Who’s behind International Spinal Cord Injury Logo?

                        5th September – International Spinal Cord Injury Day Campaign


After the request to all members of Ad hoc and Prevention Committee to make proposals on the logotype crafting and design for the ‘International Spinal Cord Injury Day on 5th September 2016, the proposal from the Hellenic Society of Physical & Rehabilitation Medicine (HSPRM) (EEFIAp), designed and crafted by Konstantinos Katagas, took the approval of ISCoS & ISCoS SCI Day Committee Chair to be the unique logotype for the International SCI Day, with this simple message to the Hellenic Society of Physical & Rehabilitation Medicine from Dr. H. S. Chhabra (ISCoS SCI Day Committee Chair):

“As you are aware the members of Ad hoc and Prevention Committee have finalised one of the slogans submitted by Mr. Konstantinos Katagas from your group”.


That is constituting a powerful distinction of the Hellenic society and Konstantinos Katagas. All of us are very proud.

This design was also added as a special design from Konstantinos Katagas in his rest[art] project – rehabilitation is a way of living” (www.restart.net.gr) after the logo’s approval with this mail to all members of ISCoS from Dr. Harvinder S. Chhabra.

“Dear All, Reference our earlier email regarding logo design for the SCI day. As informed earlier the logo submitted by our friends from Hellenic SCI section of HSPRM have been selected.

With regards, Dr H S Chhabra.”


You can see the logo at http://www.worldsciday.org (the site is under construction but it is still visible).

Logotype references:

The figure of the logotype contains a spinal cord as a piece of the main new growing leaf shows the growing of the life.

The five leaves of the plant symbolizes the five continents of Earth which rise behind the plant.

The New Growing plant symbolizes the person’s feelings and demands for the growing of a lead fulfilled life capturing the rights in the society continuously with the help of this society and the progression on it.

The red point οn the sprout at the base of the red spinal cord symbolizes the needs for connections between all involved parts on spinal cord injury society to get the max power building an inclusive world. (including communication, rehabilitation, meditation, mind and body training etc).


Κωνσταντίνος Καταγάς res[start] 3 στην Ερμούπολη


ΚΩΝΣΤΑΝΤΙΝΟΣ Ι. ΚΑΤΑΓΑΣ rest[art]3 – Ερμούπολη, Σύρος

Παρουσίαση της ενότητας σχεδίων “human deathgrips worldwide” στο πλαίσιο του 3ου χρόνου της δράσης rest[art].

Η πάλη με το νου, τη ψυχή και το σώμα αποτελεί μια καθημερινή ρουτίνα για τους ανθρώπους με αναπηρία και η αίσθηση της ανάγκης επανεκκίνησης αποτελεί πλέον ένα αδιαίρετο σύντροφο στην προσπάθεια δραστηριοποίησης.


Restart 3

Restart 3

Σε ένα παγκόσμιο περιβάλλον όπου εμφανώς ανακυκλώνονται οι τακτικές του απώτερου αλλά και πρόσφατου παρελθόντος, όπου η κάθε καινούργια μέρα είναι ίδια με μια αντίστοιχη πριν 60, 80, 100, 120, 140 χρόνια…

σε ένα περιβάλλον όπου οι μέθοδοι και οι τακτικές των φερόμενων “διαχειριστών’ του παγκόσμιου πλούτου κατρακυλάει προς τις καλένδες των ολίγων,

σε ένα περιβάλλον καταστρατήγησης κάθε κεκτημένου των λαών,

σε ένα περιβάλλον όπου τα παιδιά δεν παίζουν αλλά απλά δουλεύουν και πεθαίνουν,

σε ένα περιβάλλον όπου οι λαοί “σφάζονται” και αφανίζονται,

σε ένα περιβάλλον στο οποίο οι χώρες ισοπεδώνονται,

σε ένα περιβάλλον όπου τα δικαιώματα φυλακίζονται… εξαχνώνονται…

σε ένα περιβάλλον… όπου η ψυχή αδυνατεί κι αδυνατίζει, όπου ο νους αιωρείται στο σκοτάδι, όπου το σώμα επαναστατεί και αποκλίνει, οι αξίες συρρικνώνονται στην κάμα ενός μαχαιριού, ο πολιτισμός αποτελεί άλλοθι εγκληματιών.

