Teacher training and curriculum: Developing teachers’ understanding of inclusive principles

Background

Inclusion in education is defined by the United Nations Committee on the Rights of Persons with Disabilities (2016; General Comment No. 4, Article 24) as “a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education to overcome barriers with a vision serving to provide all students of the relevant age range with an equitable and participatory learning experience and environment that best corresponds to their requirements and preferences.”

Teacher education is the key to making inclusive education possible. It is critical that teacher education be periodically reformed to better equip and prepare teachers to work in inclusive ways. Teachers must be able to introduce inclusive pedagogies and techniques, among them the Universal Design for Learning (UDL); and the use of differentiated instruction, adapted materials, assistive technologies, adapted assessment methods, school-home learning links, and techniques of psycho-social and emotional support. School managers also have significant roles to play in embracing inclusive, whole-school change, as well as the establishing of school-based inclusion structures and teams that serve to institutionally seed and sustain inclusive practices.

Drawing on this background, the webinar aims to improve understanding of how teacher education can be fundamentally transformed to ensure that schools and the larger education system become more inclusive, a goal of inclusivity that will ultimately improve the quality of education for all children.

Objectives

1. To raise understanding among partners of the importance of transforming the initial teacher training curriculum and the continuing of professional teacher development priorities
2. To share research and learning on ‘best practice models’ for teacher development and practice, which aims to enhance innovative inclusive pedagogy and to ‘build back better’ after the COVID-19 pandemic
3. To share ‘best practice’ examples from the region on how to support teachers providing individualised attention to children with disabilities, as well as to school managers to drive whole whole-school change
4. To create momentum and collaboration potential across various stakeholders for the purpose of aligning technical resources at the country and global levels, thereby improving teacher training curricula that adhere to principles of inclusion in line with global commitments

 
Target Audience

The target audience for the webinar includes regional, national and international level education stakeholders (including both policymakers and implementers) interested in reliable teacher training resources promoting inclusive education for all learners.

Working Language

English will be the working language of the webinar; live captioning and sign language will be made available.

Dates and Format

Date: 2 September 2021

Time: 10:00 – 11:30 a.m. Bangkok time (GMT + 7)

Format: Zoom (link will be sent upon registration)

Registration link: https://leonardcheshire.zoom.us/webinar/register/WN_bN072lrKTjSIgwZZGceH8A

Agenda

Resources

Concept Note

Speakers’ Biographies

Speakers' Presentations

• Bhutan (Pema Chhogyel)
• SEA (Dr Hanani Harun Rasit)
• Viet Nam (Nguyễn Xuân Hải)

Q&A

For more Information

Asia-Pacific Disability Inclusive Education Working Group Secretariat
E-mail: Secretariat.Diewg@leonardcheshire.org

Tags: #childrenwithdisabilities #inclusiveeducation