Erasmus KA1 Courses - Course Details

Power of GAMES

Date :01-05 October ,2018 - BARCELONA

Sessions in 2018

01-05 October ,2018 - BARCELONA

Sessions in 2019

14-18 January 2019 - ISTANBUL

18-22 February ,2019 - PARIS

02-06 September, 2019 - BARCELONA

The groups of participants can choose the locations at the specified dates.

Course Duration: 5 days

Course Fee: 350 euro 

Power Of Games

Students with Learning Disabilities

 

Learning disabled students are those who demonstrate a significant discrepancy, which is not the result of some other handicap, between academic achievement and intellectual abilities in one or more of the areas of oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation, mathematics reasoning, or spelling.

Following is a list of some of the common indicators of learning disabled students. These traits are usually not isolated ones; rather, they appear in varying degrees and amounts in most learning disabled students. A learning disabled student …

·         Has poor auditory memory—both short term and long term.

·         Has a low tolerance level and a high frustration level.

·         Has a weak or poor self-esteem.

·         Is easily distractible.

·         Finds it difficult, if not impossible, to stay on task for extended periods of time.

·         Is spontaneous in expression; often cannot control emotions.

·         Is easily confused.

·         Is verbally demanding.

·         Has some difficulty in working with others in small or large group settings.

·         Has difficulty in following complicated directions or remembering directions for extended periods of time.

·         Has coordination problems with both large and small muscle groups.

·         Has inflexibility of thought; is difficult to persuade otherwise.

·         Has poor handwriting skills.

·         Has a poor concept of time.

Teaching learning disabled youngsters will present you with some unique and distinctive challenges. Not only will these students demand more of your time and patience; so, too, will they require specialized instructional strategies in a structured environment that supports and enhances their learning potential. It is important to remember that learning disabled students are not students who are incapacitated or unable to learn; rather, they need differentiated instruction tailored to their distinctive learning abilities. Use these appropriate strategies with learning disabled students:

·         Provide oral instruction for students with reading disabilities. Present tests and reading materials in an oral format so the assessment is not unduly influenced by lack of reading ability.

·         Provide learning disabled students with frequent progress checks. Let them know how well they are progressing toward an individual or class goal.

·         Give immediate feedback to learning disabled students. They need to see quickly the relationship between what was taught and what was learned.

·         Make activities concise and short, whenever possible. Long, drawn-out projects are particularly frustrating for a learning disabled child.

·         Learning disabled youngsters have difficulty learning abstract terms and concepts. Whenever possible, provide them with concrete objects and events—items they can touch, hear, smell, etc.

·         Learning disabled students need and should get lots of specific praise. Instead of just saying, “You did well,” or “I like your work,” be sure you provide specific praising comments that link the activity directly with the recognition; for example, “I was particularly pleased by the way in which you organized the rock collection for Karin and Miranda.”

·         When necessary, plan to repeat instructions or offer information in both written and verbal formats. Again, it is vitally necessary that learning disabled children utilize as many of their sensory modalities as possible.

·         Encourage cooperative learning activities when possible.Invite students of varying abilities to work together on a specific project or toward a common goal. Create an atmosphere in which a true “community of learners” is facilitated and enhanced.

Objectives Of The Course :

·         Understanding the terms of teaching disabled students in schools in Europe

·         Recognizing the needs of disabled students

·         Getting aware of the problems they face in the educational process

·         Identifying the emotional background in special needs

·         Getting an awareness related to the effective teaching and learning methods

·         Developing a school policy plan on improving educational process in schools

·         Introducing pedagogical approaches to deal with the special needs

·         Developing positive attitudes towards disabled and special need students

·         Visiting sample schools that provide education to the disabled and special need education

Target group

·         All kind of teachers, trainers, educators, school administrators, etc.

Preparation

Before the course,

·         A detailed pre-course questionnaire to indicate their level of experience, teaching backgrounds and training will be completed by participants.

