Description
This course is for teachers working with special educational needs students in mainstream and special education schools. 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. Through case study discussion and sharing of good practices and ICT tools participants will understand and deal with the key challenges of special education including:
- Recognizing students’ special needs (e.g. autism spectrum, intellectual disabilities);
- Identifying and assessing students with special needs (e.g. curriculum-based measurement);
- Designing differentiated activities to access general curriculum;
- Applying teaching methods and strategies (e.g. task analysis, physical guidance) to deliver individual educational plan goals and objectives;
- Using ICT tools to support all learners;
- Professional and home – school collaboration.
By the end of the course, participants will gain a greater insight into issues regarding teaching and learning in special, integration and inclusion settings identifying the barriers and the necessary resources for successfully addressing students’ learning educational needs in effective and functional ways that will promote collaboratively students’ participation and achievement within the school community.
Concept by: Marco Fenici
Learning Outcomes
The course will help the participants to:
- Gain a greater insight into issues regarding teaching and learning in special, integration and inclusion settings;
- Identify the barriers and the necessary resources for successfully addressing students’ learning educational needs in effective and functional ways;
- Be able to promote collaboratively students’ participation and achievement within the school community.
Tentative Schedule
Day 1 – Course introduction & Participant presentations
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities;
- Presentations of the participants’ school;
- The nature of Special Needs.
Day 2 – Getting to know the main special educational needs
- Introduction to main special educational needs;
- Group work: exchanging practices;
- Teaching students with Specific Learning Disabilities;
- Individual and group practical activities.
Day 3 – Teaching students with Autism Spectrum Disorder (ASD)
- Introduction to the traits and learning styles of students with ASD;
- Techniques and strategies for students with ASD in the classroom to support communication, social interaction, and positive behavior;
- Presentation of cases;
- Individual and group practical activities -Roleplay;
- The role of peers: positive relationships and support in and out of the classroom.
Day 4 – Teaching students with Attention-Deficit/ Hyperactivity Disorder (ADHD or ADD) and/or Emotional and Behavioral Disorders
- Recognizing students with Attention-Deficit/Hyperactivity Disorder;
- Teaching techniques for students with ADHD/ADD;
- Managing the classroom environment for students with ADHD/ADD;
- Individual and group 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 – Teaching students with Intellect and/or Developmental Delay & Teaching Students with Physical Impairments
- Teaching strategies for students with Intellect and/or Developmental Delay;
- Individual and group practical activities;
- Useful practices for Teaching Students with Physical Impairments;
- Partnering with parents to create an inclusive school together;
- Group work: exchanging practices facilitating inclusion of all students in every school environment.
Day 6 – Course closure & Cultural activities
- Course evaluation: round up of acquired competences, feedback, and discussion;
- Awarding of the course Certificate of Attendance;
- Excursion and other external cultural activities.
Please note:
The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.
If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer’s discretion.
The number and schedule of the cultural activities depend on the location, not the course; further information is available on each location webpage. The trainer will send you the definitive course schedule approximately two weeks before the course.
