EDUC20100 Inclusive Ed for Additional N

Academic Year 2023/2024

*** Not available in the academic year indicated above ***

This is a core module for students on the B Ed Education, Gaeilge and Modern Languages programme. The aim of the module is to facilitate an exploration and understanding of the concepts, issues, policies and legislation pertaining to inclusive education, especially as applied to pupils with disabilities/additional educational needs. These issues are equally applicable to pupils from other potentially marginalised groups, such as those from minority cultures and from socially disadvantaged backgrounds.
A further aim of the module is to introduce students to a range of disabilities and presenting difficulties and to explore the implications arising from these difficulties for pupils’ access to, and participation in, mainstream education. The focus will be on the social model approach to disability and additional educational needs, with an emphasis on Inclusive
Pedagogy and also on systemic and organisational barriers, thus prompting systemic and organisational responses to challenges experienced by pupils in schools.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module, students should be able to:
• Critically discuss the current discourses in relation to Disability, Additional Educational Needs, Diversity, Equality and Inclusion.
• Demonstrate knowledge of Irish equality and disability
legislation and make some comparison with legislation in other jurisdictions.
• Demonstrate knowledge of the causes and characteristics of a range of disabilities, including Specific Learning Difficulties (e.g. Dyslexia; Dyscalculia), General Learning Difficulties or Intellectual Disability, Language Impairment, Physical Disability and Developmental Co-ordination Disorder (Dyspraxia), Autism Spectrum Disorder (ASD) and Social, Emotional and Behavioural Difficulties (SEBD).
• Show awareness of the implications of these disabilities for participation in mainstream education.
• Show familiarity with the most common interventions for pupils presenting with these disabilities.
• Critically examine various approaches to the organisation of provision for students with disabilities/additional educational needs, including an exploration of the role, if any, of special schools within an inclusive education system.
• Critically appraise schools from a systemic Organisational Psychology perspective and show awareness of the structures and processes necessary for the delivery of Inclusive Pedagogy within Inclusive Schools.

Indicative Module Content:

• Current discourses in relation to Disability, Additional Educational Needs, Diversity, Equality and Inclusion.
• Aetiology and characteristics of a range of disabilities, including: Specific Learning Difficulties (e.g. Dyslexia; Dyscalculia), General Learning Difficulties or Intellectual Disability,
Language Impairment,
Physical Disability and Developmental Co-ordination Disorder (Dyspraxia), Autism Spectrum Disorder (ASD)
Social, Emotional and Behavioural Difficulties (SEBD).
• Show awareness of the implications of these and other additional needs for participation in mainstream education.
• Organisational approach to Inclusive Education, with focus on systemic requirements for delivery of Inclusive Pedagogy within Inclusive Schools.
• Role, if any, of special schools within an inclusive education system.

Student Effort Hours: 
Student Effort Type Hours
Lectures

0
Total

0
Approaches to Teaching and Learning:
Lectures
Critical examination of literature on Inclusive Education
Class presentation
Class discussion
 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade

Not yet recorded.

Carry forward of passed components
Not yet recorded
 

Not yet recorded
Please see Student Jargon Buster for more information about remediation types and timing. 
Not yet recorded
Delgado,M., Delgado, R., Palma, R. & Moya, M. (2019). Dyscalculia and Pedagogical

Intervention. International Research Journal of Management, IT & Social Sciences, Vol.6, No.5, pp. 95-100. doi.org/10.21744/irjmis.v6n5.710

Honeybourne, V. (2018). The neurodiverse classroom: a teacher’s guide to individual
learning needs and how to meet them. Jessica Kingsley Publishers.

Kinsella, W. (2020) Organising inclusive schools, International Journal of Inclusive
Education, 24:12, 1340-1356, DOI: 10.1080/13603116.2018.1516820

Kirby, A. (2011). Dyspraxia: developmental co-ordination disorder. Souvenir Press.
Merrigan, C. & Senior, J. (2021) Special Schools at the Crossroads of Inclusion: Do they have a Value, Purpose and Educational Responsibility in an Inclusive Education
System? Irish Educational Studies. doi.org/10.1080/03323315.2021.1964563

Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.

Wood, R. (2019). Inclusive education for autistic children: Helping children and young
people to learn and flourish in the classroom. Jessica Kingsley Publishers.
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 

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