Inclusive Education (Easy English Course)

Description

In a modern classroom, diversity is a synonym for understanding, integration, and opportunity.

This course is for teachers working with students with special educational needs in mainstream and special education schools.

It is designed to offer a deeper understanding of class dynamics, students’ well-being, learning success, and family involvement in inclusive schools, for teachers with low English skills.

Participants will be given a general introduction to the main disabilities, such as learning disabilities (dyslexia, dyspraxia), emotional and behavioral disorders (ADHD, ADD, Depression, Bipolar), intellectual and physical disabilities and impairment, and developmental disabilities (Autism).

They will also be encouraged to share their experiences and the difficulties they may have encountered in their profession.

The course has been tailored to meet the needs of teachers by providing teaching and assessment methods, strategies, and tools to address the distinctive learning needs of their students.

Participants will be given a series of hands-on activities to prevent isolation and disruptive behaviors from the beginning of the school year, considering peer interaction and peer support as fundamental elements to build social skills and self-confidence.

They will also experience effective relaxation techniques and movement-based activities, to be used with students with special needs and the rest of the class. 

The course explains every concept in clear, simple English and employs a variety of tools to ensure full comprehension. The trainer, experienced in supporting learners with limited English proficiency, provides additional assistance whenever necessary.

A mix of pictures, videos, step‑by‑step instructions, and collaborative activities guarantees that no participant is left behind. Participants remain engaged through group learning, with continuous support always available.

By the end of the course, participants will gain a greater insight into issues regarding teaching and learning in special, integration, and inclusion settings.

Furthermore, they will be able to identify the barriers and the necessary resources for successfully addressing students’ learning educational needs in effective and functional ways that will promote students’ participation and achievement within the school community. 

Note: Please remember to bring your own laptop, as it will be required during the course.

Learning outcomes

The course will help participants to:

• Acquire, reflect, and refresh knowledge about the main disabilities such as learning, intellectual, and physical developmental disabilities;
• Exchange reflections and practices, share difficulties and solutions with colleagues;
• Identify the barriers and the necessary resources for successfully addressing students’ learning and educational needs in effective and functional ways;
• Implement practical activities to prevent isolation and disruptive behavior;
• Empower peer interaction and support with other students with special needs and classmates;
• Practice effective and positive communication with parents.

Tentative schedule

Day 1 – Course introduction

• Introduction to the course, the school, and the external week activities;
• Icebreaker activities;
• Practice with translation tools
• The nature of Special Needs.

Day 2 – Understanding special educational needs

• Introduction to main special educational needs: assessment and risk management;
• Individual and group practical activities;
• Teaching students with Specific Learning Disabilities;
• Presentation of cases.

Day 3 – Prevent isolation, promote self-confidence

• The role of peers: positive relationships and support in and out of the classroom.
• Group exercises to foster inclusive group cohesion;
• Individual and group practical activities.

Day 4 – How to switch off

• Movement-based activities and relaxation techniques to improve behavior;
• Individual practical activity.
• Evidence-based classroom practices to improve student behavior with emotional and behavioral disorders;
• Behavior intervention plan: practical group activity aiming to promote positive behavior in students with emotional and behavioral disorders based on a case study.

Day 5 – Improving communication

• Partnering with parents to create an inclusive school together;
• Positive and collaborative relationship with parents in inclusive schools;
• Presentation of cases.

Day 6 – Course closure and cultural activities

• Course evaluation: round-up of acquired competencies, feedback, and discussion;
• Awarding of the course Certificate of Attendance;
• Excursion and other external cultural activities.

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