The Science of Learning and Behaviour Change (Teacher Summer Courses) - Blended Course

This course is suitable for individuals working in, or preparing to work in, education and support settings, particularly:

• Primary and post-primary teachers (including those seeking EPV opportunities, where applicable)

• Special education teachers and support staff

• School leaders and inclusion coordinators

• Psychologists, occupational therapists, and allied professionals working with children

• Early years educators, AIM support workers, and SNAs

It is ideal for those who wish to:

• Strengthen inclusive and ethical approaches to behaviour and learning

• Develop practical strategies to support engagement and participation

• Build confidence in analysing and responding to behaviour in context

• Reflect on and improve classroom or service-based practice

Both experienced professionals and those newer to the topic will find the course accessible, supportive, and relevant.

Access to the Programme
This programme is designed to be accessible and flexible for busy professionals. The blended format combines interactive onsite learning with structured online modules, allowing participants to engage at a manageable pace while applying learning directly to their own context.

Participants can access materials through a user-friendly virtual learning environment (VLE), with clear guidance and structured supports throughout.

Entry Criteria
This course is open to individuals working in, or preparing to work in, relevant education, health, care, or support settings. It may be particularly suitable for teachers, psychologists, occupational therapists, preschool educators, AIM support workers, SNAs, and related professionals.

Learners should have an interest in the subject area and a willingness to engage in professional learning. Where relevant, current professional experience may be beneficial.

English Language Requirements
Learners should have a good standard of English to participate fully in the course and engage with course materials. If English is not your first language and you are unsure whether this course is suitable for you, please contact hello@forustraining.ie for guidance.

This course combines practical workshops with structured online learning, focusing on real-world application and inclusive practice. Key areas include:

• Foundations of learning science and behaviour change

• Ethical and inclusive approaches to behaviour support

• The ABC (antecedent–behaviour–consequence) framework

• Structured observation and analysis of behaviour in context

• Reinforcement, motivation, and engagement strategies

• Prompting and fading techniques

• Designing inclusive classroom routines and supports

• Strategy development and implementation planning

• School Self-Evaluation (SSE) and continuous improvement

• Evaluating impact using evidence-based approaches

• Reflective practice and professional learning documentation

Participants will engage in a sequence of applied tasks: observe → analyse → design → implement → evaluate.

Learning Outcomes
By the end of this course, participants will be able to:

• Develop understanding of key learning science principles and behaviour change

• Use structured observation, including the ABC framework, to analyse behaviour and learning patterns

• Explain concepts such as reinforcement, prompting, fading, and environmental influences

• Explore practical approaches to inclusive teaching and behaviour support

• Design and implement strategies that support engagement and learning

• Reflect on the impact of strategies using evidence and structured evaluation

• Identify and develop SSE-aligned improvement priorities

• Build confidence in applying ethical, inclusive approaches in their professional setting

Blended learning (onsite workshops and online asynchronous modules)

This course uses a practice-based, formative approach to assessment. There is no formal exam.

Participants will engage in:

• Reflective activities

• Practical classroom-based tasks

• Strategy design and implementation exercises

• Participation in moderated discussions

Facilitator support includes:

• Clear guidance and structured templates

• Ongoing tutor feedback focused on practical application

• Opportunities to refine and improve work

• Peer learning and collaborative discussion

Learner Welfare
At Forus Training, we aim to create a positive, inclusive, and respectful learning environment. Our team is available to support learners throughout their learning experience, and we encourage participants to reach out if they need guidance in relation to course participation, access, or learning support.

Supports for Learners with Disabilities and Specific Learning Difficulties
Forus Training is committed to inclusive education. Supports may include:

• Flexible formats for completing tasks

• Accessible learning materials

• Guidance from tutors and support staff

Learners are encouraged to discuss their needs with a Course Advisor to ensure appropriate supports are in place.

Participants will receive confirmation of attendance and completion, where applicable.

This course may support your continuing professional development and can contribute to your professional learning record. Participants are advised to check with their employer or professional body regarding specific CPD or EPV recognition requirements.

After completing this course, learners may wish to continue their professional development through further short courses, specialist workshops, or advanced study in related areas such as inclusion, behaviour support, or educational practice.