The supervised mandatory Internship of the Joint Postgraduate Program, which functions both theoretically (seminars) and practically (fieldwork), particularly in the specialization of Inclusive Education, is implemented in Special Education institutions and inclusive education units where children with disabilities and/or special educational needs study or receive therapy.
The aim of the Internship is to acquire in-depth knowledge in the field of Applied Pedagogy and Didactics, in connection with School Psychology, Biomedical Sciences, and New Technologies, through the trainees’ engagement with structures/institutions of General and Special Education, as well as to achieve two-way communication between higher education and the social/work environment.
Thus, the supervised internship in institutions related to Special and Inclusive Education aims to:
- Provide students the opportunity to strengthen and apply, at a professional level, their scientific knowledge on issues of learning and teaching in inclusive and special educational settings.
- Allow students to connect theoretical knowledge with real-life conditions in the field of Special and Inclusive Education.
- Enable students to address pedagogical issues related to diversity management, special educational needs, and other matters concerning socially vulnerable groups (e.g., refugees, migrants, etc.).
- Offer students the opportunity to attend seminars, model lessons, and workshops conducted by specialized professionals with extensive experience in their respective fields of interest.
- Familiarize students with alternative forms of intervention (theater, music, visual arts) as well as assistive technologies in the education of individuals with disabilities and/or special educational needs.
- Encourage students to reflect upon and share their experiences within peer groups. Subsequently, they will engage in collaborative analysis of these experiences, a process regarded as a fundamental pedagogical practice.
- Ultimately, help students develop a range of professional skills and experiences and acquire substantial and credible work experience, recognized by the labor market.
General Competences
- Search, analysis, and synthesis of data and information, using the necessary technologies.
- In-depth understanding of the application of differentiated pedagogy principles 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) as well as assistive technology in the education of individuals with disabilities and/or special educational needs.
- Improvement of skills in designing, implementing, and evaluating instruction.
- Development of initiative.
- Decision-making.
- Exercise of critical and self-critical thinking.
- Independent work.
COURSE CONTENT
The course content includes:
- Theoretical support through specialized seminars and workshops on topics of applied pedagogy, learning and teaching, and case studies concerning the education and inclusion of individuals with diverse educational needs, special needs, or disabilities.
- Neurodevelopmental disorders according to DSM-5 and Special Education.
- Therapeutic and educational interventions for addressing learning difficulties. Case studies of children.
- Development of personal and social skills in the context of prevention and early intervention of addictions. Tools and techniques with the active participation of learners.
- Case studies of children in Integration Classes – Collaborative practices for fostering an inclusive culture and addressing school marginalization and exclusion.
- Educational interventions for children on the autism spectrum: Theoretical framework and case studies in school environments.
- Use of technology in the education of children with autism: Examples of educational practice.
- The structure and operation of educational frameworks and institutions as inclusive and creative learning environments (Integration Departments, Special Support Staff, Interdisciplinary Support Teams, Centers for Educational and Counseling Support, ZEP Schools, Reception Classes).
- The role of the family in the inclusion of children with learning difficulties in mainstream schools.
Students will be prepared for the environment and the factors that constitute the Internship framework in their specialization. They will also receive support in lesson or intervention planning and in carrying out academic projects (e.g., referencing, research types, methodology, etc.).
- Internship supervision.
Students are required to participate in supervision sessions with the Coordinator/Supervisor and/or instructors, focusing on preparation, management, and resolution of educational challenges that arise during the internship. These sessions may take place either in person at the University of West Attica or remotely via a digital platform, as announced.
- Field internship, including observation, lesson planning, participation in teaching, supervised and independent teaching in special learning environments, with the necessary preparation and supervision by the Coordinator/Supervisor in collaboration with responsible educators or practitioners.
More specifically, field observation, exploration, and reflection refer to key areas such as:
- Contemporary trends in teaching within the differentiated classroom.
- Educational, social, and cultural approaches to child development and education.
- Learning difficulties and educational interventions.
- Innovative educational practices for inclusion.
- Psychosocial support for children/adolescents and counseling.
- Universal Design for Learning and differentiated instruction.
- Creating inclusive learning environments.
And to specific subject areas concerning students/individuals with diverse educational needs, disabilities, or special educational needs:
- Teaching methodology for the education of students with disabilities.
- Education of individuals with autism and intellectual disabilities.
- Education of individuals with motor impairments.
- Education of individuals with speech and communication difficulties.
- Teaching individuals with learning and adjustment difficulties.
- Collaborative practices for the educational and social inclusion of individuals with special needs or disabilities.
- Strategies for managing emotional and behavioral problems of individuals with special educational needs or disabilities.
- Introduction to Assistive Technology – Information and Communication Technologies in Special Education.
- Curriculum differentiation and instructional adaptations.
- Field research project involving a systematic review of sources (primary/secondary/tertiary) to identify literature, research databases, and applications aimed at data collection for experiential feedback, potential support of the master’s thesis, or preparation of a scientific paper, publication, or conference participation.
- Design of educational interventions/applications for the field, for the direct or indirect engagement of trainees in teaching practice. The differentiated or individualized educational intervention should include:
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- Initial assessment of an individual or group.
- Design and implementation of the program.
- Intermediate or corrective evaluation of the individual or group.
- Final evaluation of the individual or group.
- Evaluation of the educational intervention program (e.g., achievement or non-achievement of short- and long-term goals).
Specifically, after selecting the individuals or groups they will work with, students must conduct an assessment based on:
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- Collecting relevant information useful for the development of educational programs, according to supervisor guidance. If an official diagnosis exists, it may be used with permission.
- Systematic observation and precise documentation of strengths, weaknesses, and behavioral indicators of the individual or group at set intervals or during specific activities. For each objective, students should define suitable educational activities, select specific strategies, techniques, and tools to support program implementation.
- Students must make a conscious effort to apply the general principles and specialized techniques acquired in the postgraduate program courses on teaching students with special educational needs or disabilities.
- The final evaluation of the educational program must be completed by the students themselves, based on the achievement of the goals initially set or revised during corrective evaluation. In cases where goals were not met, proposed modifications and adaptations should be presented.
- Preparation of a reflective internship report for each semester (deliverable).