SPECIAL NEEDS, EQUALITY AND DIVERSITY IN THE CLASSROOM

COURSE INFORMATION

This ‘Special Needs, Equality and Diversity in the classroom’ course is designed for teachers and school staff from pre-school through to secondary level, alongside those teaching vocational education, adults and special-educational needs; it is also appropriate for staff of non-government organisations, government and policy makers, as well as company staff. Participants are expected to have at least a B1 level of English.

The course will focus on how to create an inclusive, diverse classroom environment, considering the wide range of experiences and educational backgrounds – including those which may not be immediately apparent – of our teachers and students.

As educators, we have the responsibility to ensure our students are prepared to work in diverse environments, being readily able to collaborate with those offering different perspectives. When we incorporate a variety of perspectives into our teaching and provide students with new ways of perceiving their environment, we are preparing them to be part of a diverse workforce. Diversity enriches us and it can be a powerful tool for the development of our teaching approaches.

In a context where socio-economic and political changes are affecting the way we think, communicate and, therefore, behave, any educator should renew their approaches towards a more inclusive classroom – which can eventually create a more inclusive society.

Independently of what lesson, workshop or speech you are delivering, there are changes you could make to your classroom and your own approaches to create a more inclusive and welcoming environment for all. It is well known that any academic success does not rely only on students’ independent work but also on a teacher’s approach and ability to adapt their content to students with specific learning styles and needs: “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”- Albert Einstein     

This course will also provide you with a wide range of knowledge and strategies to be used and adapted into the classroom regardless of subject discipline.

 

METHODOLOGY

As educators we conceptualise diversity with the understanding that each student brings unique experiences, strengths and ideas. These differences can be along dimensions of race, ethnicity, sexual orientation, gender, socio-economic status, age, special needs, religion, political beliefs, personal values or ideology. The course will explore these areas using participation, including workshops, practical exercises, roleplay, problem-solving exercises, theorical presentations, learning types, case studies, stories, practical demonstrations and other dynamic techniques.

In addition, we would like to include a visit to some cultural community projects that promoted diversity by facilitating the interaction of different people working together to create respectful and save environment.  As well as visiting other interesting and creative areas of London. 

Diversity is the exploration and incorporation of these differences to enrich learning in our classrooms. This course will offer you ways of taking the first steps in designing an inclusive classroom and teaching multicultural awareness to your students.

 

MAIN OBJECTIVES

The main goal of this course is to offer knowledge and understanding about our students – tackling different aspects of their lifes; their needs, learning styles and backgrounds that will directly affect their academic progress. Therefore, as a teacher, policy maker or leader in any group, we must use this knowledge to adapt our teaching approach to maximise a desirable outcome.

 

This course will help you to:

●      implement techniques and develop tools to facilitate inclusive classroom practice;

●      improve communication and be mindful of the use of language to create a safe learning environment and positive atmosphere. This will lead to the development of our student’s self-esteem, enabling them to face learning challenges and optimise their class engagement;

●      incorporate fun, cooperative and interesting activities that will increase our students’ motivation towards their learning;

●       be able to identify different important aspects about students that could lead to the risk of exclusion from their educational environment;

●       offer supportive tools for teachers, carers or group leaders to facilitate their approach when facing challenging behavioural situations in their classroom;

 

After this course, participants will be able to:

●      understand a wide range of different aspects, including special needs, cultural or religious backgrounds and other aspects of identity that may affect academic progress and classroom atmosphere;

●      use resilience as a tool to overcome and tackle unpredictable situations related to different aspects of diversity dimensions;

●      be able to not only teach but also demonstrate how our individual differences can lead to an enrichment of the whole classroom;

●      feel confident in trying different tools and techniques that will help us to motivate and prompt our students to be more tolerant, inclusive and respectful towards their peers;

●      use creativity as a tool to develop our own strategies towards the creation of a safe learning environment for all.

 

DAILY PROGRAMME

DAY 1 (SUNDAY) WELCOME:

  • Meeting and greeting;

  • Individual orientation and information about the venue and the city;

  • Distribution of course material;

  • Brief presentation of the course and its target by the end of the week.

