eTwinning professional development task

1. Inclusive classroom of our
dreams
By Aarón Bernárdez and Renata Večerková

2. Classroom design

3. Learning space and its adaptability
The learning space is spacious with furniture easy to move and
form different layouts for different form of work, e.g. a horseshoe,
“L” shape, pairs or groups. It is possible to move the desks aside,
use cushions and work on the floor.
There is enough natural lights coming from the six windows on the
two walls. There is an Interactive Whiteboard and a board on the
third wall. On the last wall there are notice boards with students’
work and visual learning aids.

4. Relaxation corner
Relaxation corner is a part of the classroom
with two sofas, a carpet and a big TV. There is
also a class library with materials for students,
stimulation books or music for relaxation.

5. Digital tEchnologies
The classroom is equipped with IWB, laptops and tablets. There
is an easy to use Learning Management System for teachers
and students. Teachers use some Apps with students. The
technologies that we use are adapted to a particular student’s
needs, e.g . students having problems with their arms or hands
have keyboard cases, or access to big images.
Learning is accessible, presentations include text together with
visual and audio aids to support various types of learning
needs.

6. Students’ needs
In our school there are mainstream students, students with SLD,
students with Autism, ADHD, different types of impairments and
students with low socioeconomic background.
Students’ needs are fully respected and the physical environment
is marked with colours, numbers and other symbols. There are
pictos for children with problems in expressive and oral language.
Schedule and activities are visualized, too.

7. Support
Students are supported according to their special needs. There
is a school psychologist, a support teacher, a teacher assistant
and the team coordinator. All the team members meet and
cooperate. They also cooperate with external members similar
to “orientation team” or associations for autistic children,
hyperactive children, etc.
The teachers are well-trained and they use a variety of teaching
methodologies. They also use various activities with students,
e.g. activities with clay, inserting balls into cord or activities with
other materials prepared by the teachers with boxes, pvc.