Embedded Files
Goal(s)
At the end of this module trainees;
· will increase their level of acceptance about children with CP.
· will support to raise the quality of inclusion applications for children with CP.
Learning Outcome(s)
Parents will be expected to:
cope with mood (shock, deny, refuse and depression) because of having CP children.
know what can be done if children with CP have grief and crisis because of his/her disability.
recognise their roles for reaching success in inclusion applications.
arrange home environment suitable to education for continuity of inclusion education
connect inclusion applications in school with daily life.
comprehend importance of sharing all acquired outcomes during trainings with other family members.
Teachers will be expected to:
apply educational inclusion and its varieties.
provide orientation of children with CP to school environment.
arrange school environment in accordance with features of children with CP.
assess success of children wtih CP.
Parents and teachers will be expected to:
know duties and responsibilities in inclusion applications.
benefit from support services used in inclusion applications.
increase level of acceptance of children with CP in social environments.
Target group(s) Teachers and parents of children with CP 3-18 years of age
Contents (General and/or Detailed)
For Parents:
1. Coping with the mood (shock, deny, refuse, depression etc)
2. Acceptance of children with CP by the family members
3. Arrangement of home environment
For Teacher:
1. Educational inclusion
2. Applications of educational inclusion
3. Variety of educational inclusion
· Full time inclusion
· Part time inclusion
· Reversal inclusion
4. Rationale of mainstream
· Benefits to the student with CP
· Benefits to the typically developing students
· Benefits to the teachers
· Benefits to the parents and parents of typically developing students
5. Applications of inclusion at different levels of education
6. Orientation
7. Arrangement of educational environment
8. Classroom management in inclusion
9. Assessment of success for individual differences
For parents and teachers
1. Task and responsibilities in inclusion
2. Supportive Services in inclusion
3. Increasing of social acceptance
For Parents;
11 Hours + 1 Hour for evaluation = 12 Hours
For Teachers;
17 hours + 1 Hour for evaluation = 18 hours
Methodology
Lectures, examples and discussion, study cases, web mining, workshop and working in groups
Assessment and evaluation plan (trainer/trainee and module)
Evaluation through questionnaires, check-lists and self assessment at the end of the training course
Supporting training material needed
Handout of papers and power point presentations, prepared scenarios for the case studies and problem based learning, website links, references
Educational Environment
A meeting room/conference room during the lectures / presentations, as well as physical interiors appropriate for group work, case studies, workshops, drama, etc. Also, a projector connected to a pc, a screen, a flip chart and internet access. Where needed there must be extra pcs with internet access, video and audiovisual equipment, board and/or special equipment/assistive devices
Qualities of Trainer(s)
The module will be taken care of by one or more trainer(s). There is a need for the trainer or trainers to have specific qualifications: he/she should be professional in the field of education, with practical experience of the subject, but also with an ability to reflect in a critical manner. Moreover, he/she should have a friendly, open attitude to inclusion.
Time Needed
2 Hours
1 Hours
1 Hours
1 Hours
2 Hours
For Parents;
11 Hours + 1 Hour for evaluation = 12 Hours
For Teachers;
17 hours + 1 Hour for evaluation = 18 hours
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