DATES & LOCATIONS

23-27 May 2022 - Barcelona, Spain

23-27 May 2022 - Barcelona, Spain

15-19 August 2022 - Barcelona, Spain

15-19 August 2022 - Barcelona, Spain

07-11 November 2022 - Barcelona, Spain

07-11 November 2022 - Barcelona, Spain

08-12 May 2023 - Barcelona, Spain

08-12 May 2023 - Barcelona, Spain

21-25 August 2023 - Barcelona, Spain

21-25 August 2023 - Barcelona, Spain

13-17 November 2023 - Barcelona, Spain

13-17 November 2023 - Barcelona, Spain

21-25 March 2022 - Paris, France

21-25 March 2022 - Paris, France

18-22 April 2022 - Paris, France

18-22 April 2022 - Paris, France

08-12 May 2023 - Paris, France

08-12 May 2023 - Paris, France

21-25 August 2023 - Paris, France

21-25 August 2023 - Paris, France

18-22 April 2022 - Antalya, Turkey

18-22 April 2022 - Antalya, Turkey

CONFIRMED
15-19 August 2022 - Antalya, Turkey

15-19 August 2022 - Antalya, Turkey

06-10 March 2023 - Antalya, Turkey

06-10 March 2023 - Antalya, Turkey

25-29 September 2023 - Antalya, Turkey

25-29 September 2023 - Antalya, Turkey


CONTENT

POWER OF GAMES

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.

Learning Outcomes:

All the participants will:

- 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.

- Provide them with concrete objects and events—items they can touch, hear, smell, etc. because they have difficulty learning abstract terms and concepts.

- Praise them, 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

- Defining special education

- Discussing possible challenges one can face while teaching disabled students

- Getting aware of strategies for different learning-disabled students

- Understanding pedagogical approaches

- Improving educational process

Methodology:

- Creating immediate feedbacks

- Performing music, arts, drama

- Visiting sample schools that provide education to the disabled students

- Creating indoor and outdoor spaces for disabled students

- Storytelling, singing, dancing

- Developing a school policy plan

- Brainstorming

- Working in group cooperatively

- Identifying the role of art, ICT and games

Target Group:

- 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.

Validation:

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

- A Europass Mobility Certificate will be given if the participant demands it, as well.

DAILY SCHEDULE

1st Day

09:00 – 10:00 Ice-breaking activities and introduction of the course program

10:15 – 11:15 Getting to know each other – Presentation of participants (a five-minute presentation)

11:30 – 12:30 Definition and diagnosis of special education; definition, purpose, description, parental concerns

12:30 – 13:30 Lunch

13:30 – 14:30 Some unique and possible distinctive challenges one can face while teaching disabled students

14:45 – 15:45 Identification of individuals with special education needs

2nd Day

09:00 – 10:00 Providing appropriate strategies for different learning-disabled students

10:15 – 11:15 Effective teaching strategies that encourage the active involvement of disabled and students with special need in productive educational process

11:30 – 12:30 Tips for how to develop strategies to improve the educational quality of the school for disabled or special education need

12:30 – 13:30 Lunch

13:30 – 14:30 The possible emotional and social problems they face during the education process

14:45 – 15:45 Getting an awareness related to the effective teaching and learning methods

3rd Day

09:00 – 10:00 Introducing pedagogical approaches to deal with disabled and special needs

10:15 – 11:15 Developing a school policy plan on improving educational process in schools

- Developing positive attitudes towards disabled and special need student

11:30 – 12:30 Emphasizing the importance of specialized and individualized learning and teaching program for disabled and special needs

12:30 – 13:30 Lunch

13:30 – 14:30 Visiting sample schools that provide education to the disabled and special education need

14:45 – 15:45 Creating indoor and outdoor spaces for disabled and special education needs

4th day

09:00 – 10:00 Key design points

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

10:15 – 11:15 Performing arts, music, movement, and drama

11:30 – 12:30 Playing small and large traditional or electronic instruments; storytelling, singing, dancing, drama, acting, movement and performance

12:30 – 13:30 Lunch

13:30 – 14:30 Making pop music, developing DJ and sound recording skills

- Using interactive ICT in conjunction with multi-sensory work

14:45 – 15:45 Modernization of your teaching style depending on the needs of disabled and special education need students

5th day

09:00 – 10:00 Developing a school policy plan on teaching disabled and special education need

10:15 – 11:15 Overview of the course program

11:30 – 12:30 Evaluation of the course program

12:30 – 13:30 Lunch

13:30 – 14:30 Filling the feedback forms

14:45 – 15:45 Europass Mobility Certificate, Participation Certificate