Abstracts

DAY 1:

Anjela Sisson : Brief perspective on inclusive education-theory and practise in U.K.

Christine Morris : Curriculum adaptations or disability specific adjustments- which will work in your classroom?

There are many constraints for the class and subject teachers -the syllabus should be finished and all the children's work corrected- how do you cater for the children who can't finish their work? How do you help children who have difficulty concentrating? Learn some adaptations for the curriculum that will work with children whether they have Attention Deficit or Moderate Learning Difficultes; Dyslexia or Aspergers Syndrome. See how these differ from disability specific adjustments.

Wendy Fidler : Preparation for Employment - Needs and Opportunities

Examination of, the current provision for adults with special needs in our search for a prototype for helping adolescents make successful transitions into employment. The session will look at the development of the adolescent brain, the role of handwork in developing cognition, adolescents engagement with an enriched curriculum and the types of employment which are suitable for adolescent's with special needs, including autism.

DAY 2: Workshop

Workshop IA - Angela Sisson : Forming positive strategies toward inclusion

A practical and interactive session designed to impact delegates in forming positive strategies toward inclusion change and toward permanence in inclusive education.

In many countries in the world LEARNERS are excluded from mainstream education with implications for a lifetime of insecurity with social and economic poverty. Experience shows that teachers are not always adequately aware of responsibility and role to become inclusive practitioners.

In some countries educational systems began their efforts to inclusion long ago. We need to evaluate what can be learnt from these for adoption to the Indian culture and context. The challenge is to provide and equip, the teaching community to impact mainstream education by providing a credible method for the promotion of equality, diversity and inclusion.

This seminar is designed to inform, engage and challenge teachers with respect to the special /mainstream debate but concrete change only comes when there is also a possibility to alter the mind set of communities and legislators. A final strand must therefore be to take the message outside of the classroom so that those in positions of authority are reminded of the barriers which exist in society and of the limitation of function which exclusion places on the individual.

Workshop IB - Christine Morris: Catering for children with Special Education Needs (SEN) in the mainstream class.

This workshop is designed to help teachers plan inclusive lessons for all children - accommodating for a variety of Learning Styles and Disabilities. It will consider the importance of planning, evaluating work and continuous assessment in catering for children with SEN. The workshop will include a range of strategies for meeting children's needs (e.g. using a Teaching Assistant, working with an IEP)including curriculum adaptations and disability specific adjustments.

Workshop II - Wendy Fidler / Ashok Kumar: Out of Education and Into Employment

A) Why Montessori ?

The first session builds on current good practices in Tamil Nadu by considering Activity Based Learning, its historical context and relevance to India. The session will also audit what employment provision is currently available for young people and adults with learning difficulties and autism in India and globally.

B) The next session will look at 5 Basic Movement Patterns which are necessary for optimal brain development and consider the implications for our own educational practice.

C) Finally, evaluate what changes can be made to the current educational practice so that all students can make successful transitions - Out of Education and Into Employment.