INCLUSIVE EDUCATION (10 Days Program)

BUILDING TOGETHER LIFE AND FUTURE WITH INCLUSIVE EDUCATION

LANGUAGE: Languages used for the training: English, but many languages for 6+ groups. The language of the course can be arranged according to the characteristics of the groups in English, German, Italian, Spanish and Turkish.

COURSE SPECIFICATIONS:
Number of Training Days:10 Days
Lessons per week: 30 English Language
Lesson Duration: 09:00-15:00 for a day

Length and fees: 70 Auro per a day/person

Class Size: Maximum 20
Language level: A1/A2
Suitable for: School administrators, school staff, teachers and Everyone

COURSE BACKGROUND&COURSE OVERVIEW: 

Education is an issue that includes various students. The students in the schools can have differences in their physical appearances, individual features, financial status, and family problems and so on. At this point, there is chaos among them. These differences cause students’ behaviors’ shaping. At this point, teachers should improve some methods and techniques in order to carry out an education that is equal to everyone. In line with the methods and techniques teachers use, students should interact with these methods. They should be productive.
There is diversity among these different students such as migrants, refugees, disabled ones…etc. These kinds of discrimination can be exemplified as students’ ridiculing others for their ethnicity, socio-economic levels of their parents, calumniating…and so on. These behaviors can increase the hate speeches and this won’t be useful for their education.
Immigrant students:
. It should raise awareness of their socio-economic situations and poorness, their psychological issues.
. Recognition and validation of them
. Promoting their education and employment of them, preparing them for life.
Early School Leaving:
. It is a big problem for education. Children suffer from the problems related to the school and their early school leaving. So, there should find solutions to the problems in order to adapt the students to school education.
Disabled Students
. These kinds of students are the ones who are special needed ones. These students should be cared for in order to provide them an equal education.
Stress disorder after trauma
Children’s traumas, fears, and the tensions from their past to today can cause some problems in their behaviors. It is possible to fail in their friendly relations, behaviors in the classroom and their lessons. Teachers’ knowing the reasons for their behaviors will help the solution process.
Discrimination
Discrimination between students existed from the reasons such as they have behaved badly for their ethnicity, exclusion for their physical appearances. At this point, no one should ignore them. Teachers should not ignore labeled students as naughty; they should not only listen to successful students.
Factors to discriminate:
. Ethnicity, label fascist adjectives to the students, religious believes, prevention of women’s employment related to their dresses
. Gender discriminations
. Role Models, gender roles
. Socio-economic level
. Disability
It can be diversified students such as disabled students, special needed students, migrants, refugees, cultural and religious minorities, low-income families’ children, ethnic minorities, etc. These kinds of students should be included in the normal education process, without seeing their differences. They should be given to equal rights to every one of them, they should adapt to society and they should take their education with their peers with no inequality.
UNESCO defines this inclusive education’s contents as different needs, necessities, their participation with all their differences to education. The discriminations should be reduced between students.
So, the contents, approaches, strategies of education should be changed in a vision that includes every kind of children. In this point, the responsibility is the government. It should create the appropriate conditions, the general education system, and take the necessary precautions.
UNESCO differs these with three basics:
1- It should be developed the education methods that answer individual differences and they should be useful for all students.
2- It should be developed an education based on the students’ performance and his individual needs, and the participation of all of the students’ to the education should be provided.
3- The social and economic reasons below should be understood and comprehended.

Every student should prefer their schools with their own peers and take their education. The education policy, programs, and the school culture, teaching applications, learning ambiances should be changed totally in order to satisfy students and give them a qualified education. So, this approach will provide students’ success if their needs are supplied.
However, these differences should be taken as an opportunity to enrich education instead of seeing them as a problem. This approach should be identified as a reformist movement. It is not only a technical and institutional change but also a philosophic reform.
The benefits of solving the students’ problems can be differentiated in two ways. Social and economic reasons can be the factors of discrimination. Social reasons can be identified as the thoughts of parents in society. So, these inclusive schools will create a basis for the society that is more equal and inclusive. This will create a different perspective on these students.
The economic reason is that these schools which give education to those all kinds of children are cheaper than others.
In relation to these differences, the students should be brought into society by growing up in line with their interests, skills. So, the attendance of the students to the schools should be increased. In this point, teachers start to need to be guided by the educators in order to educate their students in an effective way and an equal environment. In order to solve these difficulties and chaos which are faced in education, they should be detected and teachers should step to the way to provide the solving process for students. In addition to these, teachers should be provided with the school coaching education.
The students are being treated not equally in the same school can be concluded the students’ growing up in a chaotic situation. So, this situation should not be ignored. In schools, students can ridicule other students for their different features from others’. Step by step, hate speeches can occur. The discriminations could grow up as these hate speeches are made. Therefore, as the teachers label the students for their laziness, ugliness, naughtiness; the need for giving importance to the explanations of these students increase. So, teachers should not give easy or hard tasks for these students. The teachers can be inadequate in motivation and integration of these students. So, the students should adopt not to the necessities of the school, the school should adapt to the students’ physical, social, cultural and emotional needs. Namely, the main point in this issue is focusing on the education-related to these differentiated students, improvement of the applications for their attendance at the school and their education.

COURSE OBJECTIVES:

. To solve the chaos existed among the students related to the bullying behaviors of the peer students in the class environment.
. To educate the students in a peaceful environment.
. To improve the students’ learning process.
. To motivate both teachers and students in order to carry out an improved, qualified education.
. To improve the social and emotional learning of the students.
. To discuss and improve pedagogic learning techniques for teachers.
. To increase the students’ enthusiasm, self-confidence, self –reliance related to outdoor education.
. To reduce early school leaving of the students.
. To not deprive the students of the opportunities about the issue of education.
. To help the students to their happiness in the school ambiance
. To provide giving the integrative tasks to the students besides their differences.
. To help the students’ showing their creative aspects in their inner-side.

