Embrace Inclusion workshop programme: See the Learner, not the Label

Embrace Inclusion: See the Learner, not the Label workshop programme

Workshop lead: Sarah Wilkinson, West Kirby Educational Trust, Head of Inclusion & Clinical Services

🎯 Aim: This programme of 5 face to face workshops will help you develop the knowledge, confidence and practical strategies, to create inclusive classrooms where every learner can access learning, participate and thrive. Aimed at ITT trainees & ECTs

🗓️ Dates: Starting Tuesday 3rd November for 5 consecutive weeks

⏰ Time: All sessions run from 1.30 - 3pm.

Venue: West Kirby School and College, Meols Drive, Wirral, CH48 5DH

Cost: £150 per person for the complete programme. Includes session, handouts and recommended resources/reading. Payable by invoice prior to training.

Useful information:

You are welcome to arrive from 1.15pm
Please use the side entrance to the school hall
Refreshments will be provided
Parking is available on nearby roads
For more information email embrace@wket.co.uk

Programme information below:

Date	Session information
Session 1. Understanding neurodiversity & neuroaffirming practice	Participants will: understand the concept of neurodiversity; explore what is meant by neurodivergent and neuroaffirming; recognise the limitations of stereotypes and diagnostic labels; consider the importance of strengths, identity, autonomy and pupil voice.
Session 2. Understanding the learner experience	Participants will: recognise potential sensory, cognitive, communication and environmental barriers; understand executive functioning differences; consider how classroom experiences may differ between learners; identify ways of reducing unnecessary barriers.
Session 3. Exploring adaptive teaching strategies	Participants will: identify teaching practices that reduce unnecessary barriers; apply principles of explicit instruction, modelling and scaffolding; explore strategies that support executive functioning and communication;recognise that many neuroaffirming approaches benefit the whole class.
Session 4. Neuroaffirming approaches to behaviour & relationships	Participants will: consider behaviour within the context of the learner and environment; recognise possible signs of overload or dysregulation; explore relational and regulation-informed responses; maintain high expectations while protecting pupil dignity.
Session 5. Developing your inclusive classroom	Participants will: evaluate their current classroom practice; identify strengths and barriers; use pupil voice to inform practice; develop a realistic action plan; identify how progress will be evaluated.

Date

Session information

Session 1.

Understanding neurodiversity & neuroaffirming practice

Participants will:

understand the concept of neurodiversity;
explore what is meant by neurodivergent and neuroaffirming;
recognise the limitations of stereotypes and diagnostic labels;
consider the importance of strengths, identity, autonomy and pupil voice.

Session 2.

Understanding the learner experience

Participants will:

recognise potential sensory, cognitive, communication and environmental barriers;
understand executive functioning differences;
consider how classroom experiences may differ between learners;
identify ways of reducing unnecessary barriers.

Session 3.

Exploring adaptive teaching strategies

Participants will:

identify teaching practices that reduce unnecessary barriers;
apply principles of explicit instruction, modelling and scaffolding;
explore strategies that support executive functioning and communication;recognise that many neuroaffirming approaches benefit the whole class.

Session 4.

Neuroaffirming approaches to behaviour & relationships

Participants will:

consider behaviour within the context of the learner and environment;
recognise possible signs of overload or dysregulation;
explore relational and regulation-informed responses;
maintain high expectations while protecting pupil dignity.

Session 5.

Developing your inclusive classroom

Participants will:

evaluate their current classroom practice;
identify strengths and barriers;
use pupil voice to inform practice;
develop a realistic action plan;
identify how progress will be evaluated.

sign up here