal of special needs education, 22(4), 367-389.
Bacı, A., & Çakır, Z. (2024). Investigation of Coaches’ Attitudes Towards Teaching Students with Disabilities. The Online Journal of Recreation and Sports, 13(3), 277-287.
Biddle, S., & Goudas, M. (1997). Effort is virtuous: Teacher preferences of pupil effort, ability and grading in physical education. Educational Research, 39(3), 350-355.
Bishop, D. V., Carlyon, R. P., Deeks, J. M., & Bishop, S. J. (1999). Auditory temporal processing impairment: Neither necessary nor sufficient for causing language impairment in children. Journal of Speech, Language, and Hearing Research, 42(6), 1295-1310.
Bossink, L. W., van der Putten, A. A., & Vlaskamp, C. (2017). Understanding low levels of physical activity in people with intellectual disabilities: A systematic review to identify barriers and facilitators. Research in developmental disabilities, 68, 95- 110.
Carey, S. (2009). Where our number concepts come from. The Journal of philosophy, 106(4), 220.
Carey, W. B., Crocker, A. C., Elias, E. R., Feldman, H. M., & Coleman, W. L. (2009).
Celeste, M. (2006). Play behaviors and social interactions of a child who is blind: In theory and practice. Journal of visual impairment & Blindness, 100(2), 75-90.
Chesley, G. M., & Calaluce, P. D. (1997). The deception of inclusion. Mental Retardation, 35(6), 488.
Choresh, N., & Hutzler, Y. A. (2020). The Impact of an Online Course of Inclusive Physical Education on Teachers’ Skills and Knowledge. In Advances in Information and Communication: Proceedings of the 2020 Future of Information and Communication Conference (FICC), Volume 2 (pp. 882-891). Springer International Publishing.
Christodoulou, J. A., Cyr, A., Murtagh, J., Chang, P., Lin, J., Guarino, A. J., … & Gabrieli,
- D. (2017). Impact of intensive summer reading intervention for children with reading disabilities and difficulties in early elementary school. Journal of learning disabilities, 50(2), 115-127.
Columna, L., Dillon, S. R., Dolphin, M., Streete, D. A., Hodge, S. R., Myers, B., … & Heffernan, K. S. (2019). Physical activity participation among families of children
with visual impairments and blindness. Disability and rehabilitation, 41(3), 357- 365.
De Silva, M. T., Smiley, J., Goodwin, S., Holloway, L. M., & Butler, M. (2025, April). Sensing Movement: Contemporary Dance Workshops with People who are Blind or have Low Vision and Dance Teachers. In Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems (pp. 1-19).
De Silva, M., Goodwin, S., Holloway, L., & Butler, M. (2023, October). Understanding challenges and opportunities in body movement education of people who are blind or have low vision. Proceedings of the 25th International ACM SIGACCESS Conference on Computers and Accessibility (pp. 1–19). ACM. https://doi.org/10.1145/3597638.3608409
Fadda, R., Piu, T., Congiu, S., Papakonstantinou, D., Motzo, G., Sechi, C., … & Papadopoulos, K. (2024). Social Support at School for Students with Sensory Disabilities. International Journal of Environmental Research and Public Health, 21(8), 1071.
Freeman, S. F., & Alkin, M. C. (2000). Academic and social attainments of children with mental retardation in general education and special education settings. Remedial and special education, 21(1), 3-26.
Gomes, N. L. (2020). A questão racial e o novo coronavírus no Brasil. Trabalho e Justiça Social. Junho/2020. Disponível em: http://library. fes. de/pdf- files/bueros/brasilien/16315. pdf. Acesso em, 5(07).
Goodwin, D. L., & Watkinson, E. J. (2000). Inclusive physical education from the perspective of students with physical disabilities. Adapted physical activity quarterly, 17(2), 144-160.
Grenier, J. Y. (2011). Du bon usage du modèle en histoire. Le modèle et le récit, 71-102. Grimminger-Seidensticker, E., & Seyda, M. (2022, September). Enhancing attitudes and self-efficacy toward inclusive teaching in physical education pre-service teachers: Results of a quasi-experimental study in physical education teacher education. In
Frontiers in Education (Vol. 7, p. 909255). Frontiers Media SA.
Haegele, J. A., Wilson, W. J., Zhu, X., Bueche, J. J., Brady, E., & Li, C. (2021). Barriers and facilitators to inclusion in integrated physical education: Adapted physical educators’ perspectives. European Physical Education Review, 27(2), 297-
311.Christodoulou, J. A., Murtagh, J., Cyr, A., Perrachione, T. K., Chang, P.,
Halverson, K., … & Gabrieli, J. D. (2017). Relation of white-matter microstructure to reading ability and disability in beginning readers. Neuropsychology, 31(5), 508.
