This document discusses Ireland's experience building capacity for inclusion in education through online teacher training. It outlines how online courses were developed to train teachers on special education needs as the Irish system shifted towards inclusion. Evaluation found the online model provided flexible, accessible training that increased teachers' knowledge and skills for supporting students with special needs in mainstream classrooms. The document recommends continuing to enhance online pedagogy and resources to further improve inclusion.

1. Special Education Needs
The Irish Experience of Building Capacity
for Inclusion through Online Teacher
Education
Dr. Deirdre MacIntyre (Director, ICEP Europe)
Dr. Moya O’Brien (Director, ICEP Europe)
www.icepe.eu

2. Overview

Irish education system and special needs

Why inclusion?

Building provision through online training for teachers

Strengths and challenges of online learning

Model of online provision

Skills developed and tools utilised

Monitoring and evaluation

Future directions

3. Irish School System

4. Irish SEN Provision - A need for change?

Out dated laws

Parents taking legal action

Increasing number of children diagnosed

Limited capacity for support

Limited structures in place for support

Drive for inclusion

5. The benefits of inclusive education

Cost effectiveness

Positive outcomes for both children and the wider society

Superior quality of education

6. Key elements in building capacity

Legislation



Training on curriculum and
differentiation
new guidelines on
curriculum for special needs
populations
Leadership




Teacher training colleges
Inspectorate
NCSE
SESS
Training

old laws replaced
Curriculum






Families


IEPs
Voice of the child


Training through Teacher
education centres
On line training
Summer courses
IEPs
School Evaluation


Assessment
Self evaluation

7. ICEP Europe CPD
Special and Additional Educational Needs

ADHD

Autism

Dyslexia

Inclusion

Applied Behaviour Analysis (ABA)

Asperger Syndrome

General Learning Disabilities

Down Syndrome

Gifted and Talented

8. University Partnerships

St Patrick’s College, Drumcondra &
Dublin City University


Queens University Belfast


Postgraduate Diploma in Special/Inclusive
Education
Advanced Diploma in Inclusive Education
Leeds Metropolitan University

Advanced Diploma and Higher Education/
Certificate in Special Educational Needs

9. Strengths of Online CPD

Places learner at the centre and in control of their own learning – the
flipped classroom

Flexible and accessible training

Facilitates equality of participation

Helps build & sustain expertise

Crosses cultural, discipline, & other barriers

Builds a community of practice

10. Online CPD Challenges

Broadband availability

Level of familiarity with technology required

Building rapport with online students

Feeling connected to others in the class

Fostering online interactions & quality discussions

Providing clear and detailed feedback on discussions & formal assignments

Monitoring and evaluating courses

Support to complete course

11. ICEP Course Structure
Each course has 5 modules delivered over 8 weeks using Moodle LMS

Course materials (online, pdf, forum, and resources)

Learning objectives and outcomes for each module

Assigned online reading

Interactive assignment forum

Online reflective assignment

Tutor 1:25 participants

12. Principles

Skills dissemination

Theory and practise –

Reflection on practise

Build relationships online

Asynchronous - free of time and location restraints

Expert is the teacher - technology is the delivery tool

13. Tools used online

Synchronous discussion

Power point with Voiceover

Asynchronous discussion

Power point only

Email

Blended e-learning

Blog

Non-interactive

Forums

Wiki

Live classroom

Voting/polling

Calendar

Video Conference

Instant messaging

14. Differences teaching online







‘Guide on the side’ not ‘the sage on the stage’
Preparation is front loaded
Generate interest
Pose question
Build confidence
Teach larger numbers
Direct feedback to each individual online and offline

15. Outcomes

MONITOR

Track students / tutors online
 Reflective assignment
 CPD log
 Follow up with phone call

EVALUATE

Survey monkey
 Government monitoring and inspection

16. Course evaluation Educating Children with Down syndrome in Mainstream Education
Participant demographics Total participants - N=58
Gender profile -
11% male; 89% female
School type -
89% primary schools;
9% special schools;
2% post primary schools.
Role -
71% mainstream class subject teachers;
24% learning support;
5% principals or deputy principals.

17. Course evaluation
Content
Content was appropriate
90%
Assessment designed to promote learning
97%
Liked methodologies used
90%
Knowledge
Increased knowledge
100%
Liked practical emphasis of course
69%
Support
Support from tutor when needed
89%
Support from technology team when needed
90%
Evaluation completed by course participants on ICEP Europe’s Educating Children with Down Syndrome in Mainstream
Education course. N = 58.

18. Evaluation of Course
Learning Outcomes
Enjoyed participating
97%
Learning outcomes achieved
98%
Knowledge of topic has increased
100%
Got ideas from other participants
91%
Implement some of the techniques described
93%
Interactive assignment forums provided an opportunity to share
ideas
95%
Reasons for doing the on line course
Enhances my professional development
67%
Relevant to pupils in my class
83%
Flexibility of on line learning
47%
Personal interest and enjoyment
31%

19. ‘I will definitely be applying what I have learned in this course into my
classroom in September. I found this course extremely helpful as I now
have an idea of what to expect come September. I have not drawn up an
IEP for a child yet in my teaching so that part of the course will be of great
benefit to me. I was very anxious about September as I have not worked
with a child with DS before but having completed this course I feel much
more relaxed. I will be using the different strategies and prompts that were
mentioned during the course in my classroom and I will also be using and
checking out the different websites/apps that were mentioned during the
course. Finally thank you for the course, I will definitely be recommending it
to a friend.’
(Primary Teacher, Participant on the Down syndrome course, Summer 2013)

20. Feedback
‘I found this course to be very well presented and highly thought provoking. The very question of
inclusivity permeates the course and although I began the course with a somewhat cynical post
regarding the theory verses of differentiating for a child with DS (theory practise) I have deepened my
understanding and appreciation for an inclusive education for all. The course helped me to forge a
clear and definite plan which I have no doubt I will implement with much greater confidence than before
beginning the course.’
(Cora Houlihan, Participant on the Down syndrome course, Spring 2013)

21. Future Directions

More Multi media

Visual access

More personalisation of course materials

More personalisation of feedback

More material developed for iPod, iPhone, or iPad

22. Conclusions

Significant progress in range and quality of online CPD over past 12
years

Result is significant improvement in inclusion and practise in the
classroom

There will be more research conducted around online pedagogy,
building capacity to improve online teaching & learning

23. “I'm not a teacher: Only a fellow traveller of whom you asked the
way. I pointed ahead - ahead of myself as well as you”.
George Bernard Shaw
www.icepe.eu