Ioannis Makris


The goal of the present work is to present the key of pedagogical and didactical principles involved in the differentiated teaching of such arts as music and dance for the purposes of Special Education and Training (Makris, 2019). The paper also will link that differentiated approach with Positive Psychology and, more specifically, with the P.E.R.M.A. model developed by Positive Psychology founder M. Seligman (Slavin, Schindler et a.l., 2012); and with M. Apter’s Reversal Theory (Makris, 2009).

At this presentation, we will be presenting didactical principles, methodological tools and case studies deriving from our clinical work that we carried out for 7 years (2012-2019) with mentally challenged individuals (Makris, 2019). In this study also we will have the chance to focus in teamwork teaching so that we may comprehend the principles of that approach experientially. What is more, this work will also focus on potential fields offering themselves for future academic research.



differentiated teaching; Special Education Training; teamwork teaching; didactics of arts

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Macri, D. & Makris, I. & al (2019). Proceedings of the Scientific Conference of Hellenic Institute Pasteur. Text in Greek, Athens: Hellenic Institute Pasteur.

Macri, D. & Makris, I. (2014a). Intellectual Disabilities. Evaluation & Pedagogical Management. Case studies. Text in Greek. Athens: Ed. Macri/Makris.

Macri, D. & Makris, I. (2014b). Special Education Issues. (1): Behavioural Issues, (2): Students with Behavioural Problems. Text in Greek, Athens: Ed. Macri/Makris.

Macri, D. & Makris, I. (2014c). Encouraging students to build teaching material in the context of research. Steps to design your lessons. Retrieved August 26, 2017, from http://www.diapolis.auth.gr/epimorfotiko_uliko/index.php/2014-09-06-09-18-43/2014-09-06-09-29-21/30-a8-makri

Makris, I. & Mullet, E. (2009). A systematic inventory of motives for becoming an orchestra conductor: a preliminary study. Psychology of Music: Los Angeles

Makris, I. (2015a). Innovation and use of technology in Special Education. Panellenic Scientific and Educational Association of Secondary Education Revue, Erkyna, 6, 175- 181. Athens: PAPEDE.

Makris, I. (2015b). Creating a traditional orchestra for the needs of special education, International Congress Latvia - Proceedings, Rezekne: Rezekne Tehnologiju Akademija.

Makris, I. (2017). Visualisation and Verbalization in the use of Special Music Education. International Congress Latvia – Proceedings Rezekne: Rezekne Tehnologiju Akademija.

Makris, I. (2019). Bonne Pratique: Un concert “Extraordinaire”. Un défi “pour changer le regard sur le handicap”, Fishe Pedagogique, du Programme Cap Sur l’Ecole Inclusive KA2 Strategic Partnership. Retrieved Oct 2, 2019, from http://www.ecoleinclu siveeurope.eu/pdf/pdf-ressources-bp-fichespeda-module2/unconcertextraordinaire.pdf

Makris, I. & Macri, D. (2003). Introduction in musictherapy Text in Greek. Athens: Grigoris.

Makris, I. & Mullet, E. (2003). Judging the pleasantness of contour – rhythm-pitch-timbre, American Journal of Psychology, 116(4), 581-611.

Makris, I. & Mullet, E. (2009). A systematic inventory of motives for becoming an orchestra conductor: A preliminary study. Psychology of Music, 37, 443-458.

Mullet, E., Morales M., Guadalupe. E., Makris, I., Roge, B. & Munoz, M.S. (2012). Functional Measurement: An Incredibly Flexible Tool, Psicologica: International Journal of Methodology and Experimental Psychology, 33(3), 631-654.

Vilkeliene, A., Makris, I., Ingelevicius, E., Papatherapontos, M. & Sokolosky, T. (2017a). Teacher qualification dev/ment Programme. Vilnius: Ed. Alytus Music School.

Vilkeliene, A., Makris, I., Ingelevicius, E., Papatherapontos, M., & Sokolosky, T. (2017b). T.E.L.L. Through Music. Method as a tool for the development of core competences of Adult Learners.Vilnius: Alytus Music School.

Slavin, S. & Schindler, D. & al (2012). PERMA: A Model for Institutional Leadership and Culture Change. Academic Medicine: 87, 1481.

DOI: https://doi.org/10.17770/sie2020vol4.4890


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