Hutzler, Y., & Sherrill, C. (2007). Defining adapted physical activity: International perspectives. Adapted Physical Activity Quarterly, 24(1), 1-20.
Hutzler, Y., Beck, H., Reichman, B., & Goral, A. (2024). Online training on inclusive physical education: differences in self-efficacy and attitudes of pre-service PE teachers across disability and activity. European Journal of Adapted Physical Activity, 17.
Hutzler, Y., Fliess, O., Chacham, A., & Van den Auweele, Y. (2002). Perspectives of children with physical disabilities on inclusion and empowerment: Supporting and limiting factors. Adapted physical activity quarterly, 19(3), 300-317.
Hutzler, Y., Meier, S., Reuker, S., & Zitomer, M. (2019). Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: a narrative review of international literature. Physical education and sport pedagogy, 24(3), 249-266.
Ishmael, D. (2015). The use of verbal guidance and manual guidance techniques in the teaching and learning of learners with visual impairment. IOSR Journal of Humanities and Social Science (ISOR-JHSS), 20(4), 124-132.
Jing, R., Wang, Z., & Mee-Seong, C. (2025). Interventional effects of different track and field sports on human cardiovascular function indicators and physiological energy metabolism. BMC Sports Science, Medicine and Rehabilitation, 17(1), 1-11.
Johnson-Kramer, C., Sherwood, D., French, R., & Canabal, M. Y. (1992). Performance and learning of a dynamic balance task by visually impaired children. Clinical Kinesiology, 45(4), 3-6.
Johnson-Kramer, C., Sherwood, D., French, R., & Canabal, M. Y. (1992). Performance and learning of a dynamic balance task by visually impaired children. Clinical Kinesiology, 45(4), 3-6.
Jones, N. B. (1984). A selfish origin for human food sharing: tolerated theft. Ethology and sociobiology, 5(1), 1-3.
Jordán, M. Á. T. (2004). Atletismo adaptado: para personas ciegas y deficientes
Keil, S., Fielder, A., & Sargent, J. (2017). Management of children and young people with vision impairment: diagnosis, developmental challenges and outcomes. Archives of disease in childhood, 102(6), 566-571.
Kelly, D. (2011). Yuck!: The nature and moral significance of disgust. MIT press.
Kim, M. C. (2023). Exploring the Keyword Network Analysis and Research Trends for Sustainable Development of Paralympic Research: Based on Changes in Classification. Applied Sciences, 13(5), 3050.
Kiuppis, F. (2018). Inclusion in sport: Disability and participation. In Sport and disability
(pp. 4-21). Routledge.
Kons, R. L., & Patatas, J. M. (2023). Paralympic sports classification: Need for research based on the athlete’s origin of impairment. American Journal of Physical Medicine & Rehabilitation, 102(10), 929-930.
Kozibroda, L. (2020). UDC 376-065.2/. 3ʺ195/201ʺ. Редакційна колегія, 77.
Kozub, F. M., & Porretta, D. L. (1998). Interscholastic coaches’ attitudes toward integration of adolescents with disabilities. Adapted Physical Activity Quarterly, 15(4), 328-344.
Kudláček, M. (2007). Components of attitudes toward inclusion of students with physical disabilities in physical education in the revised” atipdpe-r” instrument/scale for prospective czech educators. Acta Universitatis Palackianae Olomucensis. Gymnica, 37(1).
Kudláček, M., Sherrill, C., & Válková, H. (2002). Components/indicators of attitudes toward inclusion of students with physical disabilities in pe in the atipdpe instrument/scale for prospective czech physical educators. Acta Universitatis Palackianae Olomucensis. Gymnica, 32(2).
Kurtoğlu, Y. (2022). Çevrimiçi öğrenme ortamlarında öğrenen katılımını etkileyen
etmenler (Master’s thesis, Anadolu University (Turkey)).
Liu, C., Wang, Y., Flanigan, J., & Liu, Y. (2024). Large language model unlearning via embedding-corrupted prompts. Advances in Neural Information Processing Systems, 37, 118198-118266.
Liu, J., Yu, H., Bleakney, A., & Jan, YK (2024). Παράγοντες που επηρεάζουν τη σχέση μεταξύ προπονητών και αθλητών με αναπηρίες: μια συστηματική ανασκόπηση. Frontiers in Sports and Active Living , 6 , 1461512.
