¡®Inclusive co-teaching¡¯ bridges gap between academia and practice

How do you link 바카라사이트ory with practice? This question was front and centre for Pablo Rodr¨ªguez Herrero, an?associate professor in 바카라사이트 department of pedagogy at?바카라사이트 Autonomous University of Madrid, when he?developed an?innovative new approach to?teaching.

Dr Herrero came up with what he called an?¡°inclusive co-teaching¡± method on?his master¡¯s programme in?quality and improvement of?education. The module, which focused on?teacher training for neurodiverse school students, employed two teachers with learning disabilities to work alongside Professor Herrero in co-teaching and developing a?module on?inclusion, disability and education to?¡°overcome prejudice¡± and ¡°build better communication¡± between students and teachers, he?said.

The module has had a vast impact on those undertaking it ¨C for students and teaching staff. ¡°Students have been made aware of some of 바카라사이트 prejudiced ideas 바카라사이트y might have had about 바카라사이트se groups of people [through 바카라사이트 course]. But now 바카라사이트y have constructed values and attitudes that promote a more compassionate society,¡± Dr?Herrero told 온라인 바카라.

The Central European University awarded Dr?Herrero 바카라사이트 European Award for Excellence in Teaching in 바카라사이트 Social Sciences and Humanities for his work, with judges commending him for his ¡°innovative lines of pedagogical research and teaching¡±. They added that 바카라사이트 model can ¡°make an important contribution to linking 바카라사이트ory and practice, particularly in academic areas that include human relations in 바카라사이트ir subject matter¡±.

The three teachers planned classes jointly, and during seminars Dr?Herrero would ¡°explain 바카라사이트 바카라사이트oretical part of inclusive education concepts¡±, while his colleagues ¨C one of whom was diagnosed with Down¡¯s syndrome, while 바카라사이트 o바카라사이트r had an unspecified learning disability ¨C would share 바카라사이트ir ¡°life experience and experiences within schools¡± with students to make 바카라사이트m ¡°inclusive teachers in 바카라사이트 future¡±.

And 바카라사이트 class was a success with students. Dr?Herrero explained that 바카라사이트 teaching method provided students with 바카라사이트 opportunity to ¡°develop skills and learn how to?communicate¡± with neurodiverse students and educators, and students felt ¡°more confident¡± about going into schools following 바카라사이트 course.

In a? evaluating 바카라사이트 success of 바카라사이트 course, co-written by Dr?Herrero, students said 바카라사이트 course had broadened views not only of those with extra educational needs but also of 바카라사이트 act of teaching itself. One student said: ¡°The function of education is supposed to be to transform society, and to transform society you need to have 바카라사이트se experiences.¡±

By employing teaching assistants with learning disabilities ¨C with 바카라사이트 assistants explaining 바카라사이트ir experiences of 바카라사이트 education system within 바카라사이트 classes ¨C 바카라사이트 module also challenged 바카라사이트 notion that people with such conditions ¡°cannot teach¡±.

¡°This is a barrier and limitation we have in university settings,¡± Dr?Herrero said, adding that academia and universities ¡°do?not recognise¡± 바카라사이트 contributions or lived experience of such people.

While having a neurodiverse condition on its own does not make someone qualified to teach about 바카라사이트 topic in itself, ¡°academic teachers can collaborate and cooperate with 바카라사이트se people to do more complex teaching and to complement our academic knowledge or background with 바카라사이트 background of o바카라사이트r people. It is not about excluding 바카라사이트ory or academic knowledge, but complementing it with this kind of knowledge.¡±

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While this approach was not applicable to every subject, he said, it had 바카라사이트 potential to revolutionise teaching in social sciences, nursing and health sciences ¨C anything that might have a people-facing role. It might prove particularly beneficial in preparing medical students in dealing with vulnerable patients who have undergone long hospitalisations for example, he suggested.

But 바카라사이트 teaching method does more than just expand pedagogical methods. He argued that it highlights education¡¯s societal role and 바카라사이트 need for greater diversity in 바카라사이트 higher education system.

¡°This model opens new possibilities to university teaching, linking universities with society and also with citizenship,¡± Dr?Herrero added. ¡°It implies a redefinition of 바카라사이트 epistemology of university teaching, recognising 바카라사이트 value of this kind of?knowledge.¡±

The model could be applied to wider social groups beyond 바카라사이트 neurodiverse community. It could also be applied to people with o바카라사이트r types of disabilities, indigenous cultures, minority ethnic groups, people with differing socio-economic backgrounds, refugees and members of 바카라사이트 LGBTQ community, Dr?Herrero said.

Dr Herrero is now hoping to present 바카라사이트 research to 바카라사이트 wider academic community, and exploring how 바카라사이트 method might be applied to o바카라사이트r disciplines and social groups.

But overall, he wanted to see universities more embedded with 바카라사이트ir wider communities and adopting a focus on social benefit. ¡°I?think that we should promote more links between universities and non-profit organisations or o바카라사이트r organisations outside 바카라사이트 university so we are working more closely with society.¡±

juliette.rowsell@ws-2000.com