Αυτή η επανεκκίνηση είναι αναγκαία όχι μόνο στους ανθρώπους με αναπηρία αλλά σε κάθε νου, σε κάθε ψυχή… σε ένα κόσμο που βυθίζεται στο σκοτάδι, που αδυνατεί να λειτουργεί συμβιωτικά…

Αυτή την ανάγκη ελπίζουμε ότι αναδεικνύουμε μέσα από την ενότητα rest[art]3 που παρουσιάζεται αυτή τη χρονιά και η οποία προσδοκά να ευαισθητοποιήσει όσους περισσότερους μπορεί.

Στην αίθουσα τέχνης Ε. & Γ. Βάτη, στην πλατεία Μιαούλη της Ερμούπολης η έκθεση ανοίγει την 28 Μάη 2016, ώρα 20:30 και κλείνει την 08 Ιουνίου το βράδυ.

Ώρες επίσκεψης: 10:30 έως 14:00 και 20:00 έως 22:30.



Press Release

Konstantinos I. Katagas Restart 3, Hermoupolis- Syros

Presentation of the Sketch Collection titled “human deathgrips”, in the context of the 3rd year of the Rest[Art] project.

The struggle with the mind, the soul and the body is a daily routine for people with disabilities and the feeling of the need to Rest[Art], is an inseparable companion in the activation attempt by any disabled person.

In a global environment where the same tactics, of recent and distant past, are apparently being recycled, each day is the same as a corresponding one before 60, 80 ,100, 120, 140 years…

In an environment where the methods and tactics utilized by the alleged “managers” of global wealth, runs down to the back burner of the few.

In an environment where children are not playing, but simply work and die,

In an environment where people are being “slaughtered” and perish,

In an environment where countries are being flattened,

In an environment where the rights of imprisoned… sublime…

In an environment… Where the soul fails and weakens, Where the mind hovers in the dark, Where the body rebels and depart, Values shrink the cam of a knife, Culture becomes an excuse for criminals.

This Rest[Art] is necessary not only to people with disabilities, but in any mind, in any soul…

In a world immersed in darkness, unable to function symbiotically…

We hope that it is this need that we highlight through this section of the Rest[Art] project, which expects to raise the awareness of as many people as possible, this year.

The exhibition will be held at the E. & C. Vati Gallery in Miaoulis Square in Hermoupolis and will be open to public from May, 28 at 20:30, until the June, 08.

Visiting Hours: 10:30 – 14:00 and 20:00 -22:30.



Thank you.

Eye’s Walk Festival 2015 – Open Call to Artists

Open Call to Artists (teams or individuals)

Eye’s Walk Festival 2015


Eye’s Walk Festival is a unique video installation art festival which takes place every summer in Syros, Cyclades, in the middle of the Aegean sea.

In summer 2015, the innovative project will bring Video Art, painting, cinema, animation, architecture and experience design together.

Make video installation art, reshape a historical, neoclassical building of the 19th century and tell a story using the most modern technology.

Get inspired by the theme of Eye’s Walk Festival 2015:

“Home”. A place where one lives; a residence / An environment offering security and happiness / A valued place regarded as a refuge or place of origin /  The place where something is discovered, founded, developed, or promoted; a source.

“When you focus with your soul’s eyes you will see Home in many places.”

Submit your 3D installation / projection mapping at cinesthesiaermoupoli@gmail.com

Last day for submissions: 1st of April 2015

Follow us on Facebook: http://www.facebook.com/eyeswalk

Dyslexia and Learning Difficulties in English Language Teaching

An article on Dyslexia and Learning Difficulties in ELT, by Panayiotis Constantinides.

