SPECIAL EDUCATION NEEDS (SEN),

INCLUSION AND DIVERSITY IN THE CLASSROOM

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COURSE INFORMATION

This ‘Special Education Needs (SEN), Inclusion 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.

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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.

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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.

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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.

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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     

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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.

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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. 

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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 and Other European countries: comparison.

●     Defining inclusion vs diversity.

●     Visible and invisible dimensions to consider when promoting diversity in classroom.

●     How to promote resilience in our students through playful activities.

●     Implementing social and emotional skills in the classroom.

●     Practical activity: Promoting empathy & resilience in a classroom within a diverse socio-economic background.

 

DAY 3 (TUESDAY) – CONSIDERING SPECIAL EDUCATION NEEDS:

●     Invisible Dimensions: Special Education Needs (SEN);

●     More common types of SEN we will find in classrooms; Autistic Spectrum Disorder (ASD), Attention-deficit/hyperactivity disorder (ADHD), Dyslexia

●     Educational strategies to facilitate the inclusion of SEN students:

Peers support system, collaborative partnership, visual reinforcements

●     Behavioural and emotional learning difficulties: transactional analysis.

●     Practical: How your SEN students feel?: Role plays: The T-Shirt. 

 

DAY 4 (WEDNESDAY) – VISIBLE DIMENSIONS: Age, race & Gender:

●     Age and expected cognitive development.

●     Cognitive development theories: Piaget, analysis, and criticism.

●     Race: policies towards racism in UK schools.

●     Gender: How to implement Coeducation across our curriculum.

●     Antibullying Policies: Kiva Method.

 

DAY 5 (THURSDAY) – RECREATIONAL & CULTURAL ACTIVITY DAY:

●     Networking activity: Presentation of your own school and your KA1 PROJECT: 5W's. WHO, WHAT, WHEN, WHERE, WHY with all participants from the course and other structured courses of the company. 

●     Networking activity:  Guided session to find your best partner for a future JOB SHADOWING and/or KA229 PROJECT.

●     Optional cultural activity: trip to some relevant places of the city with all participants from the course and other structured courses of the company just to reinforce networking between all of you.

 

DAY 6 (FRIDAY) – PLAYFUL STRATEGIES:

●     Conclusion: Visiting a SEN friendly project.  

●     Conclusion: What and how could we implement in our school? 

●     Designing our own activities to promote diversity in the classroom.

 

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.

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 DATES 

Special Needs, Equality and Diversity course will attend edition during years 2022 and 2023 in following dates:

 

2022:

ICELAND – REYKJAVÍK:

• From Sunday 24th July to Saturday 30th.

IRELAND – DUBLIN:

• From Sunday 31st July to Saturday Sunday 6th August.

 

2023:

ICELAND – REYKJAVÍK:

• From Sunday 23rd July to Saturday 29th.

IRELAND – DUBLIN:

• From Sunday 30th July to Saturday Sunday 5th August.

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COSTS AND ERASMUS FUNDING

The cost of the seven day course is 560€ and includes course fees, free cultural activities in the city during the week and certification of attendance. The company offers an Optional cultural package to deepen the 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 covers all the costs of the course.