Course description

A focused professional learning journey.

Inclusive education is realised through daily decisions about goals, explanations, participation, relationships, materials and assessment. It asks educators to identify barriers in the learning environment rather than locating every difficulty inside the learner.

Through learner profiles, classroom cases and design tasks, participants connect universal design, differentiation and strength-based support. The course keeps expectations high while expanding the routes through which learners can access content, participate and demonstrate progress.

Who is this course for?

Teachers, support staff, trainers, coordinators and school leaders working in diverse learning settings.

Education settingsSchool, VET, adult and non-formal learning Prior experienceNo specialist expertise unless stated RecommendedBring a laptop or tablet where possible

Course objectives

Recognise environmental, instructional and relational barriers
Apply universal design before individual difficulties arise
Differentiate support without creating lower-status pathways
Interpret behaviour as information about unmet need or context
Plan practical adjustments and accessible assessment
Strengthen cooperation with families and support professionals

Learning outcomes

By the end of the course, participants will be able to:

Complete an inclusion audit of a lesson or routine
Redesign materials using multiple access routes
Create tiered scaffolds around a shared learning goal
Use strength-based observation and learner consultation
Plan a proportionate classroom adjustment
Produce an inclusive lesson and support action plan

Detailed 5-day programme

Fifteen connected modules, from understanding to confident application.

Day 1

From Placement to Participation and Belonging

Module 01

Understanding Inclusion as a System

Examine how policy, expectations, environment, curriculum and relationships interact. Distinguish physical presence from meaningful participation and progress.

Module 02

Seeing Barriers Before Labelling Learners

Use learner journeys and classroom observations to identify obstacles related to language, sensory access, executive function, communication and belonging.

Module 03 · Applied workshop

Inclusion Barrier Walk

Examine a learner’s full classroom journey and identify barriers in instructions, materials, timing, grouping, environment, relationships and assessment.

Practical outcome: Inclusion barrier map

Day 2

Universal Design for Everyday Teaching

Module 04

Multiple Routes Into the Learning

Redesign explanations and resources through visuals, examples, modelling, vocabulary support and accessible formats while keeping the learning intention stable.

Module 05

Multiple Routes to Engagement and Expression

Build purposeful choice, predictable routines and varied ways to practise or demonstrate understanding without turning learning into unstructured options.

Module 06 · Applied workshop

Accessible Resource Redesign Lab

Rebuild a real explanation or resource using modelling, visuals, vocabulary support, accessible formats and purposeful learner choice while preserving the goal.

Practical outcome: UDL-redesigned lesson segment

Day 3

Differentiation Without Lowering Expectations

Module 07

Scaffolding a Shared Goal

Develop prompts, worked examples, chunking, flexible grouping and gradual release for varied readiness levels.

Module 08

Fair and Flexible Assessment

Separate the target skill from unnecessary barriers; compare accommodations, modifications and alternative evidence through realistic assessment cases.

Module 09 · Applied workshop

Differentiation Decision Clinic

Use varied learner profiles to select scaffolds, grouping, practice and assessment adjustments without creating permanently lower expectations.

Practical outcome: Differentiated pathway and assessment options

Day 4

Relationships, Behaviour and Coordinated Support

Module 10

Behaviour as Communication

Analyse triggers, demands, regulation and consequences. Practise preventative routines and calm responses that preserve dignity and connection.

Module 11

Working With Learners, Families and Specialists

Prepare strength-based conversations, share useful observation rather than labels and clarify how classroom staff and support professionals can coordinate.

Module 12 · Applied workshop

Collaborative Support Meeting Simulation

Practise a strength-based conversation with a learner, family member and specialist using observable evidence, shared goals and clearly divided responsibilities.

Practical outcome: Learner-support consultation plan

Day 5

Inclusive Classroom Design Studio

Module 13

Solving Complex Classroom Cases

Apply the week’s approaches to intersecting needs, limited resources and competing classroom demands. Make decisions transparent and proportionate.

Module 14

Micro-Teaching and Action Planning

Teach part of the redesigned lesson, gather structured feedback and define the first changes, evidence and review points for implementation.

Module 15 · Applied workshop

Inclusive Micro-Teaching Studio

Teach a redesigned lesson segment, gather feedback from multiple learner perspectives and complete a practical classroom support action plan.

Practical outcome: Inclusive teaching portfolio and action plan

The sequence and examples may be fine-tuned after the pre-course needs analysis. The published learning outcomes and 30 teaching hours remain unchanged.

Teaching and learning methods

The course uses active professional learning. Short conceptual inputs are followed by investigation, creation, testing, feedback and reflection connected to each participant’s own educational context.

Barrier walksLearner-profile analysisUDL redesignCase consultationCommunication rehearsalInclusive micro-teaching

Your course product

An inclusive teaching portfolio with a barrier audit, redesigned lesson, flexible assessment, support strategies and classroom action plan.

European relevance

The course translates European priorities and competence frameworks into practical educational and institutional action.

Erasmus+ priorities

Inclusion and diversityRemoving barriers to access, participation, belonging and achievement for learners with different abilities and circumstances.
Participation in democratic lifeEnsuring that learner voice, dignity and shared decision-making are part of inclusive classroom practice.
Digital transformationUsing accessible and assistive technologies where they improve participation without creating new forms of exclusion.
Support for education staffBuilding practical competence in differentiated teaching, reasonable accommodation and collaborative learner support.

EU competence frameworks and reference instruments

European Strategy for the Rights of Persons with Disabilities 2021–2030Supporting equal participation, accessibility and inclusive education for persons with disabilities.
European Agency Profile for Inclusive Teacher Professional LearningInforming educator values and competences related to learner diversity, collaboration and continuous professional development.
Council Recommendation on Pathways to School SuccessPromoting supportive learning environments, learner wellbeing and coordinated responses to disadvantage and underachievement.
LifeCompDeveloping empathy, collaboration, self-regulation and inclusive interpersonal practice.
Key Competences for Lifelong LearningAffirming equitable competence development and meaningful participation for every learner.

Assessment, validation and follow-up

Learning is evidenced through active participation, daily practical outcomes, peer and trainer feedback, the final course product and an individual transfer commitment. Participants receive a Certificate of Attendance. Learning Agreement and Europass Mobility support is available when required.

Inclusive Classrooms and Special Education