Panayiotis Constantinides is an English teacher, certified oral examiner and licensed Dyslexia evaluator. He holds a Certificate in English Methodology from the British Council, a Diploma in IT from the Open University, U.K. and a postgraduate Certificate in Inclusive Education, Support for Learning, from the University of Glasgow.  He has been teaching English for 20 years and assesses students with LD since 2012. He has been a member of the IT team at the University of the Aegean, department of Product and System Design since 2000 and an oral examiner of levels B2-C2 since 2006. You can contact him at pkon@aegean.gr

On October 18, 2014 International Publishers and P. Constantinides are organising a workshop regarding this topic. A certificate of attendance will be provided to all attendees.





There has been a lot of discussion regarding Dyslexia and LD, mostly during the last two decades, when the number of students facing them seems to be rising. Despite opposing voices (see Prof. Julian Elliott & Elena Grigorenko’s book “the Dyslexia Debate”), the majority of scientists agree that Dyslexia and LD are part of our everyday teaching life and as such, solutions should be sought in order to create a more inclusive educational environment.


How serious the situation is, can easily be determined by looking at some numbers. In short, and according to Driver Youth Trust, dyslexia and LD seem to affect 12 to 15% of the global population, one third of which are children. A 70 to 80 % of the above is hereditary and the ratio between boys and girls is approximately four to one. It is more common among left-handed students, though this cannot be considered a rule. Quite surprisingly, only in the U.S. 40 million people are estimated to face LD and worst, only 2 million know it, reinforcing a secret rule which wants the majority of individuals with LD to be unaware of it!


Efforts to express an accurate term for dyslexia are numerous, not many though have been generally accepted. A worth mentioning one is sir Jim Rose’s (BDA, 2009), who refers to it as “a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling”. If we wish to give a more precise view of the condition, we could add that “dyslexia can affect the way you communicate, and it is different for everyone. Unidentified dyslexia can result in low self esteem, high stress and low achievement” (Dyslexia Scotland, 2009). This term stresses a really significant part of this difference: the fact that dyslexia cannot be grouped and it is unique and different for each individual.


It would be unwise to believe that a student whose mother tongue is not English, will face difficulty only in this language and not in the second taught. Sometimes, we, English teachers, may happen to be the first to recognize some “difference” and therefore it would be really important to be aware of some “signs” that could trigger some more meticulous view to our student. Many teachers or even parents will think of the confusion between “p” and “q” or “b” and “d”, but there is a lot more than this. In any case, dyslexia touches a number of different areas, hence the variety of signs we may receive.  Some of the points worth our attention are:

  • Reading and writing speed
  • Sequencing (months, numbers, etc)
  • Length of attention span
  • Interaction with peers
  • Breaks in speech
  • Problems with visual discrimination (e.g. between similar letters or words) as much as auditory discrimination of some sounds
  • Difficulty comprehending information
  • Signs of low confidence

The list could be much longer, but the above are typical examples of a dyslexic profile.


It is understandable that  EL teachers  may feel they are not the ones who should “diagnose” a dyslexic or LD profile. Indeed, we are not supposed to provide a diagnosis, mostly for a phenomenon the majority of us is not familiar. Being teachers though, we are supposed to inform parents and perhaps the school teacher, that we have noticed signs of LD. This is actually the first step: inform the family of anything different you have noticed, ask them whether they or the school teachers have discerned anything similar and if they have, encourage them to see a specialist. The sooner an assessment is performed, the better for the child. No matter, whether the family proceeds with an appointment and evaluation or not, you will have acted properly as their offspring’s teacher. If parents decide to arrange an evaluation test, state and private centers are available to do so. The main difference is that a child can be provided with some extra prerogatives at school and English exams (e.g. extra time or oral examination in specific subjects) only if they have been diagnosed by a state center. In Greece, the relevant laws are 3699 of 2008 and 4186 of 2013.


