The course focuses on inclusive education as an approach based on equity and respect for diversity. It introduces students to key principles, the legislative framework, and the identification of barriers and facilitators of learning. Attention is given to support measures, inclusive learning environments, and the use of evidence-informed teaching strategies (e.g., UDL, differentiation, formative assessment) in educational practice.
Learning outcomes (students will be able to): - Explain key concepts, principles and policy/legislative anchors of inclusive education - Identify barriers and facilitators of inclusion at the level of school culture, conditions and classroom practice - Propose appropriate support measures and instructional adjustments based on learners? needs - Design an inclusive lesson plan using evidence-informed strategies (UDL, differentiation, formative assessment, cooperative learning) - Critically summarise current research on a selected inclusive education topic and translate findings into practical recommendations
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Castro-Kemp, S., Palikara, O., & Grande, C. (2019). Status quo and inequalities of the statutory provision for young children in England, 40 years on from Warnock. Frontiers in Education, 4, 76. https://doi.org/10.3389/feduc.2019.00076.
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European Agency for Development in Special Needs Education. (2012). Teacher Education for Inclusion ? Profile of Inclusive Teachers. European Agency..
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Kalambouka, A., Farrell, P., Dyson, A., & Kaplan, I. (2007). The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers. Educational Research, 49(4), 365?382..
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Katz, J. (2013). The Three-Block Model of Universal Design for Learning (UDL): Engaging students in inclusive education. Canadian Journal of Education, 36(1), 153?194..
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Kusumastuti, G., & Choiri, A. S. (2016). Knowledge and behavior of regular students toward students with disabilities in inclusive school. European Journal of Special Education Research, 1(3), 21?28..
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Leung, C.-H., & Mak, K.-Y. (2010). Training, understanding, and the attitudes of primary school teachers regarding inclusive education in Hong Kong. International Journal of Inclusive Education, 14(8), 829?842. https://doi.org/10.1080/13603110902748947.
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Lohmann, M. J., Hovey, K. A., & Gauvreau, A. N. (2018). Using a Universal Design for Learning framework to enhance engagement in the early childhood classroom. Journal of Special Education Apprenticeship, 7(2)..
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Marlina, Hendrawati, T., & Kusumastuti, G. (2019). Teachers? attitude towards learning achievement of students with learning disabilities in inclusive schools. Journal of ICSAR, 3(1), 32?36..
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Ruys, I., Defruyt, S., Rots, I., & Aelterman, A. (2013). Differentiated instruction in teacher education: A case study of congruent teaching. Teachers and Teaching, 19(1), 93?107. https://doi.org/10.1080/13540602.2013.744201.
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Salend, S. J., & Whittaker, C. R. (2017). UDL: A blueprint for learning success. Educational Leadership, 74(7), 59?63..
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Sansour, T., & Bernhard, D. (2018). Special needs education and inclusion in Germany and Sweden. Alter, 12(3), 127?139..
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Shari, M., & Vranda, M. N. (2016). Attitude of primary school teachers towards children with learning disabilities. Journal of Indian Association for Child & Adolescent Mental Health, 12(4)..
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