 

DAY 2 (MONDAY) – DIVERSITY AND ITS DIMENSIONS

  • Brief presentation of the national educational system and school types in UK/Other European countries: diversity in our school policy;

  • Defining inclusion vs diversity;

  • Visible and invisible dimensions to consider when promoting diversity in classroom;

  • How to promote resilience in our students: playful activities;

  • Implementing social and emotional skills in the classroom;

  • Practical activity: the importance of socio-economic backgrounds and its impact on student performance.

  • Free cultural activity: discovering the city and its cultural heritage.

 

DAY 3 (TUESDAY) – RECREATIONAL & CULTURAL ACTIVITY DAY:

Participants will be invited to cultural activities around the city to discover interesting places and facilities that London offers which are not easy to find as an independent tourist. These may include:

  • Community social projects that promote diversity in London, or shadowing the activities and approaches of community centres;

  • Inspiring visit to cultural-artistic areas that promoted diversity in London.

  • Free cultural activity: discovering the city and its cultural heritage.

 

DAY 4 (WEDNESDAY) – CONSIDERING SPECIAL EDUCATION NEEDS:

  • Invisible Dimensions: Special Education Needs (SEN);

  • More common types of SEN we will find in classrooms;

  • Behavioural and emotional learning difficulties;

  • Educational strategies to facilitate the inclusion of SEN students;

  • Facilitating peers support system to promote diversity in the classroom.

 

DAY 5 (THURSDAY) – PLAYFUL STRATEGIES:

  • How to design practical and playful activities to promote diversity in classroom;

  • Practical activity – group roleplay;

  • Working in groups to design your own creative activity;

  • Recreational cultural visit: Being English for a day!

  • Team-building trip to a relevant place in London with all participants from the course (Including a visit to a community project, cultural artistic area of London).

 

DAY 6 (FRIDAY) – VISIBLE DIMENSIONS in DIVERSITY: Age, race & Gender:

  • Age and expected cognitive development;

  • Piaget's cognitive development theory: analysis and criticism;

  • Race: policies towards racism in UK schools;

  • Gender: How to implement Coeducation across our curriculum;

  • Presentation of creative and inspiring educative projects related to these dimensions.

 

DAY 7 (SATURDAY) – CONCLUSION.

  • Course roundup and final evaluation of E+ Projects;

  • Releasing of official course certifications;

  • Certification ceremony with a video – photo souvenir of the course;

  • Participants departure.

 DATES 

Special Needs, Equality and Diversity in the clasroom will attend courses during years 2020 and 2021 in next dates:

  • 2020:

UNITED KINGDOM - LONDON:

- From Sunday 26th July to Saturday 1st August. CONFIRMED!

- From Sunday 25th October to Saturday 31st. CONFIRMED!

IRELAND – DUBLIN:

-       From Sunday 9th August to Saturday 15th.

ITALY – FIRENZE:

-       From Sunday 6th September to Saturday 12th.

PORTUGAL – LISBOA:

-       From Sunday 4th October to Saturday 10th.

SPAIN – ALICANTE:

-       From Sunday 11th October to Saturday 17th.

  • 2021:

ICELAND – REYKJAVÍK:

-       From Sunday 25th July to Saturday 31st.

ITALY – FIRENZE:

-       From Sunday 5th September to Saturday 11th.

PORTUGAL – LISBOA:

-       From Sunday 3rd October to Saturday 9th.

SPAIN – ALICANTE:

-       From Sunday 10th October to Saturday 16th.

COSTS AND ERASMUS FUNDING

The cost of the seven day course is 490€, including course fee, certification and support fee, cultural and sport activities in the city. You will also receive a certificate of attendance. The cost includes arrival on Sunday and departure on Saturday. The company offers an Optional cultural package to deepen in relationship between all participants.


The training course is tailored to be fully funded by Erasmus + to teachers, trainers, headmasters and any other staff of education organizations. Furthermore trainers can help in Key Action 1 Application to ensure that participants can get the grant and could be eligible to receive an Erasmus + grant that cover all the costs of the course.

PMS ERASMUS +

PIC Number. 906281768

Organization ID: E10039300

     OPENING HOURS

Monday - Friday     9:00am-18:00pm

​Saturday                9:00am-14:00pm

CONTACT:

Avda. Alfonso X el Sabio., 11. Alicante.

info@pmserasmusplus.com

@pmserasmusplus