Successful Strategies for Teaching Students with Special Needs in Every Classroom

Description

Concept by Foteini Tsioutsia

This course is for teachers working with students with special educational needs 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, as well as 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 the 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, all while identifying 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. 

Learning Outcomes

The course will help the participants to:

• Gain 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 and 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 and 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 and 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 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.