Workshops and Panel Discussions

The WCSNE has been a prime international forum for both researchers and industry practitioners to exchange the latest fundamental advances in the state of the art and practice, Accessible World, Assistive Technologies, Interaction and Cultural Models of Disability, Pedagogy, Arts, History, Open Learning, Distance Education, Math and Science Educution, ICT, Language Learning, Education (Early Year, Secondary, Post-Secondary and Higher), E-Learning, and identify emerging research topics.



The WCSNE-2018 encourages the submission of workshop proposals. Workshop duration is 90 minutes. All the accepted papers will be included in the conference proceedings. You can consider organising a workshop that is related to WCSNE-2018 topics.

The purpose of these workshops is to provide a platform for presenting novel ideas in a less formal and possibly more focused way than the conferences themselves. It offers a good opportunity for young researchers to present their work and to obtain feedback from an interested community. The format of each workshop is to be determined by the organisers, but it is expected that they contain ample time for general discussion. The preference is for one day workshops, but other schedules will also be considered.

If you are interested in organising workshops for the WCSNE-2018, please email your proposal to the

The proposal must include:

1. The name of the workshop

2. Scope (not more than 200 words)

3. Objectives and Motivation (not more than 200 words)

4. The organiser(s) name(s)

5. The URL of the workshop web site (if available).

Accepted Workshops

Workshop 1

Title: Executive Function/Soft Skills for Students with Learning Disabilities


As students progress through grade levels, their success in the classroom is dependent on their ability to organize, prioritize, be flexible, plan, and self-monitor. However, students with learning disabilities lack the intuitive nature of these skills and have not learned the strategies necessary to access these skills. Executive function/soft skills can help increase motivation and effort, which translates into higher homework completion rates, better test scores, and improved attitudes about learning. When schools and districts directly teach these skills, students with disabilities will learn important self-reliant and self-awareness skills and how these skills can help them access the curriculum. This workshop aims to provide educators an opportunity to share and discuss their experiences regarding the needs for more formalized executive function programs for students with learning disabilities. Orangisers will provide practical applications and tools to address this need. In addition, organisers will share their own experiences of implementing a school-wide executive program. Preliminary data/results on student and teacher experiences of this implementations will be presented.

Objectives and Motivation:

1. To discuss the importance to executive functions and soft skills when working with students with learning disabilities
2. To provide practical skills/lessons on how to address the executive functioning needs of students with disabilities
3. To share experiences of the implementation of a school-wide executive function program, both positives and areas of concern
4. To explore methods to equip students with learning disabilities the skills need to be competitive in the current global economy
5. To provide a platform for educators to discuss the specific skills students with learning disabilities need/lack
6. To create a professional learning community of educators who can work together on strengthening each other’s knowledge and skill set to address the executive function of students with learning disabilities
7. Format of the workshop will be informal with ample time for group work/discussion, sharing, and questions.


Carol Anne Cao, Keri Leigh Borzello
Summit View Schools, California, USA

Workshop 2

Title: The Benefits of a Multimodality Approach to Teaching and Learning


In order to meet the needs of diverse learners, educators need to focus on the various learning styles of their students. A multimodality or multisensory approach to teaching and learning is one way to address the needs of visual, auditory, reading, and kinesthetic learners. The needs of each type of learner is different, however, multi-modality teaching allows a teacher to meets all the various types within one lesson. This workshop looks further at the benefits of a multimodality approach to education in comparison to that of a traditional approach. It also provides practical examples and experience from one special education school with a focus on a student-centered multi-modality approach. By providing instruction that utilizes various senses, attention increases and a more conducive learning environment is developed. Important benefits of a multimodality approach include increased motivation, more student engagement, and greater achievement. In addition, the workshop will provide time for practice in understanding personal learning styles and teaching styles, to better approach the needs of diverse learners. Participants will have opportunities for practice and engagement.

Objectives and Motivation:

1. To discuss the importance of understanding the learning needs of individual students
2. To provide practical skills in understanding how multi-modality teaching can help students access the curriculum
3. To share experiences of the implementation of a school-wide student-center multi-modality approach to teaching and learning
4. To explore how multi-modality teaching can improve achievement, attention, motivation and engagement.
5. To provide a platform for educators to discuss the specific needs of their students
6. To create a professional learning community of educators who can work together on strengthening each other’s knowledge and skill set, in relations to the four types of learning styles
7. Format of the workshop will be informal with ample time for group work/discussion, sharing, and questions.


Keri Leigh Borzello, Carol Anne Cao
Summit View Schools, California, USA

Workshop 3

Title: Learning Opportunities with E-learning in Everyday Life


For every organization who on daily base work with learning in a professional way, is working with e-learning essential. College, Universities, consultancies, internal education etc. can benefit from this presentation University College Copenhagen ( have a long tradition for educating students online. The scope for the online education is students who have ambitions for BA level, but by different reasons, are not able to participate physical, because of geography, family patterns, work etc. E-learning based education and development is central for further learning in a modern professional life. For educational institutions, scope is to maintain students in an interesting way. The students is not tight to physical show up, but access education, whenever it is suitable. Online education have 2 sides, first to achieve formal education, second to use MOOC to development in everyday life and supporting further education. The didactical considerations must be build inside the e-learning tool.

Objectives and Motivation:

Think education into an online world is still a new player on the market for educating people who work with people with special needs. To engineer online educations have some build-in challenges and possibilities. At K.P. (København Professionshøjskole/Copenhagen University College), we have 15 years’ experience in taking advantage of the flexibility which online education offer, to educate BA students on pedagogy. With e-learning you can provide your learners with the opportunity deduce the practice-theory meeting. Be presented for theoretical impact while you are doing your job – that makes reflection. The advantage for distance learning is multiple. Focus on togetherness and collaborative learning, we eager the students to work and learn together. The teaching is non-synchronic, not depend on time and/or place, but where it is suitable for each student. Even though we encourage working togetherness by using existing educational technology. Using these abovementioned points, I have made an MOOC in Cross European Social Pedagogy with six other partners. It will be launched in January 2019. Presenting and discussing the didactical thoughts behind the MOOC, could be useful for nearly all other organizations who work with learning I every day.


Martin Sørensen, University College Copenhagen, Denmark

Panel Discussions


Panel Discussions provide an opportunity for public discussion amongst a selected group of panelists. Central to the success of a panel discussion is the choice of a good topic as the focus for discussion and panellists who bring differing perspectives and are confident in making clear arguments in a live situation. Panels should comprise of three to five scholars who present their arguments; a discussant offers critical comment on the arguments made and the discussion is opened up to the participating audience.

The WCSNE-2018 will set aside space for those who wish to pursue discussion of a particular topic or issue. Interested individuals should submit a proposal not more than 400 words, on or before September 20, 2018. In addition, the proposal should indicate the duration of the panel discussion (preferred duration is 90 minutes).

All accepted Panel Discussion proposal will be published in the Conference Proceedings. If you are interested in organising Panel Discussion for the WCSNE-2018, please email your proposal to the Submissions should be in MS Word format.

Important Dates


Workshop / Panel Discussion Submission Oct 08, 2018
Notification of Workshop / Panel Discussion Acceptance Oct 15, 2018

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