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.
- Social and individual/medical models of disabilities;
- Diversity, identification of barriers to participation and learning arising within schools and resources to support students;
- Drawing up development priorities and planning interventions to support diversity (e.g. curricula adaptations, design of differentiated lessons);
- Alternative learning practices, techniques, materials and associated assessment tools to review development;
- Using ICT to support all learners in inclusive settings;
- Collaboration within 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;