My name is Rafailia Matziouni, and I am a Special Education teacher with a solid academic foundation and a dedicated focus on the psychosocial and educational care of children and adolescents.

I completed my undergraduate studies at the Department of Special Education, University of Thessaly (2017–2021), with a thesis titled “Writing Assessment and Interventions for Fifth and Sixth Grade Students with Learning Disabilities.”
Afterwards, I pursued postgraduate studies at the School of Medicine, Aristotle University of Thessaloniki, in the interdisciplinary Master's program Adolescent Medicine and Health Care for Children and Adolescents, specializing in Psychopedagogical Support. My dissertation explored innovative technologies in education:

“The Contribution of Virtual Reality to the Educational and Psychosocial Development of Students Diagnosed with Dyslexia and Reading Disorders, in the Context of History Learning.”

Throughout my academic and professional journey, I have cultivated a strong research interest in the use of emerging technologies as tools for both assessment and intervention in students with neurodevelopmental and communication challenges, including Autism Spectrum Conditions and Selective Mutism. In parallel, I am deeply interested in how environmental factors and nature-based approaches contribute to the therapeutic and educational rehabilitation of children and adolescents with special and psychosocial needs. My work increasingly explores how learning environments — both physical and natural — can foster regulation, engagement, and emotional well-being.
I have gained practical experience with various evaluation instruments, such as:

• Dynamic Assessment (DA) to explore learning potential
  
  

• SCQ (Social Communication Questionnaire) for early autism screening
  
  

• ADOS-2 (Autism Diagnostic Observation Schedule) for structured behavioral assessment
  
  

• Vineland Adaptive Behavior Scales to measure adaptive functioning
  
  

• CELF-5 (Clinical Evaluation of Language Fundamentals) for language assessment
  
  

• BASC-3 (Behavior Assessment System for Children) for behavioral evaluation
  
  

By integrating these tools with technological innovations, I aim to design personalized, evidence-based interventions that promote students' cognitive, emotional, and social development in inclusive educational settings.

In my work, I focus on supporting neurodiverse learners, with particular emphasis on Autism Spectrum Conditions, Selective Mutism, and challenges such as anxiety masking. These conditions present unique educational needs that require sensitive, individualized approaches to foster meaningful learning and participation.

I employ evidence-based intervention strategies grounded in the principles of Universal Design for Learning (UDL) and differentiated instruction. These frameworks enable me to tailor teaching methods and materials to accommodate diverse learning profiles, promoting accessibility and engagement for every student.

My experience includes applying targeted communication-focused techniques and creating supportive environments that reduce anxiety and facilitate social interaction. Through ongoing research and practical application, I strive to integrate innovative tools and methods that enhance student outcomes.

The educator’s role transcends traditional teaching; it becomes that of a mediator who bridges the gap between students’ needs and the learning environment. By advocating for inclusive practices, collaborating with families and professionals, and continuously adapting strategies, I aim to empower learners to achieve their fullest potential.