CONTENT AND METHODOLOGY:

This course aims to train teachers on how to include their different kinds of students to normal education progress altogether. So, teachers can have some difficulties in educating their children with every kind of them. In this point, this education module will help to the teachers how to behave students and recognizing their differences and include them to both education and society.

For this education course, we aim to reach a group of teachers in every session. Then, the course will be contented with the ethnical differences, bullying in schools, peers fighting, immigrants’ and refugees’ sufferings in adapting to education,

In the course materials, the trainers will be fully equipped and informed about the inclusive education, and they will lead to the participants about the issue. The monitor will be used for a PPT slide, in this way, teachers will benefit from the course both seeing and hearing. It will be two-ways utilized.

Then, the school visits will help to the teachers who are participated in the course about other schools’ education and how they order the general condition in their schools.

METHODS:

Lectures, exercises, discussions, teamwork, role-playing, study visits

Program (Training activities):

-PPT slides

-discussions

-evaluating

-sharing thoughts and ideas with the group

-sightseeing and the school visits

PREPARATION:

After confirming registration, participants will be informed about the details of the course (arrival, daily program). Participants will be able to introduce themselves and bring a few examples of routines and practices that they apply to their teaching.

MODULES:

Module1: Going on the general education process without seeing the differences of the students who belongs to the different social classes

Module2: Trying to create new problem-solving methods for all kinds of different student types

Module3: Circles of the inclusion to reflect the situations of the students

Module4:  Understanding social identities

Module5: Thinking about the activities rather than tasks for students

FOLLOW UP:

. They learn the techniques and strategies for directing the inclusive education session.
. They direct the inclusive education session as a facilitator.
. They gain practical skills in inclusive education classes.
. They get the contents and the plans of inclusive education session.
. They learn how to use inclusive education out of dogmatic techniques.
. They gain the skill of making the design of session.
. They learn the measuring and assessment instruments of inclusive education techniques.
. They improve their skills of thinking critically, creatively, attentively, based on cooperation.
. It provides establishing the relationship between equality and opportunity for everyone.
. They care for not to decay their children’s natural condition.
. They find an opportunity for questioning in logical issues, social life, and ethics.
. The children who lack attention need the supporter.
. They improved the ability to use the language actively.
. They are aware of equal sources.
. They meet the main problems in education.
. They understand the theoretic and practical basics of questioning society model that are related to equality.
. They experience the being part of the questioning education model, thanks to this, they will be not individuals that don’t have straight logic.
. They learn to create learning an ambiance with physically thinking games and activities in the classroom.
. They learn using the children literature.
. They learn the pedagogic basics of working with different age groups.

DAILY TIMETABLE:

1ST DAY

(09:00-15:00)
-Welcome,
-Meeting and breakfast
-Introduction to the course
-Dynamic activities among groups such as watching videos with them
-Game activities with teachers in order to provide an equal approach to their students

Coffee Break
-Educator’s explanation about why this course should be taken
-Focusing on inclusive education.

-Discussion
2ND DAY
(09:00-15:00)
– The introducing of inclusive education and its explaining conceptually.
-Playing with the role cards in order to provide teachers’ placing them with the different students themselves.
– Explaining and debating the strong and weak aspects of growing up different featured students.
Coffee Break
-How it is prepared and chosen the stimulant problems of the students.

-Discussion
3RDDAY
(09:00-15:00)
-Introducing of the modules and their purposes
-These modules will create awareness among teachers about how they behave the children.
-Preparing a class that is organized for the education and informing about the usage.
Coffee Break
– Understanding the methods and techniques that will provide the improvement of children’s original and creative thinking

-Discussion
4TH DAY
(09:00-15:00)
-Giving teachers a report with the questions about the purposes and want them to fill the blanks.
-Preparing and performing the activities that direct students to develop creative ideas by thinking about to study in a peaceful environment.
Coffee Break
-An activity that will provide for students’ ideas to turn into a project, and they will learn the process of inclusive education.
-Practicing the activities that provide setting up the relationship between equality and opportunities

-Discussion
5TH DAY

(09:00-15:00)
. What are the utilities of this education on children?
. Studying the ways of the evaluation of this education and detecting the important points.
. Coffee Break
. Preparing and implementing activities that lead children to think and develop creative ideas.

-Discussion
6TH DAY

(09:00-15:00)
– Giving them different colored photographs and help them to accept all of the papers (like students), behave equally to students in this way.
Break time
-Prepare a curriculum to be used for the teachers own education

-Contributions of the team-building activities to the inclusive education

-Discussion

7TH DAY
(09:00-15:00)
– The debate about the whole process
– To gain the classroom management of the group work,
Coffee Break
– The trainers will organize training programs that will be in the scope of the works that will be prepared by our students as original and creative works.

8TH DAY

(09:00-15:00)

-Relaxing activities

-Watching film together

-School visits
9TH DAY
(09:00-15:00)
– Give the questions to the teacher who attended the course and want them to answer.

-Orientation activities and guidance activities of the resulting ideas of this education.
10TH DAY
– Evaluation,
– Certificate distribution

CERTIFICATIONS: At the end of the course; Participants will take ”Certificate of Participant”, ”Europass Mobility Certificate”, ”Staff Mobility Agreement‘‘ and BlueCore International Company Invoice certificates.

You can follow course dates, locations and application processes here!