Professional development

From being supported to becoming supporters: A return-loop inclusive learning model linking a Japanese special needs school and children in conflict-affected countries

  • To transform learners who are usually positioned as recipients of support – including learners with disabilities in Japan and children in crisis-affected contexts – into active supporters of others.
  • To create inclusive learning environments where diverse contributions are recognised and valued, regardless of disability, socio-economic status or country context.
  • To support teacher professional development in rights-based, participatory and project-based approaches to inclusive education.
  • To establish sustainable, reciprocal partnerships between a Japanese special

Kindergarten Sopot Centre of Excellence: an inclusive approach for children with disabilities in early years and pre-primary education in Croatia

There is an on-going need for inclusion of children with disabilities in mainstream kindergarten programmes. A large number of included children with disabilities are in mainstream programmes; the third year of providing training in the Centre of Excellence (85 attendants – speech and language therapists, psychologists, educational rehabilitators, pedagogues, kindergarten teachers). 

A Waterfall Model for Providing Professional Development for Primary School Teachers: A Pilot Project to Implement a Competency-Based Approach in the Democratic Republic of Congo

With the intent of reforming the school system, the DRC opted for a novel, transitional approach, rather than initiating in-depth curricular reform, which would have required a complete restructuring of school curricula and pedagogical structures. The MEPS-INC undertook a transitional approach to reform in 2011, beginning with an update of the Primary Teaching Programme (Programme de l’Enseignement Primaire). The new version of the curriculum, like the original one from 2000, proposed objectives to reach instead of competencies to develop.

Inclusive pedagogy and practice at Oxford Brookes University

The main aim of this initiative is to encourage an interdisciplinary awareness of the importance of understanding inclusion and ‘diverse’ and ‘additional’ learner needs. This is achieved through developing the knowledge and skills of current and future professionals who recognise, support and advocate ‘inclusion’ in a wide range of educational and alternative settings.

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