EDUC20100

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:

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

 

Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

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.