A practical online course supporting teachers and professionals to strengthen inclusive practice for learners with intellectual disabilities through updated terminology, structured supports, UDL and SSE-aligned reflection.
A practical online course supporting teachers and professionals to strengthen inclusive practice for learners with intellectual disabilities through updated terminology, structured supports, UDL and SSE-aligned reflection.
Course Title
Intellectual Disability Studies (Teacher Summer Courses) – Online
Course Level
Course Code
891
Accreditation Body
QQI
QQI Credits
Award Type
Complete
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Intellectual Disability Studies 5N1652
Intellectual Disability Studies: Keeping Up-To-Date with Terminology and Technique to Best Support Inclusive Practice for Schools is a practical, online professional learning course designed to support inclusive, evidence-informed practice in educational settings. It explores current terminology, key concepts in intellectual disability studies, and practical approaches that can help participants strengthen participation, independence and meaningful curriculum access for learners with intellectual disabilities.
Grounded in rights-based, strengths-based and person-centred practice, the course examines cognitive and adaptive functioning, communication and social development, structured supports, Universal Design for Learning (UDL), and classroom strategies relevant to both mainstream and special education contexts. A strong emphasis is placed on reflective practice and real-world application, supporting participants to connect learning directly to their day-to-day professional practice.
This course is particularly suitable for teachers, school staff and education professionals who want to strengthen inclusive practice for learners with intellectual disabilities. It may also be relevant for psychologists, occupational therapists, preschool teachers, early years educators, AIM support workers, SNAs and other professionals supporting children and young people in education and care settings.
It is designed for both experienced practitioners and those newer to this area. Whether you are looking to update your knowledge, reflect on your current approach, or build confidence in applying practical inclusive strategies, this course offers a structured and supportive learning experience.
You may find this course especially useful if you want to:
update your understanding of intellectual disability in educational contexts
reflect on how cognitive, adaptive, communication and environmental factors influence participation
explore practical strategies to support inclusion, independence and engagement
connect professional learning to classroom improvement and reflective practice
The course is structured across five modules, with a strong focus on practical application, reflective practice and inclusive school improvement.
Key areas include:
definitions and models of intellectual disability
cognitive and adaptive functioning
communication development and social participation
rights-based and strengths-based approaches
environmental factors influencing inclusion
Universal Design for Learning (UDL)
curriculum adaptation and differentiated instruction
task analysis and scaffolded teaching
structured teaching approaches and visual supports
person-centred planning in schools
supporting adaptive and functional skills
evaluating inclusive practice and measuring impact
planning next steps using the School Self Evaluation (SSE) cycle
Participants work through a structured process of identifying a focus area, gathering evidence, implementing strategies and evaluating impact in their own professional context.
Assessment is practical, formative and closely linked to professional practice. There is no examination component.
Participants complete structured assignments, reflective tasks, forum contributions and classroom-based implementation activities. These are designed to support meaningful application of learning in real settings.
Facilitator support includes:
ongoing tutor guidance and engagement monitoring
feedback on assignments and reflective work
moderated discussion forums
support with applying learning to practice
early intervention where additional support may be needed
Feedback focuses on practical application, inclusive practice and reflection on impact.
Forus Training is committed to supporting learners to participate as fully as possible in their course. Learners who may need reasonable accommodation or additional support are encouraged to contact their Course Advisor as early as possible so that appropriate supports can be discussed.
Participants are required to complete a series of practice-based submissions:
Learner Profile Analysis
Baseline Inclusive Practice Audit
Inclusive Curriculum Adaptation Plan
Structured Support Design Document
Reflective Implementation Report
Capstone SSE-Aligned Inclusive Practice Report
Additional requirements include:
participation in discussion forums (minimum two posts per module)
completion of classroom-based implementation tasks
submission of a full electronic learning record
declaration of AI use where applicable
Participants who successfully complete the course requirements will receive a Certificate of Completion, co-signed by the tutor and course director.
This course may support your continuing professional development. Please check with your employer or relevant professional body regarding recognition requirements.
Please refer to the current Forus Training course listing for up-to-date fee information and application details.
Where an employer, school or service is funding participation, approval should be confirmed in advance. For further information on enrolment or group bookings, contact hello@forustraining.ie.
Forus Training is committed to inclusive learning and supporting learners with disabilities and specific learning difficulties. The online environment is designed with accessibility in mind, and alternative formats may be available where appropriate.
Learners who require additional support are encouraged to make contact early so that suitable arrangements can be explored.
Terms and Conditions
Places are allocated on a first-come, first-served basis
Full payment or confirmed employer/funder approval is required before commencement
Cancellations must be made in writing
Fees are non-transferable unless otherwise stated
Course dates, times or delivery arrangements may be updated if required
A minimum number of participants may be required for the course to proceed
Learners are responsible for ensuring access to required systems and participation
Certification is subject to successful completion of course requirements
After completing this course, learners may wish to continue their professional development through further short courses, workshops or advanced study in areas such as inclusive education, special educational needs, neurodiversity, communication support, structured teaching or school improvement.
The course may also support ongoing reflective practice and future SSE-related professional learning within educational settings.
