This beginning has been very important to me. The fact that we are here to learn and share in order to help and teach all kids, special needed or not, will gain a lot from us. They are special to us. We are also special because we care. Congratulations for the design of the course and to all colleagues from Europe.

I became aware of the importance of strategies, bounds between students, families and teachers, and the fact that an organized adaptation of the curricula, as well as techniques inside the classroom are the are the more important tools and procedures to achieve integration. 

exchanged our experiences which is very useful. All teachers here  want to do more for their SEN students  and we stuggle with similar problems. The question is: How to solve them?
I would also mention that sometimes we don't speak enough about our gifted students.

I had already heard about inclusive education by friend of mine who are special education teachers. I learned more about inclusive education in this module.

Inclusive education is a challenge which needs more resources (special educators, psychologists, social workers etc). Will these resources be available for schools, when the majority of the local policies for education have to do with cuts (this is very evident in Greece)????????

The most interesting part of the course is that described in module 1,5 where the SEN students talk about themselves. They are so aware of their rights and it was fantastic to see the enthusiasm of the students participating to the event happened in Luxembourg in 2015 .

Then I have appreciated the fact that the focus is on inclusive education as a universal right and that diversity is an added value to school and life.

 Similarly to some of the other teachers, this module was  eye-opening and extremely instructive because it made me reflect  on my practice as a SEN teacher  and realise that there is much to be done with regards to it. While I had felt that my work with  the disabled students  in my class  constituted an opportunity at inclusion. I have indeed realised that  my class  is still far from the optimal inclusive environment which would allow them not be differentiated from other students  and placed in na “alternative” class  so that they can work at their own pace  and  with the necessary adaptataions to the curriculum.

Secondly, it allowed me to learn about special needs and inclusion from experts and teachers  whose experience and work are fundamental to understanding and visualising how inclusion is realised in the daily life of a school and, yet, perceive some of the obstacles and challenges that seem to stand on the way of inclusion and which ahve to be overcome with patience and dedication.

Also, so far I have broadened my perspective about Special Needs, as well as the role of the teacher as a catalyst for inclusion.
The main question that remains for me is "How am I going to turn my classroom into a (n)(more) inclusive one?

During my career as a teacher, I have read quite a number of articles and essays about SEN students so far, but this is the first time I have had the chance to learn from the direct experience of other teachers all over Europe. When I entered this course one of my objectives was especially to share and get more ideas about teaching to SEN students in order to improve myself as a person and as a teacher. And this module was really interesting. Not just for the inspiring videos and articles included in it, but mostly because I learned a lot by reading the opinions, experiences and teaching practices of all the participants in the course. 

My main objective was achieved: I learned clearly and concisely theoretical concepts about special needs, inclusiveness and accessibility. Surely the theoretical basis is the simplest way to get involved, so the next challenge for me is the practical implementation.

And video from Poland made me think about theme.

I'm glad to learn from colleagues.

 

I like to underline the concept that when a child does not achieve the results we have set ourselves, it is important to ask if that goal was right for him or if our way to achieve it was the right one.

I was moved by a sentence pronounced in one of the videos: the teacher believed in me, he believed that I could do it and I did it!

I have learned some legislation differences in various countries about education for children with special needs.

I also learned that the majority of the countries, especially European countries, have inclusive practices in their education system.

The most interesting topic was the Profile of inclusive teachers, because it lists some very important qualities, such as valorizing the differences and cooperating with colleagues, students and parents. 

As for questions, I still have one: sometimes I find myself reflecting doubtfully and asking myself until it’s right to simplify and facilitate learning for students - all of them - when life constantly requires tests and efforts?

Aren’t we the teacher supposed to prepare students for life?

Maybe, more than teach the content we should indicate a method, we should be a guide. But sometimes the best method is what everyone has learned by studying content and practice with effort and perseverance.

These two goals are very important; it must be an effort from all school and this is the way we, all of us, have to do it.

It is good to know that we are all sensitized to SEN students and aware of the fact that they are entitled to be in the same classroom with students of decent abilities.