FSC2027 Teaching, Supporting and Including Pupils with SEN in the Classroom - Fluirse Teacher Summer Courses

FSC2027 Teaching, Supporting and Including Pupils with SEN in the Classroom


On completion of this course you will gain confidence in the area of teaching children with SEN and trust the strengths-based approach to learning. You will explore various viewpoints on the role of the special class or SEN and learn practical tips for teaching children with ASD or SEN but with the added notion of ‘Thinking outside of the box’ and through the lens of using digital technologies and SEN teaching.


The purpose of this course is to equip primary school teachers with the knowledge,FSC2027 Teaching, Supporting and Including Pupils with SEN in the Classroom - Fluirse Teacher Summer Courses skills and resources necessary to effectively support pupils with SEN in the classroom. This course intends to explore practical tips for teaching and including children with Special Educational Needs and Autism Spectrum Difference* in mainstream schools. At times teachers working in special classes or as a Special Education Teacher can feel a lack of confidence, but are always open to learning and new ideas (Banks et al. 2016; McCoy et al. 2014). Through practical tips, visual examples and the sharing of experience and knowledge, this course provides a platform for the discovery of inclusive and innovative teaching methodologies. As with all practical tips and strategies, they must be appropriate and suitable for your particular context, so a degree of flexibility is a hugely important component in Inclusive Education. Parts of this course will involve collaboration and discussion with fellow participants as well as engaging in practical activities.



  • Target Audience: Any mainstream class teacher, any Special Education Teacher (SET) or Special Class Teacher who wish to explore practical tips, evidence-based strategies and resources than can be used in the primary classroom.
  • Equipment Required: All our courses are accessible through PC, Laptop, iPad, Tablet and Mobile devices. Internet access required with broadband speeds recommended
  • Prerequisites or Requirements: Suitable for all primary school teachers
  • Duration: All Flúirse Online Teacher Summer Courses are available from July 1st – August 21st.  Each course requires approximately 20 hours of training and engagement
  • Course Fee: €69 (also available as part of a 2 course 4-EPV Day bundle for €89 or 3 Course 5-EPV Day bundle for €99)
  • EPV Days: This course is worth 3 EPV days (also available as part of a 2 course 4-EPV Day bundle or 3 Course 5-EPV Day bundle)
  • Support: Our team are available to support you throughout your training by phone, email, online chat, course forums and social media
  • Our Guarantee: No risk guarantee, if your not happy with your course for any reason within 21 days or enrollment we will issue you a full refund
  • Questions/ More Information: Call us now on 066 712 9828 or e-mail courses@fluirse.com




Module 1 – What does Inclusive Education look like in the Irish Primary School classroom?

FSC2027 Teaching, Supporting and Including Pupils with SEN in the Classroom - Fluirse Teacher Summer Courses

  • Introduced the topic of Inclusive and Special Education in Ireland
  • Explored the SEN policy in Ireland and identified the flexible continuum of provision which is a rapidly changing model trying to keep up with the change in the country
  • Explored the SEN Guidelines and the Continuum of Support which were highlighted as the basis to this course
  • Importance of assessment in establishing a baseline of ability with pupils with SEN to provide a pathway for learning
  • The significance of target setting was examined with a particular focus on the need for targets to be SMART(A)
  • Targets must cover all areas of a child’s social and emotional development and not just academic targets


Module 2 – Practical Tips – Visual Supports, Task-Analysis & other Strategies

  • The implications for teaching and learning when dealing with pupils with SEN was discussed
  • The multi-faceted role of the teacher was explored with a view to provision for pupils with SEN
  • Key components to consider when teaching pupils with SEN were outlined including, goal setting, preparation and collaboration
  • The benefits and varied uses of visual supports were detailed to enhance learning
  • Examples of visual schedules were provided and the various levels were detailed. Visual schedules can start with just two steps and eventually cover a whole school day
  • The versatility of visual supports was delineated – they can use pictures, objects or even written words
  • The need to find a balance was highlighted – of course they are extremely beneficial but we should not become over reliant on them
  • There was a brief overview on the use of PECS in schools, and whilst it is generally associated with pupils with ASD and may not be something you would use regularly it can present a great opportunity for an integration lesson
  • An integration lesson using PECS was demonstrated and also provided revision of target setting from Module 1
  • Token Economy was introduced as an effective motivator for pupils with SEN
  • The ability to use personalised and even more effective systems of Token Economy was also explored
  • Task-Analysis was introduced as an integral factor in teaching children with SEN as the system allows a process to broken down into manageable steps
  • Various examples of Task-Analyses were displayed and the steps to creating a task analysis were outlined


Module 3 – Practical Tips 2 – Inclusive Education and Digital Technologies

  • Examined the Digital Strategy for Schools identifying the four key themes
  • Outlined the benefits of Digital Technologies for enhancing development skills of pupils
  • Identified the varied uses for Digital technologies in Inclusive Education
  • Discussed how technology can open doors to learning and ensure that a classroom becomes inclusive for all
  • Revisited the concept of Task Analysis and demonstrated how using Digital Technologies can enhance the process
  • Detailed the steps in creating your own individualised Task Analysis on Adobe Spark
  • Introduced the Language Experience Approach or Model and recognised the avenue for the addition of Digital Technologies to strengthen the model
  • Explored how the combination of Digital Technologies and the Language Experience Approach can expand and augment learning, vocabulary and communication
  • The advantages of using social stories with pupils with SEN was outlined
  • The addition of Digital Technologies to Social Stories was appreciated as a substantial resource for teaching pupils with SEN as it incorporates an audio-visual element


Module 4 – Practical Tips 3 – Think Outside of the Box

  • Summarised the criticality of implementing a strengths-based approach to learning and the advantages this process offers
  • Using this approach enables the academic achievements and the happiness and wellbeing of the pupil with SEN to be addressed
  • The idea of pupils with SEN having hyperfocus, mindblindness and special interests was introduced and subsequently labelled as tool for learning. Using these special interests as a springboard to engage pupils in content
  • The value of discussing and teaching feelings to pupils with SEN was investigated and strategies to teach feelings were explored
  • Pupils with SEN report having lower mood and self-esteem in schools and this must be rectified, so the significance of helping pupils with their self-confidence was reviewed
  • The use of positive affirmations to raise the confidence of pupils with SEN was considered
  • Backwards design to learning was introduced as a concept and the rationale behind it was explored
  • The influence of a teacher was discussed particularly with a view to raising our expectations from pupils with SEN and encouraging them to reach their full potential
  • Finally, the notion of becoming a champion for our pupils was introduced and discussed


Module 5 – Steps to becoming an Inclusive School

  • Exploration of differentiation in schools
  • School Self-Evaluation
  • Examination of Looking at Our School 2016: A Quality Framework for Primary Schools (LAOS) and the School Self-Evaluation Guidelines 2016-2020
  • Explanation of update on SSE which advised that between March 2018 and June 2020 schools should select either one or two curriculum areas or aspects of teaching and 3 learning as the focus of their self-evaluation process (rather than the two to four areas/aspects required by Circular 39/2016)
  • The importance of whole-school approached to SEN provision in schools
  • An introduction to Provision Mapping in schools
  • Examination of an exemplar of a provision mapping exercise
  • Revision of earning throughout the 5 course Modules




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