IOE - Faculty of Education and Society


Courses and consultancy

Consultancy, professional development and knowledge exchange by the UCL Centre for Inclusive Education.

We provide consultancy to a range of stakeholders and continuous professional development to education practitioners. Our knowledge exchange is evidence-based, following the principles of implementation science.

Our knowledge exchange work includes: 

Developing Quality of Inclusive Practice (DQIP) 

Our online short courses portfolio ensures that practitioners have access to the latest evidence-informed practice, delivering strategies and solutions for the provision of high-quality education, and meeting the needs of all pupils and practitioners. Participants can choose courses from a range of topics, including cognition and learning, mental health, communication and social interaction.

These courses are co-designed by teachers and researchers and are relevant to a range of professionals working with individuals with Special Educational Needs and Disabilities (SEND) and Social Emotional and Mental Health (SEMH) needs, including teachers, SENCOs (Special Educational Needs Coordinators), teaching assistants, third sector organisations and businesses.

New courses are made available every year.

Participants can enrol and complete the course at any time as it is an asynchronous online course. 

All attendees receive a certificate of attendance to add to their CPD portfolio. 

See more information about the course and book your place.

Extending Quality of Inclusive Practice (EQIP)

Our EQIP courses provide extended training and continuous professional development on the topics covered in our sort courses portfolio (DQIP). Using a blended delivery, these courses require both online and face-to-face attendance, as well as synchronous and asynchronous individual and group work. 

See more information about the course and book your place.

Professional Learning Networks (PLNs)

A PLN is a group of participants that meets on a regular basis to enhance their learning and knowledge, to network with like-minded professionals and to build relationships in a two-way exchange between researchers and practitioners.

PLNs share the following characteristics: 

  • Shared values and vision 
  • Collective responsibility for pupils’ learning 
  • Reflective professional enquiry 
  • Collaboration focused on learning 
  • Group as well as individual professional learning 
  • Openness, networks and partnerships 
  • Inclusive membership 
  • Mutual trust, respect and support.

The ultimate aim of a PLN is to promote pupil learning and social development. This is achieved through the PLN by: 

  • facilitating opportunities for professional learning and the application of this learning to practice;
  • allowing for the co-creation of new knowledge and understanding concerning relevant education issues between practitioners and researchers. 

Short Courses

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