Name: Sarris Dimitris
Academic Rank: Asst. Professor
GG: 1519/06-11-2014, . C΄
Phone./Fax: 26510-05758
Office: 2nd Floor, E.C.E.D.U. Building
  • Learning difficulties: detection – diagnosis – treatment
  • Evaluation (psychometric and projection) of personality and intelligence
  • Construction of tests for the evaluation of children with special learning difficulties
  • Evaluation of children and adolescents with developmental disorders-psychopathology (autism, psychosis, ADHD)
  • Director of the Laboratory of Special and Therapeutic Education of the University of Ioannina

Degree from the Department of Philosophy, Education and Psychology, Department of Psychology, University of Ioannina

MAITRISE Degree, Educational Sciences – Psychology, University of Bordeaux II, France

Postgraduate D.E.S.S., Clinical Psychopathology, University of Bordeaux II, France

Postgraduate D.E.A., Educational Sciences – Psychology, University of Toulouse, France

Postgraduate D.E.A., Clinical Psychopathology, University of Toulouse, France

PhD, Educational Sciences – Psychology, University of Toulouse, France

PhD, Clinical Psychopathology, University of Amiens, France

  • Μαθησιακές δυσκολίες-Αναπτυξιακές διαταραχές. Ο ρόλος του παιδικού σχέδιου και της ψυχοκινητικής παιδιών με και χωρίς τυπική ανάπτυξη. (Υποέκδοση, 2020, Πεδίο)
  • Sakellariou, M., Stratii, P., Anagnostopoulou, R., Sarris, D. (2019). Co-educational factors of typically and
  • non-typically developed children within the greek general kindergarten and elementary school. European Journal of Special Education Research, 4(1), 11-31, doi: 10.5281/zenodo.2285585, (ISSN: 2501 – 2428)
  • Victoria Zakopoulou, V., Sarris, D., Zaragkas, C., Tsampalas, E., Vergou, M. (2019). Working memory and learning difficulties: coexistence or a strong relationship? European Journal of Special Education Research, 5(1), 33-52, doi: 10.5281/zenodo.3464718, (ISSN: 2501 – 2428)
  • Zaragkas C. K., Chatzivasiloglou, A., Giotsa, A., Sarris, D. (2018). The relationship between performance of neuromuscular junction and social skills (co-operation, interaction, independence) of preschoolers. European Journal of Special Education Research, 4(12), 2-20, doi: 10.5281/zenodo.1455997, (ISSN: 2501 – 1235)
  • Zakopoulou, V., Sarris, D., Tagkas, P., Tsampalas, E., Vergou, M. (2018). Learning Disabilities and Disruptive Behavior: Research of Observing Students in Primary School. Int J Sch Cogn Psychol 5: 212. doi:4172/2469-9837.1000212, (ISSN: 2469-9837)
  • Giannouli, V., Sarris, D., Bannou, M. (2019). Differences between dyslexic students and controls matched for educational level in word intelligibility and text comprehension presented via synthetic and natural speech. European Journal of Special Education Research, 4(3), 200-225, doi: 10.5281/zenodo.3246839, (ISSN: 2501 – 2428)
  • Satrazemi, M., Aggeliki Mpakagianni, A., Sarris, D., Vergou, M., Zakopoulou, V. (2017). Tite: establishing an integrated diagnostic profile of autism spectrum disorder (asd) through the use of essence framework. The case study of a 3-year-old infant. European Journal of Special Education Research, 2(5), 11-52, doi: 10.5281/zenodo.573377, (ISSN: 2501 – 2428)
  • Tsampalas, E., Sarris, D., Papadimitropoulou, P., Vergou, M., Zakopoulou, V. (2018). Learning paths and learning styles in dyslexia: possibilites and effectiveness – case study of two elementary school students aged 7 years old. European Journal of Special Education Research, 3(1), 25-41, doi: 10.5281/zenodo.1095187, (ISSN: 2501 – 2428)
  • Σαρρής, Δ. (2009). Εισαγωγή στη γνωστική και ψυχαναλυτική θεωρία της ανάπτυξης του παιδιού. Αθήνα: Ελληνικά Γράμματα.
  • Sarris, D. (2009). Schéma corporel et comportement social chez l’enfant présentant des troubles scolaires. Apprentissages dans l’espace transitionnel d’un atelier de création. Psychologie Clinique, 28 (2), 170-178.
  • Sarris, D. (2009). La représentation des images de la famille de l’enfant dans les tests du CAT et de L. DUSS. Psychologie Clinique, 28 (2), 159-169.
  • Sarris, D. (2003). L’apport thérapeutique d’un atelier conte dans le traitement des enfants dysharmoniques de 5-10 ans. Revue Européenne du Handicap Mental, no 26, 39-60.
  • Sarris, D., & Wallet, J.W. (2002). Dysharmonie cognitive d’évolution et conte-mythe. Etude de cas d’une thérapie des enfants de 5-12 ans à travers les Ateliers d’Expression. Cahiers de Psychopédagogie Curative et Interculturelle, 1, 80-96.
  • Sarris, D. (2013). Playing as a therapeutic mean in children with speech difficulties . Poster presented at European Conference OMEP 2013 “Play and Playing in Early Childhood”, 8-11th May, Zagreb, Croatia.
  • Σαρρής, Δ. (2012). Το σχέδιο ενός σπιτιού και η εξέλιξή του στα κανονικά παιδιά και στα παιδιά με μαθησιακές δυσκολίες. 3Ο Διεθνές Συνέδριο Προσχολικής Αγωγής, 11-13 Μαΐου 2012, Ιωάννινα.
  • Sarris, D. (2008). Rehabilitation program of learning disabilities through tales and marionettes: cognitive and psychoanalytic approach. 13th International Conference-2nd World A.P.P.A.C. Conference “Psychology, Neuropsychiatry and Social Work in Modern Times, Association of Psychology & Psychiatry for Adults & Children, 22.05.2008, Athens.
  • Sarris, D. (2004). Τhe role of skin ego (moi-peau) as a transitional space in the therapeutic approach of children with learning disabilities. The contribution of the psychoanalytic theory of Anzieu and its application in the clinical practice. 6th Delphi International Psychoanalytic Symposium “Psychoanalysis and the Human Body: Beyond the Mind-Body Dualism “, 27-31.10.2004, Delphi, Greece.
  • Sarris, D. (1999). Detecting and defining the intellectual and emotional content of thought of aged people through the T.A.T. test. Sixth International – Conference on aging and disabilities, 17-18.06.1999, South Dakota – U.S.A.