Special needs and learning disabilities

Special needs and learning disabilities


Special education is directed towards students with special needs or with disabilities such as: communication challenges, learning challenges, physical disabilities, emotional or mental disorders, behavioral disorders or intellectual giftedness. Special education differs from the regular type of education through the format and the delivery of the knowledge that are both designed in such a way that suits the particular needs of the student that is involved in the process. 
Students of special education learn about specific instructional strategies and about alternative teaching methods that suit the category of students that the education addresses. They will develop skills like: creativity – as they will have to apply creative ideas in learning activities, good interpersonal skills, the ability to identify emotions and physical and psychological needs in order to adapt or change teaching strategy. Special education students are desirable to have native qualities, such as: patience, intuition, understanding, flexibility and adaptability. 
It is critical to treat the emotional aspects of learning disabilities and special needs. The interaction of emotional concerns and learning disabilities and their impact on the child’s functioning is one to take note of as it affects many areas of the child’s life. In order to determine the best intervention strategy, the different types of interaction must be recognized. However, it is important to keep in mind that there is no clear cut relationship between emotional functioning and learning disabilities. 
There are five basic ways to conceptualize this relationship: learning disabilities can lead to emotional distress, learning disabilities can aggravate already existing emotional concerns, emotional issues can conceal a learning disability, emotional issues can aggravate already existing learning disabilities, and emotional health may actually improve the academic performance of a child with learning disabilities. 
Teachers and other professionals can help children deal with emotional distress, peer relationships, and defiant behaviors by intervening on a situational basis. When dealing with emotional distress, a teacher can employ teaching strategies such as educational accommodations, interventions, positive feedback, and self-confidence boosting activities.
Encouraging peer interactions can be done by involving the student in group activities which can help build social skills. Defiant behaviors can be addressed through a behavioral analysis, alterations in routines, or psychoeducational testing.

This course provides specific new skills about:

  • Dyslexia
  • Dyscalculia
  • Dysgraphia
  • Aphasia or Dysphasia
  • Auditory Processing Disorder
  • Visual Processing Disorder

Objectives and learning outputs

  • raise teachers’ awareness of attitudes towards teaching learners with special educational needs
  • help teachers identify and overcome their own biases and prejudices
  • inform teachers about a range of special educational needs and how they affect teaching and learning
  • give teachers a set of teaching strategies which promote inclusive learning and benefit all pupils
  • guide teachers in developing an inclusive approach in their classroom or school
  • support teachers in becoming a more confident teacher when dealing with learners with special educational needs.

The educational programme will be re-organised accordingly to the professional needs of our partners. All courses proposed will pass through an accurate assesment of needs, goals and learning outputs. This process will be enhanced before every partnership request as the daily schedule.

20/24/28/40 hours 
Course location: Infol – Innovation Training Orientation and Employment
Site:  Roma, Athens
Number of days of training: 5/6/7/10
Lesson time: 4 hours 
Language of instruction: English , French, Turkish, Italian, Spanish,Bulgarian, Romanian. 
Participation fee:send mail to [email protected]


The course will combine theory input and discussion with analysis of practical incidents with the purpose of finding out different possible solutions. The methodology used is mainly content-based language instruction (communication through specific content).Text discussion, oral presentation and discussion, role-playing, self- and meta-reflection, debating and group interaction will be the strategies more frequently used.

  • Active methodologies
  • Role playing
  • Simulations
  • New technologies
  • Visits/workshops in educational institutions as schools, universities, educational centers, and companies


  • Europass Mobility
  • Certificate of Attendance