Catering for Special Educational Needs

Session 1. The Principles of Inclusive Learning and the Concept of Special Educational Needs

Session 1. The Principles of Inclusive Learning and the Concept of Special Educational Needs

At home

Session 2. Models of Disability and Special Educational Needs

Session 2. Models of Disability and Special Educational Needs

At home

1. IN PAIRS / AS A CLASS. What should an EFL teacher know about a SEN learner? 25 min.

1. IN PAIRS / AS A CLASS. What should an EFL teacher know about a SEN learner? 25 min.

2. IN GROUPS. The ways of obtaining and collecting information about learner's peculiarities. 25 min.

2. IN GROUPS. The ways of obtaining and collecting information about learner's peculiarities. 25 min.

3. AS A CLASS / IN PAIRS . IN 2 GROUPS. Dyslexia and dysgraphia. 30 min.

3. AS A CLASS / IN PAIRS . IN 2 GROUPS. Dyslexia and dysgraphia. 30 min.

4. IN 4 GROUPS:

4. IN 4 GROUPS:

5. At home:

1. IN PAIRS / IN GROUPS OF 3. Check what you know. 15 min.

1. IN PAIRS / IN GROUPS OF 3. Check what you know. 15 min.

2. IN PAIRS. ELT approaches and adjustment (accommodation) strategies in teaching learners with hearing loss. 50 min.

2. IN PAIRS. ELT approaches and adjustment (accommodation) strategies in teaching learners with hearing loss. 50 min.

3. AS A CLASS. A case study. 5 min.

3. AS A CLASS. A case study. 5 min.

4. At home. Solving a case.

4. At home. Solving a case.

1. AS A CLASS / IN PAIRS / INDIVIDUALLY. Visual impairments: their ranges and manifestations. 30 min.

1. AS A CLASS / IN PAIRS / INDIVIDUALLY. Visual impairments: their ranges and manifestations. 30 min.

2. IN 3 GROUPS / IN PAIRS. ELT approaches and adjustment (accommodation) strategies in teaching learners with low vision. 30 min.

2. IN 3 GROUPS / IN PAIRS. ELT approaches and adjustment (accommodation) strategies in teaching learners with low vision. 30 min.

3. INDIVIDUALLY. Solving the case. 20 min.

3. INDIVIDUALLY. Solving the case. 20 min.

4. At home. Solving a case

4. At home. Solving a case

1. IN 2 VARIANTS / IN PAIRS. The peculiarities of speech sound disorders. 20 min.

1. IN 2 VARIANTS / IN PAIRS. The peculiarities of speech sound disorders. 20 min.

2. IN GROUPS OF 4. The peculiarities of building the rapport in the classroom. 30 min.

2. IN GROUPS OF 4. The peculiarities of building the rapport in the classroom. 30 min.

3. IN 2 VARIANTS / IN PAIRS / AS A CLASS. The peculiarities of teaching children with speech and sound disorders in the inclusive class. 30 min.

3. IN 2 VARIANTS / IN PAIRS / AS A CLASS. The peculiarities of teaching children with speech and sound disorders in the inclusive class. 30 min.

4. At home. Solving a case

4. At home. Solving a case

1. AS A CLASS. Check what you know. 20 min.

1. AS A CLASS. Check what you know. 20 min.

2. INDIVIDUALLY / IN 2 GROUPS. The main characteristics of ADHD. 30 min.

2. INDIVIDUALLY / IN 2 GROUPS. The main characteristics of ADHD. 30 min.

3. IN 3 GROUPS. Choose strategies and solve a case. 30 min.

3. IN 3 GROUPS. Choose strategies and solve a case. 30 min.

4. At home. Solving a case.

4. At home. Solving a case.

1. IN PAIRS: What do you know about autism spectrum disorder?

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2. IN 2 GROUPS: Read the following characteristics of persons with high functioning (or level 1) autism.

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3. IN 2 GROUPS: Watch and analyse

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4. IN GROUPS OF 3: Collect accommodation strategies and summarise

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At home:

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1. AS A CLASS: Check what you know:

1. AS A CLASS: Check what you know:

2. IN GROUPS OF 4: Read and share:

2. IN GROUPS OF 4: Read and share:

3. INDIVIDUALLY: PTSD test:

3. INDIVIDUALLY: PTSD test:

4. IN PAIRS: Advice for learners of different age groups:

4. IN PAIRS: Advice for learners of different age groups:

At home: Solve the case:

At home: Solve the case:

Case 1

Case 2

Case 3

At home:

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Module Test

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