Loomis, J. M., Klatzky, R. L., Golledge, R. G., Cicinelli, J. G., Pellegrino, J. W., & Fry,
- A. (1993). Nonvisual navigation by blind and sighted: assessment of path integration ability. Journal of experimental psychology: General, 122(1), 73.
Loules, G., Christakis, A., Krommidas, C., Kokaridas, D., & Tzachristos, E. (2023). Greek Soccer Coaches’Attitudes Towards Inclusion of Young Atheletes with disabilities. European Journal of Physical Education and Sport Science, 9(5).
Mann, D. L., & Ravensbergen, H. J. C. (2018). International Paralympic Committee (IPC) and International Blind Sports Federation (IBSA) joint position stand on the sport- specific classification of athletes with vision impairment. Sports Medicine, 48(9), 2011-2023.
Mann, D. L., & Ravensbergen, H. J. C. (2018). International Paralympic Committee (IPC) and International Blind Sports Federation (IBSA) joint position stand on the sport-specific classification of athletes with vision impairment. Sports Medicine, 48(9), 2011-2023.
Matiz, A., Chiesa, A., D’Antoni, F., Barbieri, R., & Crescentini, C. (2025). Training for Mindfulness Teachers: Benefits for Mindfulness, Well-being, and Emotion Regulation. Mindfulness, 1-12.
Mira, T., Costa, A. M., Jacinto, M., Diz, S., Monteiro, D., Rodrigues, F., … & Antunes,
- (2023). Well-being, resilience and social support of athletes with disabilities: a systematic review. Behavioral Sciences, 13(5), 389.
Miyauchi, H. (2020). A systematic review on inclusive education of students with visual impairment. Education sciences, 10(11), 346.
Mohanty, S. P., Hughes, D. P., & Salathé, M. (2016). Using deep learning for image- based plant disease detection. Frontiers in plant science, 7, 215232.
Nakata, H., & Yabe, K. (2001). Automatic postural response systems in individuals with congenital total blindness. Gait & posture, 14(1), 36-43.
Neville, R. D., Makopoulou, K., & Hopkins, W. G. (2020). Effect of an inclusive physical education (IPE) training workshop on trainee teachers’ self-efficacy. Research Quarterly for Exercise and Sport, 91(1), 102-114.
Neville, R. D., Makopoulou, K., & Hopkins, W. G. (2020). Effect of an inclusive physical education (IPE) training workshop on trainee teachers’ self-efficacy. Research Quarterly for Exercise and Sport, 91(1), 102-114.
Nikolaidis, P. T., & Sonkin, V. D. (2023). Sports Physiology in adolescent track-and- field athletes: a narrative review. Open Access Journal of Sports Medicine, 59-68. Obrusníková, I., Válková, H., & Block, M. E. (2003). Impact of inclusion in general physical education on students without disabilities. Adapted physical activity
quarterly, 20(3), 230-245.
Obrusníková, I., Válková, H., & Block, M. E. (2003). Impact of inclusion in general physical education on students without disabilities. Adapted physical activity quarterly, 20(3), 230-245.
O’Connor, H., Olds, T., & Maughan, R. J. (2007). Physique and performance for track and field events. Journal of sports sciences, 25(S1), S49-S60.
Olitsky, S. E., Hug, D., & Smith, L. P. (2011). Abnormalities of the lens. Nelson Textbook of Pediatrics. 19th ed. St. Louis, MO: WB Saunders.
Olitsky, S. E., Hug, D., & Smith, L. P. (2011). Disorders of vision. Nelson Textbook of Pediatrics. 19th ed. Philadelphia, Pa: Saunders Elsevier.
Papadopoulou, D., Kokaridas, D., Papanikolaou, Z., & Patsiaouras, A. (2004). Attitudes of Greek Physical Education Teachers toward Inclusion of Students with Disabilities. International Journal of Special Education, 19(2), 104-111.
Pereira, F. C. (1990). Categorial semantics and scoping. Computational Linguistics, 16(1), 1-10.
Pereira, L.M. (1990). Spatial concepts and balance performance: Motor learning in blind and visually impaired children. Journal of visual Impairment & Blindness, 84(3), 109-117.
Pfeiffer, C., Serino, A., & Blanke, O. (2014). The vestibular system: a spatial reference for bodily self-consciousness. Frontiers in integrative neuroscience, 8, 31.
Pinquart, M., & Pfeiffer, J. P. (2013). Perceived social support in adolescents with and without visual impairment. Research in Developmental Disabilities, 34(11), 4125- 4133.
Ponchillia, P. E., Armbruster, J., & Wiebold, J. (2005). The national sports education camps project: Introducing sports skills to students with visual impairments through short-term specialized instruction. Journal of Visual Impairment & Blindness, 99(11), 685-695.
