Inclusive Education

Course Code (in greek): 
ΠΔ1360
ECTS Units: 
5
Semester: 
3

This course examines issues related to the philosophy and practice of inclusive education. In particular, the course traces the major stages of thinking in the development of inclusive education and provides overviews of the main theoretical influences: the medical and the social model. Complex issues, critiques and effective practices towards the inclusion of students with SEN and disabilities in the mainstream school are discussed. In this course students will have the opportunity to explore and develop further their personal philosophy towards inclusion. Also, they will learn tools for curriculum design, instructional strategies and collaboration which will help them to effectively include students with SEN and disabilities in their classrooms.
 
Learning objectives:
•Examine inclusive education as a process with regard to obstacles and effective practices
•Understand strategies for teaching and supporting students with wide differences in learning (e.g. differentiated teaching)
•Develop basic working skills in effectively working with special education teachers or other professionals (e.g. speech and language therapists) to support students with disabilities
•Understand how to design Individual Education Plans (IEPs) in inclusive settings

Learning outcomes:

Students completing the 'Inclusive education' course will be able to:

 ·  Recognize the core concepts of the medical and social model of disability.

·  Participate in discussions about disability issues and critically presenting their personal theories on disability

·  Understand the value of early interventio

·   Recognize the core concepts/characteristics of early intervention.

· Demonstrate an understanding of the different meanings of the term ‘inclusion’

·   Understand the differences between inclusion and integration.

· Describe the different models of inclusion and their contribution to the education of students with disabilities.

·   Describe the basic models of co-teaching as a means to inclusion.

· Demonstrate an understanding of the responsibilities of co-teachers in the mainstream classroom.

·   Describe the basic models of multidisciplinary collaboration

· Demonstrate an understanding of the responsibilities of health and social professionals in the school.

· Recognize the core concepts of differentiated instruction and the basic principles in designing differentiated teaching.

·    Design differentiated activities (lesson plans)

 

Teaching method: Lectures, group activities, videos

Assessment: Written exams at the end of the semester