Building Inclusive Classrooms: Strategies for Supporting Diverse Learners

DESCRIPTION OF TRAINING CONTENT

“Building Inclusive Classrooms: Strategies for Supporting Diverse Learners” is an in-depth, practice-focused masterclass designed to equip educators with the knowledge, pedagogical tools and practical strategies required to respond effectively to the increasing diversity of today’s classrooms. Learners may present a wide range of needs, including special educational needs (SEN), neurodiversity (ASD, ADHD, dyslexia), multilingual backgrounds, cultural differences, gifted and talented abilities, socio-economic challenges, emotional or behavioural needs, and more.

This course offers a robust framework built on Universal Design for Learning (UDL), differentiation, scaffolding, inclusive communication, trauma-informed awareness, and social-emotional learning (SEL). Through evidence-based strategies, real classroom case studies, and hands-on materials adaptation, participants discover how to create learning environments that are accessible, equitable, and engaging for all students.

The training focuses on practical interventions that teachers can apply immediately—ensuring all learners can participate meaningfully, achieve success, and develop confidence within supportive and inclusive classroom communities.

 

MAIN AIMS

Participants will learn to:
• Implement inclusive, research-backed instructional strategies
• Apply UDL principles to design flexible, accessible learning experiences
• Use differentiation, adaptation and scaffolding to meet diverse learner profiles
• Support SEN and neurodiverse students with structured, effective approaches
• Design visual, linguistic and organisational supports to increase understanding
• Integrate SEL strategies to build emotional resilience and self-regulation
• Manage behaviour proactively using positive and preventative approaches
• Create equitable learning environments rooted in respect, belonging and safety

 

Why this course?

“Building Inclusive Classrooms: Strategies for Supporting Diverse Learners” (BICD) is a must-have course for educators working in today’s rapidly changing school environments. The modern classroom is more diverse than ever before, with students presenting a wide range of linguistic, cultural, cognitive, emotional and socio-economic profiles. Teachers are increasingly expected to respond to these differences confidently, professionally and effectively.

BICD equips educators with the tools, frameworks and practical interventions needed to meet this challenge. Instead of offering theoretical overviews only, the course focuses on applicable, classroom-ready techniques that teachers can immediately implement to ensure every learner can participate meaningfully.

Through its evidence-based approach grounded in Universal Design for Learning (UDL), differentiation, inclusive communication, scaffolding, and social-emotional learning (SEL), BICD empowers educators to design lessons that embrace diversity, reduce barriers to learning, and strengthen student engagement. Participants learn how to understand and respond to diverse learning profiles—including SEN, neurodiversity, multilingualism, emotional-behavioural needs and giftedness—in ways that enhance both academic and personal development.

BICD is especially relevant to Erasmus+ priorities, including inclusive education, equality of opportunity, school wellbeing, and supporting learners with fewer opportunities. The course not only enhances teaching competence but also strengthens a school’s overall capacity to offer inclusive, equitable and learner-centred experiences aligned with European educational goals.

In short, BICD provides educators with the confidence, knowledge and practical skills they need to transform diversity into strength, ensuring classrooms where all learners feel valued, supported and capable of success.

 

Who to attend?

This course is ideal for a wide range of professionals who work directly or indirectly with diverse learners and wish to strengthen their inclusive teaching practice:

• Teachers from all educational levels

Primary, secondary, VET and adult educators who work with learners of varying abilities, languages, motivations or needs, and who want to deliver more accessible and equitable lessons.

• SEN teachers, inclusion coordinators & specialist support staff

Professionals responsible for identifying learning barriers, coordinating support plans, and implementing SEN or neurodiversity strategies within schools.

• School leaders, senior management, counsellors & pastoral-care staff

Decision-makers and support personnel who shape school policies, design wellbeing frameworks, and ensure the successful implementation of inclusive practices at institutional level.

• Educators working with multilingual learners or culturally diverse groups

Teachers working with refugees, migrants, bilingual students or any learners who require linguistic scaffolding, cultural sensitivity or adapted communication.

• Teachers and support staff working with mixed-ability classes

Educators handling wide variations in readiness, learning speed, behavioural needs, or academic performance who require structured differentiation strategies.

• Professionals supporting learners with emotional or behavioural challenges

Staff responsible for managing behaviour, strengthening student wellbeing, or promoting positive school climate through restorative and preventative approaches.

• Any educator seeking practical tools to enhance accessibility and inclusion

Teachers who wish to modernise their practice, align with European priorities, and proactively support diverse learner populations through concrete, effective strategies.

 

PROGRAMME OF THE TRAINING ACTIVITIES (DAY BY DAY)

DAY 1 – Foundations of Inclusion

  • What is inclusive education?
    • Diversity categories (SEN, culture, language, socio-economic)
    • Barriers to participation
    • Shared session: Diversity in Today’s Classrooms
    • Afternoon (IC course): Inclusive classroom climate workshop
    • Real cases: What stops learners from participating?

