Inclusion and Special Educational Needs

Erasmus + KA1 course dedicated to inclusion and special educational needs was held in London from 13 to 24 August 2018.

I chose this course because I wanted to learn how to define specific learning difficulties, identify children with 'special educational needs', support learners with language, speech and communication difficulties through a variety of strategies, develop rapport and effective language communication for inclusive learning, learn how to adapt teaching style and materials to accommodate diversity which can benefit all learners and also to create a class where the students feel part of a mutually supportive and inclusive team.

The course organiser was Language Link from London and the teacher trainer was Francis Mc Cormack. All participants of the course received the Certificate of professional development and the Europass Mobility Document.

On the first day, our teacher trainer organised a tour round the school area where Disney's Christopher Robin was filmed, showed us the homes of some famous people and recommended us some antiquarian bookshops as well.

Later, he also organised a walk round South Kensington. We visited the Victoria and Albert Museum, Kensington Gardens and the Royal Albert Hall. We spent some time discussing the advantages and problems associated with multiculturalism, English language change and culture, social tensions and educational reforms.

During the participation in the Inclusion and Special Needs Learning Course, I improved my knowledge of inclusion and special educational needs, learned some innovative and student-centred approaches to teaching special needs learners within a normal classroom environment, etc.

Together with the other teachers from the Netherlands, Germany, Slovakia, Italy and Serbia, I also discussed some case studies (Dyslexia, Dyspraxia, ADHD, Speech and Language Difficulties, Visual, Hearing and Physical Impairment, Social, Emotional and Behavioural Difficulties, Autism, Gifted and Talented Learners) and latest methodologies, designed motivating and effective lesson plans and activities.

Since the course was hands-on and interactive, we spent a lot of time discussing and doing pair or group work, trying to apply the methods and approaches our trainer had presented earlier. We got familiar with different types of SEN, key areas of support, neuro-linguistic programming, VAK (Visual, Auditory, Kinesthetic) learning styles, higher and lower order thinking skills, etc. We discussed different techniques to minimise learning difficulties, differentiated teaching and planning, assessment approaches, and shared numerous useful tips. Within our groups we also analysed the elements and stages in creating an individualised educational programme and shared examples.

Free time in the late afternoons was a great opportunity to socialise with other colleagues, visit all the symbols of London and explore its secrets. Some of the best free-time activities were going to a musical (we saw Mamma Mia at the Novello Theatre), a play (we saw Shakespeare's Winter's Tale at the Globe) and a concert (we listened to the City of Birmingham Symphony Orchestra's performance of Debussy, Ravel & Boulanger at the Royal Albert Hall). At the weekends I visited historical places outside London, such as Hastings, Rye, Canterbury, Dover Castle, or Cambridge, and got acquainted with the people from other parts of the world, including Chile and Japan.