Ponchillia, P. E., Strause, B., & Ponchillia, S. V. (2002). Athletes with visual impairments: Attributes and sports participation. Journal of visual impairment & blindness, 96(4), 267-272.
Ravensbergen, H. R., Mann, D. L., & Kamper, S. J. (2016). Expert consensus statement to guide the evidence-based classification of Paralympic athletes with vision impairment: a Delphi study. British Journal of Sports Medicine, 50(7), 386-391.
Reardon, C. L., Duininck, M., Hitchcock, M., Oseni, D., & Partington, S. (2024). Mental health in track and field. Aspetar Sports Medicine Journal, 13.
Reina, A. (2019). Polarización, crisis y debates presidenciales. Notas sobre la campaña
electoral Argentina del 2019. Más poder local, (39), 34-36.
Reina, R., Ferriz, R., & Roldan, A. (2019). Validation of a physical education teachers’ self-efficacy instrument toward inclusion of students with disabilities. Frontiers in psychology, 10, 2169.
Rekaa, H., Hanisch, H., & Ytterhus, B. (2019). Inclusion in physical education: Teacher attitudes and student experiences. A systematic review. International Journal of Disability, Development and Education, 66(1), 36-55.
Robinson, A. L., Donahue, N. M., Shrivastava, M. K., Weitkamp, E. A., Sage, A. M., Grieshop, A. P., … & Pandis, S. N. (2007). Rethinking organic aerosols: Semivolatile emissions and photochemical aging. Science, 315(5816), 1259-1262. Rutkowska, I., Bednarczuk, G., Molik, B., Morgulec-Adamowicz, N., Marszałek, J.,
Kaźmierska-Kowalewska, K., & Koc, K. (2015). Balance functional assessment in people with visual impairment. Journal of human kinetics, 48, 99.
Santos-Bueso, E., Dorronzoro-Ramírez, E., Gegúndez-Fernández, J. A., Vinuesa-Silva,
- M., Vinuesa-Silva, I., & García-Sánchez, J. (2015). Causes of childhood blindness in a developing country and an underdeveloped country. Journal Français d’Ophtalmologie, 38(5), 427-430.
Sarma, K. M. (2017). Risk assessment and the prevention of radicalization from nonviolence into terrorism. American Psychologist, 72(3), 278.
Schalock, R. L., & Luckasson, R. (2021). Intellectual disability, developmental disabilities, and the field of intellectual and developmental disabilities.
Schlegel, J. H. (1995). American legal realism and empirical social science. Univ of North Carolina Press, E-book.
Sengpiel, F. (2014). Plasticity of the visual cortex and treatment of amblyopia. Current Biology, 24(18), R936-R940.
Senjam, S. S., Manna, S., Vashist, P., Gupta, V., Grover, S., Kumar, V. A., & Titiyal, J.
- (2023). Improving assistive technology access to students with low vision and blindness in Delhi: A school-based model. Indian Journal of Ophthalmology, 71(1), 257-262.
Sherrill, C. (2004). Adapted physical activity, recreation and sport: Crossdisciplinary and lifespan (6th Ed). Dubuque, IA: Brown & Benchmark.
Sherrington, C., Tiedemann, A., Fairhall, N., Close, J. C., & Lord, S. R. (2011). Exercise to prevent falls in older adults: an updated meta-analysis and best practice recommendations. New South Wales public health bulletin, 22(4), 78-83.
Short, F. X., & Winnick, J. P. (1986). The influence of visual impairment on physical fitness test performance. Journal of Visual Impairment & Blindness, 80(5), 729- 731.
Short, F. X., & Winnick, J. P. (1986). The influence of visual impairment on physical fitness test performance. Journal of Visual Impairment & Blindness, 80(5), 729- 731.
Silva, M. P. M. E., Winckler, C., Silva, A. A. C. E., Bilzon, J., & Duarte, E. (2013). Sports injuries in Paralympic track and field athletes with visual impairment. Medicine & Science in Sports & Exercise, 45(5), 908-913.
Strüder, H., Jonath, U., & Scholz, K. (2023). Track & Field: Training & Movement Science-Theory and Practice for All Disciplines. Meyer & Meyer Sport.
Taylor, S. L., Werthner, P., & Culver, D. (2014). A case study of a parasport coach and a life of learning. International sport coaching journal, 1(3), 127-138.
Torreno, A., Onaindia, E., & Sapena, O. (2012). An approach to multi-agent planning with incomplete information. In ECAI 2012 (pp. 762-767). IOS Press.
Torreno, S. (2012). The history of inclusion: Educating students with disabilities. Bright Hub Education.