DAY 2 – Differentiation & Scaffolding for Diverse Learners

  • Differentiation models (content/process/product)
    • UDL (Universal Design for Learning) principles
    • Scaffolding complex learning tasks
    • Shared session: Bias & communication
    • Afternoon (IC course): Differentiation labs & lesson redesign

DAY 3 – Behaviour, Wellbeing & Social-Emotional Learning (SEL)

  • Behaviour as communication
    • Emotional regulation strategies
    • SEL competencies in diverse groups
    • Shared morning: Inclusive pedagogy
    • Afternoon (IC course): Designing SEL-infused routines

DAY 4 – Supporting SEN, Neurodiverse & Multilingual Learners

  • Strategies for ASD, ADHD, Dyslexia, DCD
    • Supporting multilingual & migrant learners
    • Classroom accommodations
    • Shared morning: Supporting diverse learners
    • Afternoon (IC course): Designing inclusive group work activities

DAY 5 – Inclusive Lesson Design & School-Wide Approaches

  • Inclusive curriculum planning (UDL application)
    • Co-teaching models for support
    • Designing inclusive assessments
    • Group final presentations
    • Reflection & certificates

 

METHODOLOGY OF THE COURSE – ADDED VALUE

The course methodology will ensure the active involvement of the participants in all phases, that is, prior, during and after the delivery of the course. More specifically, upon confirmation that the course will take place, the participants will receive preparatory material (if needed), which will cover all important concepts to be presented during the delivery of the course. The participants will have the opportunity to exchange feedback with the organiser of the course, ShipCon, and the trainer as well as to request any clarification related to the content of the course. 

The methodology of the training is based on a combination of three important elements:

  • Provision of knowledge required (theory)
  • Use of training tools, such as case studies, videos, games, animations & exercises (practice – hands on experience)
  • Feedback/reflection (review)

During the delivery of the course, the participants will receive hard copy material, which will cover the content to be presented in all five (5) days of the seminar. The material will be presented in a form of Power Point (PPT) presentations, videos & animations. Moreover, the active involvement and hands on experience of the participants will be secured through various training tools, such as case studies, worksheets, scenarios & exercises. These training tools are necessary to ensure that the theoretical knowledge gained by the participants can be used in real life scenarios; an important aspect & added value for any training course.  

At the final day of the course, the participants will have the opportunity to reflect on the information received and the experience gained in the specific field of study. Moreover, the participants and their institutions will be encouraged to be members of ShipCon ‘Network of Excellence’, an international hub and forum for entrepreneurs & innovators to exchange ideas, novel concepts/approaches & best practices in the area of environment and education.

 

BENEFITS TO PARTICIPANTS – SKILLS & COMPETENCES

By the end of this masterclass, participants will be able to:
• Deliver differentiated, inclusive lessons adapted to diverse needs
• Apply UDL and scaffolding to enhance engagement and comprehension
• Support learners with SEN, neurodiversity, emotional needs or learning barriers
• Manage behaviour proactively through positive, structured techniques
• Communicate effectively in multilingual and mixed-ability classrooms
• Incorporate SEL principles to build resilience, empathy and wellbeing
• Develop inclusive resources and accessible materials aligned with EU priorities
• Foster classroom environments that promote fairness, participation and academic success

CERTIFICATIONS AWARDED

  • Certificate of attendance & certificate of competence (skills & competences required – Europass CV)
  • Europass mobility certificates – to be issued by the applicant’s National Authority (NA)
LOCATIONDATESSTATUSREGISTRATION
Barcelona – Spain11.05.2026 – 15.05.2026CONFIRMEDregister
Limassol – Cyprus11.05.2026 – 15.05.2026CONFIRMEDregister
Palermo – Italy27.07.2026 – 31.07.2026CONFIRMEDregister
Valencia – Spain16.11.2026 – 20.11.2026CONFIRMEDregister
Barcelona – Spain10.05.2027 – 14.05.2027CONFIRMEDregister
Limassol – Cyprus10.05.2027 – 14.05.2027CONFIRMEDregister
Palermo – Italy26.07.2027 – 30.07.2027CONFIRMEDregister
Valencia – Spain15.11.2027 – 19.11.2027CONFIRMEDregister
Barcelona – Spain08.05.2028 – 12.05.2028CONFIRMEDregister
Limassol – Cyprus08.05.2028 – 12.05.2028CONFIRMEDregister
Palermo – Italy24.07.2028 – 28.07.2028CONFIRMEDregister
Valencia – Spain13.11.2028 – 17.11.2028CONFIRMEDregister