Inclusive Education
Preparation
The course provider sends the necessary information regarding the course materials to the beneficiary school. After the detailed information about accommodation, transportation and eating and drinking of the visiting teachers is sent to the schools, a preliminary information is given to the leading teachers about the content of the course.
Description
Inclusive education is the understanding of education that includes all disabled and non-disabled people in all educational institutions. It is the notion that everyone should be educated in regular schools. This includes those with special training needs. In the beginning, there has been a search for a solution for those with special education needs. However, scope refers to any individual who has difficulty in obtaining qualified education on the basis of their right to education. The understanding behind it is aimed at people who have difficulties in accessing education. It suggests that people with cultural, economic, religious, physical or mental disabilities should not keep up with the system, but the system should keep up with them. Inaccessible places or curricula in the school or school need to be supported or adapted.
It means more than just and equitable access to education opportunities. Inclusive education is about how we organize and design schools, classrooms, curriculum, and even the education system so that all individuals learn and receive quality education together. It facilitates the education of students together by providing quality education with tools such as mind map and concept map. Regardless of the handicap of life, it is concerned about providing quality education by being respectful and supportive about the needs of students.
With this training course, teachers will become more knowledgeable about inclusive education and they will ensure that no child is left behind.
Methodology
Warm Up-Ice Breaking Activities
Questıon - Answer Technıque
Problem-Solvıng Technıque
Braın Storm Technıque (Osborn)
Role Playıng
Drama Improvısatıon
Statıon Technıque
Mıcro Teachıng
Jıgsaw Technıque
Group Discussions;
Debates
Case Studies
Peer-Review
Problem Based Learning
Concept Mapping
Objectives
• To develop an inclusive learning community within the training space
• To develop a common situation analysis: where are you coming from
• To clarify expectations (where are you going to) and provide motivation
• To clarify understanding and develop a preliminary definition for “Inclusive education”
• To understand role of teacher as a change agent
• To reflect on the schools as institutions and their impact on individuals
• To introduce matrix to bring together the three levels of the system and processes
• To introduce the concepts of “Access”, “Participation” and “Achievement” to highlight the importance ofconsider input, process and outcome indicators of inclusive education
• To understand the importance of professional development for Inclusive Education.
• To get to know a definition of teacher competencies for inclusion
• To become aware of the biases that influence our actions
• To gain an understanding that inclusive education requires a life-long learning approach
• To address specific learning points at each stage of professional development
• To develop a vision of what teachers should achieve at each stage of professional development
• To get to know the most important dimensions of diversity
• To understand the cycle of oppression and draw their own cycle of empowerment
• To consider the importance of Human Rights for valuing student diversity
• To think about ways this knowledge could be relevant for your school
• To accept that teachers hold institutional power that can be used to facilitate inclusion or to create barriers
• To reflect on teacher action that empowers children and families
• To apply reflection to one’s own school setting
• To understand and organise the different settings/organisation of provision
• To develop a shared understanding of creating a system of support to promote participation.
• To develop a shared understanding of creating enabling school environments.
• To gain overview of teacher competences, skills and attitude to create enabling learning environment
• To reflect on support situation in participant’s own school environment.
• To build a vision of inclusive education – so that they can plan actions on with their colleagues, students, parents or community
• To provide participants with the experience of creating a shared vision for inclusive education that can be used to develop such a vision in their own setting / school.
• To help participants make the shift from focusing on students to focusing on their own work.
Follow Up
After the course, all trainees will be given copies of all course materials that can be shared with their colleagues in their institutions within the scope of dissemination activities. In addition, a self-assessment form will be provided to enable trainees to learn on their own. At the end of the course, participants will fill out an evaluation form regarding the content of the training.
Specifics
• Activities: all courses include at least one guided city tour and one full-day excursion (usually on Saturday).