This pilot research was conducted in order to examine the impact of students' and teachers' multiple intelligences and spatial perception on students' performance in geography, and their attitude towards the lesson. The sample was 86 students and 4 teachers in the 6 th grade from both a pilot school and a traditional school in Athens. In this paper we present the results from the survey (validated and evaluated for their reliability), which indicated that: 1) There is inefficient geographic knowledge, 2) Most students seem to have lowly developed spatial thinking abilities. In a spatial perception test, they only demonstrated high records in the questions concerning the plan views and the orientation, 3) Geography is considered as a less important subject, 4) The majority of students and teachers had moderate or negative attitudes towards geography, 5) Children with higher spatial thinking abilities had better performance in geography, 6) Spatial intelligence correlated with all types of intelligence, apart from musical, 7) Statistically, no difference between the students' attitude and spatial thinking was determined based on the type of school.

At all levels of education, teachers are actively involved in improving students’ learning outcomes and developing their own pedagogical experience. As a consequence, the teacher’s role in managing learning difficulties is of particular importance. This research investigates secondary school geography teachers’ knowledge of and perceptions of dyslexia. For research purposes, 61 questionnaires were distributed to secondary teachers teaching geography all over Greece. The questionnaire included a total of 30 questions about demographic and personal information, teachers’ knowledge of and perceptions of dyslexia, and teaching approaches they adopt while teaching geography. The research examined teachers’ willingness to use teaching tools and innovative approaches that would help all students and, more specifically, dyslexics. The responses were coded using SPSSv.23.00. The results show that teachers’ knowledge of dyslexia is contradictory, as most teachers (93.4%) believe that dyslexia affects students’ performance only in language courses, whereas a smaller percentage of teachers (just 27.8%) believe that dyslexic students also find it difficult to participate in science courses, and only 26.2% believe they face difficulties in orientation as well. Teachers also have unclear views on how to manage dyslexia and how to implement effective teaching strategies. The results show the importance of geography teachers’ training on dyslexia and the integration of new technology in teaching dyslexic students.

This article is a literature review on geography teachers’ knowledge and perceptions of dyslexia, as well as the teaching methods they decide to use in order to differentiate their teaching in mixed ability classes, including dyslexic students. The aim of the systematic literature review was to identify: a) Geography teachers’ knowledge and perceptions of dyslexia; and b) the teaching strategies that they use to help dyslexic students overcome their difficulties. The research was carried out from October to November 2020. Initially, 1346 articles on dyslexia and teaching methods, generally that were published during the last 20 years (2000-2020) were identified in 5 databases. Findings showed that, despite the very large number of publications on the subject, only a few studies (3) were found to meet our research criteria (dyslexia + geography + teaching methods + teachers’ attitudes/knowledge). It is suggested that future studies focused on teaching geography and its impact on dyslexia would contribute to drawing clearer conclusions on the topic.