Inclusive education can be seen as a process of strengthening the capacity of an educational system to reach out to all learners in the community.
This course has been tailored for teachers dealing with classroom diversity and disadvantaged learners, including those with special educational needs or a migrant background. Specifically, participants will acquire or improve their knowledge regarding:
- Defining inclusive education, key principles and values;
- Understanding the process of inclusion/Addressing barriers to participation, learning and resources to support all students within schools;
- Using ICT tools to support all learners in inclusive settings;
- Collaboration within school communities (teachers, teaching assistants, students, parents/carers) in order to establish a framework of inclusive values and practices (e.g. co-teaching involving a general education and a special education teacher).
Upon completion of the course participants using reflective techniques such as “Index for Inclusion” are expected to develop intervention plans through a range of activities (e.g. case studies, hands on activities) aimed towards enhancing participation, learning and achievement of inclusive mainstream education for all students, specifically for disadvantaged learners, including those with special educational needs and a migrant background, thereby fostering social inclusion.
The course will help the participants to understand how to:
- Face diversity and identify the barriers to participation and learning arising within schools;
- Draw up development priorities and planning interventions to support diversity (e.g. curricula adaptations, design of differentiated lessons);
- Use alternative learning practices, techniques, materials and associated assessment tools to review development;
- Use ICT to support all learners in inclusive settings;
- Foster collaboration within the school community (teachers, students, parents/carers) in order to establish a framework of inclusive values and support students’ participation and achievement in sustainable school systems;
- Teachers (primary, secondary, vocational, adult, special needs);
- Teacher trainers;
- Careers officers, educational guides and counsellors; Headteachers;
- Principals; Managers of schools;
Head teacher of school innovation courses: Alessandro Pumpo
Is there any doubt you want to clarify? Contact us (firstname.lastname@example.org); we will try to answer all your questions as soon as possible.