In case your student has been diagnosed to have LD or Dyslexia, you will need to adopt your teaching methods according to the results of the test and certainly come in contact with the specialist who performed the test. It is very probable that your student will attend some sessions with the specialist in order to do some intervention exercises in the areas their score was low. In some cases, you may be advised to use similar exercises in English, aiming at improving their performance and simultaneously building up their self-confidence. This will be easier if you work with the child in private lessons and more difficult, not impossible though in a mainstream class. Whatever the case, there are some basic rules you should follow:

  • Do not stress them. Give clear guidelines, chunks of work, cut in pieces, do not load them with long lists
  • See which parts they are “afraid of” and support them accordingly, offering advice
  • Praise them, making sure you do not overdo it
  • Build their self-confidence. They should not be “hurt” by a failure, they should learn from their mistakes and go on
  • Keep in touch with “specialist”, Greek school teacher, parents
  • Give them work related to ICT, an area they enjoy dealing with
  • Do not go very fast
  • Let them speak for themselves. They know better than anyone else what worries them most


Dyslexia and LD is not a disease or as some parents think the end of the world. It is simply a difference and as such it must be dealt. What we mostly need to do as teachers is raise our awareness on the matter. There are loads of books, websites and articles available to achieve this. It is more than certain, that we will meet students with LD in the future, if not already have and just avoiding it, is simply a vain cancellation of ourselves. A good start,   apart from the above, is the legal framework of the country we teach, so that we are aware of the rights and regulations of the students we work with. A student with LD or Dyslexia should be a challenge for us and not a situation to avoid. We are given a chance to become a better teacher through it not only for the child with Dyslexia, but for the whole class. If our student has a “difference”, we need to show we adopt it and become “different” as well. It is a situation we should be involved if we really love teaching and certainly the smile we will get back is worth our effort.




British Dyslexia Association: http://www.bdadyslexia.org.uk

Driver Youth Trust (DYT) The fish in the tree: Why we are failing children with Dyslexia: http://www.bdadyslexia.org.uk/files/DYT-FishintheTree-LR.pdf

Dyslexia Scotland: http://www.dyslexiascotland.org.uk

Elliott Julian  & Elena L. Grigorenko (2014) The dyslexia debate, New York, Cambridge University Press

HMIE (2008) Education for learners with Dyslexia, Livingston, HMIE

NASEN Training Project (undated) Introduction to Support for Learning, Information on a range of conditions, unit 2 – «What makes learning difficult?», conditions 1-9

Reid Gavin (2005) Dyslexia, New York, Continuum books

Republic of Greece (2008) Law nr.3699 Special treatment and education of individuals with disabilities or special learning difficulties, Athens: Newspaper of the Republic of Greece, issue 1, sheet number 199

Republic of Greece (2013) Law nr.4186 Restructuring of Secondary Education, Athens: Newspaper of the Republic of Greece, issue 1, sheet number 193

A different wish from kakoblogger – Μια αλλιώτικη ευχή

«Our life short – can’t be fed up. Make sure you spend it well, do not feel sad a day or a night because time does not know how to save our hopes. What it only learnt is going by. Going by…»

Ancient Greek tragedian Euripides (work:Heracles)

Season’s greetings then.

«Μικρή η ζωή μας – δεν χορταίνεται. Φροντίστε να την περάσετε καλά ούτε μέρα ούτε νύχτα να λυπηθείτε, ο χρόνος δεν ξέρει να σώζει τις ελπίδες μας. Να φεύγει μόνο έμαθε. Να φεύγει…»

Ευριπίδης, αρχαίος Έλληνας τραγικός ποιητής (έργο:Ηρακλής)

Καλές Γιορτές λοιπόν.

Ευριπίδης (480-406 π.Χ.)