USA Track & Field. (2014). Track & Field coaching essentials. Human Kinetics.
Vargas, T. M., Flores, M. M., & Beyer, R. (2015). Coaches’ perceptions and proposed solutions for challenging behaviors: implications for athletes with hidden disabilities. International Journal of Sports Science & Coaching, 10(5), 783-796.
Waring, A., & Mason, C. (2010). Opening doors: promoting social inclusion through increased sports opportunities. Sport in society, 13(3), 517-529.
Whipp, P. R., & Pengelley, R. (2016). A qualitative evaluation of a mentoring program for health and physical education teachers. Advances in physical education, 6(2), 103-115.
Winnick, J., & Porretta, D. L. (2016). Adapted physical education and sport. Human Kinetics: Champaign, IL.
World Health Organization. (2022). WHO Global Task Force on TB Impact Measurement: report of a subgroup meeting on methods used by WHO to estimate TB disease burden, 11-12 May 2022, Geneva, Switzerland. World Health Organization.
Wright, A., Roberts, R., Bowman, G., & Crettenden, A. (2019). Barriers and facilitators to physical activity participation for children with physical disability: comparing and contrasting the views of children, young people, and their clinicians. Disability and rehabilitation, 41(13), 1499-1507.
.
ΕλληνΙκή βΙβλΙΟγραφία
Αγγελοπούλου-Σακαντάμη, Ν. (2004). Ειδική Αγωγή: Αναπτυξιακές διαταραχές και χρόνιες μειονεξίες. Θεσσαλονίκη: Εκδόσεις Πανεπιστημίου Μακεδονίας
Ζένιου, Α., & Γιαννικοπούλου, Θ. (2019). Η ψυχολογική επίδραση του αθλητισμού στα άτομα με αναπηρία. Πτυχιακή εργασία. Τεχνολογικό Εκπαιδευτικό Ίδρυμα Κρήτης, Τμήμα Κοινωνικής Εργασίας.
Θεοχάρη, Μ. (2021). Αθλητισμός και άτομα με αναπηρία όρασης. Πτυχιακή εργασία. Πανεπιστήμιο Θεσσαλίας, Σχολή Ανθρωπιστικών και Κοινωνικών Επιστημών, Παιδαγωγικό Τμήμα Ειδικής Αγωγής.
Κοκαρίδας, Δ. (2021). Ειδική Φυσική αγωγή. Θεσσαλονίκη: Εκδόσεις Κυριακίδη.
Λάζου, Γ. Λ. (2020). Αποτύπωση της παρούσας κατάστασης και μελλοντικές προοπτικές όσον αφορά στη διαχείριση της τύφλωσης στην Ελλάδα. Μεταπτυχιακή διατριβή. Ανοιχτό Πανεπιστήμιο Κύπρου.
Μίχος, Δ. (2022). Η επίδραση του κλασικού αθλητισμού στην αντιλαμβανόμενη ποιότητα ζωής των ατόμων με αναπηρία.
Νάννου, Ε., (2017). Δημιουργία και εφαρμογή μουσικοκινητικού προγράμματος σε μαθητές με σοβαρά προβλήματα όρασης ή τύφλωση στο Δημοτικό σχολείο. Journal of Inclusive Education, 15(4), 210-225.
Παντελιάδου, Σ. (2004). Έκθεση για τη δράση «Χαρτογράφηση Ειδικής Αγωγής». 111.
Βόλος,
Σπύρογλου, Ε. (2023). Ο Pierre de Coubertin (1863-1937) και η συμβολή του στην αναβίωση των σύγχρονων Ολυμπιακών Αγώνων.
Τσιναρέλης, Γ. (2005). Εκπαίδευση και άτομα με προβλήματα όρασης. Διατριβή. Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών.
Ιστοσελίδες – ΔΙαδΙκτυακό ΕκπαΙδευτΙκό ΥλΙκό
4mbarriers. (n.d.). *Four-minute barriers: Sport as a vehicle for inclusion of visually impaired children*. European Erasmus+ Sport Programme. Retrieved May 28, 2025, from https://www.4mbarriers.eu/
Κουτσούκη, Δ., Δούκα, Α., Χαρίτου, Σ., Καλύβας, Β., Σκορδίλης, Ε., Χρυσάγης, Ν., &
Γραμματοπούλου, Ε. (2011). Προώθηση προγραμμάτων φυσικής δραστηριότητας σε ειδικά σχολεία με στόχο την κοινωνική ένταξη μαθητών με κινητικές- πολλαπλές αναπηρίες.http://repository.edulll.gr/edulll/handle/10795/796
