D557 - An inclusive approach in ELT: teaching so ALL children learn

  • Ciclo: 2021
  • Nivel: Distance
  • Idioma: Inglés
  • Estado: Terminado
  • Lugar: Distance
  • Capacitador/es: Mercedes Perez Berbain

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Colegios Afiliados No arancelado

Centros de Examen ARS 5400.00

No afiliados ARS 5400.00

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Sesiones Fechas Horario
1 09 Aug 2021 - 15 Aug 2021 Sesión a distancia
2 16 Aug 2021 - 22 Aug 2021 Sesión a distancia
3 23 Aug 2021 - 29 Aug 2021 Sesión a distancia


Mercedes Perez Berbain

Mercedes Pérez Berbain is teacher educator and researcher; former lecturer in Teaching and Learning and Teaching Practice at I.S.P. Joaquín V. González and I.E.S. en L.V. Juan Ramón Fernández. She holds an MA in Education with Distinction from Oxford Brookes University, UK and a degree in Education and ICT from The Ministry of Education in Argentina. She has been training teachers both in Argentina and in the UK for more than 20 years. She is an OUP, ESSARP and Pilgrims (UK) trainer. She has written teaching materials for Pearson and OUP.


Kindergarten and primary school teachers and coordinators


For participants to:

- Develop their knowledge and understanding of inclusive pedagogy from a critical socio-cultural perspective.
- Critically reflect on and evaluate their own teaching.
- Build up their knowledge of active learning.
- Implement inclusive strategies in their own practice.


- Diversity and inclusion
- Inclusive strategies
- Critical pedagogy
- YL learning an additional language
- Picturebooks
- Differentiation
- Knowledge construction
- Conversational dialogue
- The mobilisation of skills
- 21st century skills: communication, collaboration, creativity, critical thinking and confidence.


This is an experiential and interactive on-line course which invites participants to become aware of how inclusive their teaching is as well as having the chance to rethink and enhance their teaching skills in collaboration and interaction with other colleagues. There will be plenty of opportunity to discuss, analyse and explore possibility to find ways of making our teaching inclusive to all children. The course offers 3 self-paced modules interspersed with a weekly 60-minute zoom interactive session, scheduled on Wednesdays Aug 11, 18 & 25 from 6 to 7 pm. Dates are 9 - 15 August; 16 - 22 August and 23 - 29 August.


- Banegas, D. and Villacañas de Castro, L. (2016). Criticality. ELT Journal, 70 (4).
- Black-Hawkins, K. (2017). Understanding inclusive pedagogy: Learning with and from teachers. In V. Plows and B. Whitburn (ed) Inclusive education: making sense of everyday practice. Sense.(Innovations and Controversies: Interrogating Educational Change, v. 6), pp.13-28.
- CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from
- Connett, H. (2020). Action research to improve confidence in meeting diverse need and the quality of inclusive practice through lesson observations. Support for Learning, 35(2), pp. 178–191.
- Douglas, S. (Ed.). (2019). Creating an inclusive school environment. London: British Council.
- Florian, L. and Beaton, M. (2018). Inclusive pedagogy in action: Getting it right for every child. International Journal of Inclusive Education, 22(8), pp. 870–884. 
- Freire, P. (1970). Pedagogía del Oprimido. México D.F.: Siglo XXI editores.
- Includ-ED project report (2009). Actions for success in schools in Europe. Retrieved from
- Reckermann, J. (2020). Dealing with diversity in English children’s books in the heterogeneous EFL classroom. PFLB, 2(4), 134-157.
- Russak, S. (2016). Do inclusion practices for pupils with special educational needs in the English as a foreign language class in Israel reflect inclusion laws and language policy requirements?. International Journal of Inclusive Education, 20(11), pp. 1188–1203.
- Stadler-Heer, S. (2019). Inclusion. ELT Journal, 73(2), 219-222.
- Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (Second Edition). ASCD.
- UN (2016). Goal 4: Ensure inclusive and quality education for all and promote lifelong learning. Retrieved from
- UNESCO. (2020). Towards inclusion in education; status, trends and challenges: the UNESCO Salamanca Statement 25 years on.

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