Ευριπίδης (480-406 π.Χ.)

«Irrational navigations» @ AD gallery

AD Gallery opens the group show entitled “Irrational Navigations” on Friday, December 20 at 20:00.

The Pop surrealism art movement has as a starting point in the Underground movement, developed in Los Angeles, California in the end of the 70’s. Its forms are often related to the earlier popular culture of comics, punk music, psychedelic art, etc. Its images are frequently characterized by humor sometimes facetious, sometimes impish or sarcastic, while they often originate from retro illustration, popular culture pamphlets with exotic adventures and children’s literature.

Surrealism searches for its resources deep down within the strictly personal, the dreams and the unconscious, while pop culture deals with the commonly accepted and the superficial. In recent years, however, both these directions have been brought together in exhibitions concerned with proving that High and Low are related. The term pop surrealism was proposed by The Aldrich Contemporary Art Museum in 1998 as the title of the show was dedicated to this movement.

Even today, a significant part of the art world seems to encounter difficulties with the persistence of these artists in figuration, extreme narrative and worship of skill and technical excellence in the execution of the form. Since the 80’s artists have been creating works in which the crafting and personal style regress to the second level and have been seeking a form that extends to the “objective” reality of social space. In contrast, pop surrealists seek the strictly personal by submerging into personal fictions and narrations.

Ckstage@Irrational Navigations - K. Katagas

Ckstage@Irrational Navigations – K. Katagas

The following artists
participate in the exhibition: Alexis Akrithakis, Yianoulis Halepas, Steven C. Harvey, Konstantinos Katagas, Elias Kafouros, Panagiotis Loukas, Alexandros Psychoulis, Anastasis Stratakis and Orestis Symvoulidis

Exhibition duration: December 20, 2013 – February 15, 2014
Visiting hours: Tuesday-Friday 12:00-21:00 and Saturday 12:00-16:00

The right to Human Rights

How does a person understand Human Rights? Seems an easy question, but it’s not. Given as a question in a postgraduate course in Inclusive Education, offered me the stimulus to search my mind to find out how I perceive it. It was some food for thought in other words. Huge bibliography, millions of webpages, tons of ink, but how each one understands this question is quite subjective.

Well, my views could go with the relevant Greek Law and the Universal Declaration for Human Rights, a document born in 1948 from the flames of WWII.
In a nutshell, the Greek legislation, a country which can boast about its democratic background, states that all people are equal against law, have the same rights as much as responsibilities, the right to develop their personality free (most important point for me), and participate in the social, financial and political life of the country. It would be tiring to present more details. The way I receive it, from the moment all people are equal, I expect that every individual should consider the rest equal, behave like this and respect like this. As a result, people who may experience any kind of difficulty or impairment, should be treated at least equally and be given all the necessary support for this. I cannot imagine anyone excluded from this right. Even in prison, a criminal has the same rights as the rest. You cannot deprive them of the right to have food or a proper accommodation. Unfortunately, not everyone shares this, so different kinds of exclusion, from racism to the elimination of a child facing a long-term illness in a small society (for instance their school) are common. I suppose, we, as teachers and students who wish to expand their knowledge on Inclusive Education, should be pioneers to the opposite direction, eliminators of exclusion. Easy as it may seem in theory, it may raise issues and obstacles in practice. The support provided, from medical to technical, the facilities in public places or means of transportation, even the language we use may contain terms that could make a human feel they are not equal. The point is to work more on this direction, in order to facilitate the life of individuals who have been facing disabilities or learning difficulties, build up their confidence and persuade them they are not alone, they are equal, useful and integrated members of the society.

Lisa Fittipaldi

Lisa Fittipaldi

Picture: Lisa is a visually impaired internationally admired painter, who not only learned to paint after losing her sight, but she wrote a book about it. Her inspiring use of color and her ability to tell which color she is using only by feeling the texture of the paint are just two remarkable features of her story.