Internship Part II – Monitoring of Exemplary Teaching in Institutions and/or School Units and Supervised Teaching in a School Class

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The supervised compulsory Internship of the Interdepartmental Postgraduate Program (I.P.P.)—which operates on both theoretical (seminars) and practical (fieldwork) levels within the specialization of Inclusive Education—is implemented in Special Education institutions and inclusive education units where children with disabilities and/or special educational needs attend or receive therapy.

The purpose of the Internship is to acquire in-depth knowledge in the field of Applied Pedagogy & Didactics, in connection with School Psychology, Biomedical Sciences, and New Technologies, through students’ engagement with structures and institutions of General and Special Education. It also aims to achieve bidirectional communication between higher education and the broader social and professional field.

Thus, the supervised internship in institutions related to the specialization in Special and Inclusive Education aims to:

• Provide students with the opportunity to strengthen and apply their scientific knowledge professionally on issues of learning and teaching within inclusive and special education contexts.
• Allow students to connect their theoretical knowledge with real-life conditions in the field of Special Education and Inclusive Education.
• Enable students to engage with issues related to the pedagogical management of diversity and special educational needs, as well as with socially vulnerable groups (e.g., refugees, migrants, etc.).
• Offer students the chance to attend seminars, model lessons, and workshops delivered by specialized scientists and practitioners with extensive professional experience in relevant fields.
• Familiarize students with alternative forms of intervention (e.g., theater, music, visual arts) and assistive technologies used in the education of individuals with disabilities and/or special educational needs.
• Encourage students to reflect upon and share their experiences within group discussions, and subsequently analyze these experiences collaboratively, as part of a fundamental pedagogical process.
• Develop a range of professional skills and experiences, gaining substantial and credible work experience recognized by the labor market.

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General Competences

• Search, analysis, and synthesis of data and information, using the necessary technologies
• In-depth understanding of the application of differentiated pedagogy and universal design for learning
• Familiarization with experiential and inquiry-based learning through the use of primary sources (research, field studies, etc.)
• Familiarization with alternative forms of intervention (theater, music, visual arts) and assistive technologies in the education of persons with disabilities and/or special educational needs
• Improvement of teaching design, implementation, and evaluation skills
• Development of initiatives
• Decision-making
• Exercise of critical and self-critical thinking
• Independent work

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COURSE CONTENT

The course content includes:

1. Theoretical Support, through specialized seminars and/or workshops on issues of applied pedagogy, learning, and teaching, as well as case studies concerning the education and inclusion of individuals with diverse educational needs, special educational needs, and/or disabilities.
   • Definition and etiology of learning disorders – General and Specific Learning Difficulties: from theory to practice
   • Behavior and social adjustment issues in the school environment of students with learning difficulties: practical classroom applications
   • Students with Autism Spectrum Disorder (ASD): understanding autism in mainstream schools – needs and interventions
   • Integrated Play Groups: theoretical framework and practical implementation through interdisciplinary collaboration between mainstream and special education
   • Intervention for developing social skills in adolescents with ASD and their typically developing peers
   • Approaching drama and trauma
   • The role of the family in the prevention and early intervention of addictions and other behaviors – case study
   • The child with difficulties within the family, school, and community

     Students will be prepared for the environment and factors comprising the framework of the Internship within the specialization. At the same time, they will be supported in lesson and educational intervention planning, as well as in conducting their academic projects (e.g., bibliographic references, types of research, research methodology, etc.).
      

2. Internship Supervision.
   Students are required to participate in supervision sessions with the Coordinator/Supervisor and/or instructors, aimed at preparation, management, and problem-solving of educational issues that arise during internship activities. Supervision sessions may take place either in person at the University of West Attica or online via digital platforms, following relevant announcements.
    
3. Field Internship, including observation, lesson or intervention planning, participation in teaching, and supervised and autonomous teaching within special learning environments, with appropriate preparation and supervision by the academic supervisor in collaboration with on-site professionals and educators.

   Specifically, observation, inquiry, and reflection in the field focus on key areas such as:

   • Contemporary trends in teaching within the differentiated classroom
   • Educational, social, and cultural approaches to child development
   • Learning difficulties and educational interventions
   • Innovative teaching practices for educational inclusion
   • Psychosocial support and counseling for children/adolescents
   • Universal Design for Learning and differentiated instruction
   • Creating inclusive learning environments

     And in specialized subjects concerning students/persons with diverse educational needs, disabilities, and/or special educational needs:

   • Teaching methodology for students with disabilities (SWDs)
   • Education of individuals with autism and intellectual disabilities
   • Education of individuals with physical disabilities
   • Education of individuals with speech, language, and communication difficulties
   • Teaching individuals with learning and adjustment difficulties
   • Collaborative practices for the educational and social inclusion of persons with special needs and/or disabilities
   • Strategies for managing emotional and behavioral challenges among individuals with special educational needs and/or disabilities
   • Introduction to Assistive Technology – ICT in Special Education
   • Curriculum differentiation and instructional adaptations
      
4. Field Research Project, involving the systematic review of primary, secondary, and tertiary sources to identify literature, research databases, and applications. The aim is to collect data to enhance experiential learning in the field, support the Master’s Thesis, and develop academic outputs such as publications or conference presentations.
    
5. Design of Educational Interventions / Field Applications, involving direct or indirect student engagement in teaching practice. The educational, differentiated, and/or individualized intervention must include:
   • Initial assessment of an individual or group
   • Design and implementation of the program
   • Intermediate or corrective assessment of the individual or group
   • Final assessment of the individual or group
   • Evaluation of the educational intervention program (e.g., achievement or non-achievement of short-term and long-term goals, etc.)

     Specifically, after selecting the individual or group, students must conduct an evaluation based on:

   • Collection of relevant information necessary for developing educational programs, following the supervisor’s guidance. If an official diagnosis exists, it may be used with permission.
   • Systematic observation and detailed recording of strengths and weaknesses, traits, and behaviors of the individual/group over specific timeframes or activities. For each objective, students must define appropriate educational activities, strategies, and techniques using selected materials, media, and tools to implement the educational program.
   • Students must make a conscious effort to apply general principles and specialized techniques developed in coursework related to teaching students with special educational needs and/or disabilities.
   • A final evaluation of the educational program by the students themselves is required, based on the fulfillment of objectives set initially or revised during the intervention. In cases where objectives are not met, corrective proposals, modifications, and adaptations must be provided.
      
6. Reflective Report on the internship for each semester (deliverable).