Building an Inclusive School for All 2025

- The UN Convention on the Rights of Persons with Disabilities
- The Index for Inclusion
- Universal Design for Learning
- Co-teaching
- A visit to a primary school to see examples of inclusive practices
- Strategic planning and change management
Who can benefit from the course?
The course provides a safe learning environment for school headteachers, middle management, teachers and teaching assistants, educational guides and counsellors, inspectors and administrative staff willing to challenge their mind and to engage in a 5-day course to learn and discover with and from colleagues in an international setting how to move towards inclusive education. It also addresses external support people, including coordination staff of education and social support services.
Course Location:
Coimbra Superior School of Education, R. Dom João III, 3030-329 Coimbra, Portugal
Registrations:
Registrations are open now and the 30 places available will be given on a first-come, first-served basis.
Participation fee:
€100 fee for low GDP countries*
€350 for high GDP countries*
This fee includes the training, lunches, coffee breaks and one dinner.
For more information, please contact rachel.vaughan(at)easpd.eu
*Lower GDP Countries (countries with a GDP up to 85 according to Eurostat): Albania, Armenia, Belarus, Bosnia and Herzegovina, Bulgaria, Croatia, Estonia, Georgia, Greece, Hungary, Kosovo**, Latvia, Lithuania, North Macedonia, Moldova, Montenegro, Poland, Portugal, Romania, Russia, Serbia, Slovakia, Turkey and Ukraine.
** This designation is without prejudice to positions on status, and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.
- Knowledge: participants have a knowledge of concepts and key tools for the realisation of inclusive education.
- Skills: participants can reflect on their own context and how they can apply the presented tools.
- Attitudes: participants have a belief in the achievability of inclusive education for a majority of learners and have redefined their role as a professional contributing to inclusive education.