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Inclusive and Special Education


Intercultural Teacher Education
Enrollment in this course is by invitation only

About This Course

This course aims to develop special education professionals skills, who work with children and young adults, especially in aspects related to the theory and practice of teaching students with additional educational needs. Our main goal is to maximize the inclusion of children and youngsters with special needs by providing them with the skills and knowledge to support the most challenged and most challenging aspects within the education system with the most appropriate setting. This course develops the identification, assessment and evaluation competences of its students, towards education for young people with additional needs.

Course Content

1. Inclusive Education: Theory and Practice

2. Exploring Diversity: Assessment, Profiling and Planning for Additional Needs and Disabilities

  a) Practising inclusion and active citizenship

3. Inclusive Pedagogy: Supporting Curricular Access for Students with Additional Needs

4. Professional Practice and Curriculum Development

5. Inclusive Approaches for Additional Needs

Bibliography

Allan, Julie. Actively Seeking Inclusion: Pupils with Special Needs in Mainstream Schools (Studies in Inclusive Education Series). UK: Falmer Press, 1998.

Hanks, Richard. Common SENse for the Inclusive Classroom: How Teachers Can Maximise Skills to Support Special Education Needs. Jessica Kingsley Pub, 2010.

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.

Salvia, John. Ysseldyke, James. Bolt, Sara. Assessment: In Special and Inclusive Education. Cengage Learning, 2009.