About This Course
Nowadays, inclusive education is increasingly understood as a complex endeavour. Although the term was originally used to refer to the inclusion of students with disabilities in the so-called regular schools, the conceptualisation of inclusive education has broadened in the past decade, now assuming that all children will be fully included in ordinary classrooms and schools. This course’s main goal is to develop competences and the capacity to respond to the increasing cultural, linguistic and developmental diversity of school communities and the pressure to achieve high academic standards for all while safeguarding the inclusion of those who are vulnerable to exclusion and other forms of marginalisation.
1. Collaborative Working in Children’s Services
2. Education for All: Inclusive Pedagogy
a) Teachers as Agents of Change
3. Sources of Knowledge
a) Conceptualising Research
b) Comparative Approaches to Inclusive and Special Education
4. Issues and Strategies for Teaching and Learning (visual impairment)
5. Language and Communication
Hanks, Richard. Common SENse for the Inclusive Classroom: How Teachers Can Maximise Skills to Support Special Education Needs. Jessica Kingsley Pub, 2010.
Kamei-Hannan, Cheryl. Ricci, Leila Ansari. Reading Connections: Strategies for Teaching Students with Visual Impairments. AFB Press, 2015.
Lewis, Ann. Norwich, Brahm. Special Teaching for Special Children: A Pedagogy for Inclusion? (Inclusive Education). Open University Press, 2004.
Liasidou, Anastasia. Inclusive Education and the Issue of Change: Theory, Policy and Pedagogy. Series: Policy and Practice in the Classroom. UK: Palgrave Macmillan, 2015.
Mitchell, David R. What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies. Routledge, 2013.