·         They will also prepare a presentation to reflect their own teaching method.A closed Facebook group will be created for getting know each other of all participants and to share practical information.

Validation

·   A course participation certificate will be given to all participants.

·   A Europass CV will be filled together according to the skills and competences to be gained during the course  by participants.

Power Of Games

 

Day 1

Activities

Location

09:00-10:15

-          Getting to know each other – Presentation of participant organizations (a five-minute presentation)

 

Definition and diagnosis of special education

-          Definition

-          Purpose

-          Description

-          Parental Concerns

-          Key terms

Conference Hall

10:15-10:30

Coffee Break

 

10:30-11:45

-          some unique and possible distinctive challenges one can face while teaching disabled students

 

Conference Hall

11:45-12:30

Lunch

Optional (hotel or a restaurant)

12:30-13:30

Identification of individuals with special education needs

-          State a list of some of the common indicators of learning disabled students

-          Autism, Deaf-blindness, Deafness, Developmental delay, Emotional disturbance, Hearing impairment, Intellectual disability, Multiple disabilities, Orthopedic impairment, Other health impairment, Specific learning disability, Speech or language impairment, Traumatic brain injury, Visual impairment, including blindness

-           

Conference Hall

 

Day 2

Activities

Location

09:00-10:15

– Presentation of participant organizations (a five-minute presentation)

-          Providing appropriate strategies for different learning disabled students

-          effective teaching strategies that encourage the active involvement of disabled and students with special need in productive educational process

-          Tips for how to develop strategies to improve the educational quality of the school for disabled or special education need

Conference Hall

10:15-10:30

Coffee Break

 

10:30-11:45

-          The possible emotional and social problems they face during the education process

-          Getting an awareness related to the effective teaching and learning methods

 

Conference Hall

11:45-12:30

Lunch

Optional (hotel or a restaurant)

12:30-13:30

-          Introducing pedagogical approaches to deal with disabled and special needs

Conference Hall

 

 

 

Day 3

Activities

Location

09:00-10:15

- Presentation of participant organizations (a five-minute presentation)

- Developing a school policy plan on improving educational process in schools

 

Conference Hall

10:15-10:30

Coffee Break

 

10:30-11:45

- Developing positive attitudes towards disabled and special need students

- Emphasizing the importance of specialized and individualized  learning and teaching program for disabled and special needs

 

Conference Hall

11:45-12:30

Lunch

Optional (hotel or a restaurant)

11:45-12:30

- Visiting sample schools that provide education to the disabled and special education need

 

Conference Hall

13:30

Cultural trips

 

 

Day 4

Activities

Location

09:00-10:15

- Creating indoor and outdoor spaces for disabled and special education needs

- key design points

Conference Hall

10:15-10:30

Coffee Break

 

10:30-11:45

- Role of Art, ICT and Games in special education need 

Conference Hall

11:45-12:30

Lunch

Optional (hotel or a restaurant)

12:30-13:30

- Performing arts, music, movement and drama

• playing small and large traditional or electronic instruments • storytelling, singing, dancing, drama, acting, movement and performance • making pop music, developing DJ and sound recording skills • using interactive ICT in conjunction with multi-sensory work

Conference Hall

 

Day 5

Activities

Location

09:00-10:15

-          Modernisation of your teaching style depending on the needs of disabled and special education need students

-          Developing a school policy plan on teaching disabled and special education need

-          Write your teaching objectives

 

Conference Hall

10:15-10:30

Coffee Break

 

10:30-11:45

 - Overview of the course program

-  Evaluation of the course program

-  Filling the feedback forms

Conference Hall

11:45-12:30

Lunch

Optional (hotel or a restaurant)

12:30-13:30

-          Europass CV

-          Europass Mobility Certificate

-          Participation Certificate

Conference Hall

 

-  If you are more than 5 participant , could you please send a mail for discussing about other date and places .

Course Register Form