EDUC40420 Inclusive Education for Pupils with Additional support Needs

Academic Year 2022/2023

This is a core module for students on the Masters in Inclusive Education programme and is also available to students on other Masters programmes within the School of Education and within other Schools. 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 core 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 is on meeting the needs of such pupils within the most appropriate school setting, while maximising their inclusion within the education system.

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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 additional needs.

• Be aware of current policy an d practice in relation to students for whom English is an additional language in schools

• 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.

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.

• Show familiarity with the most common interventions and supports for pupils presenting with additional needs , with a view to maximising their inclusion within the education system.

• Role, if any, of special schools within an inclusive education system.

Student Effort Hours: 
Student Effort Type Hours
Specified Learning Activities

48

Autonomous Student Learning

130

Lectures

24

Tutorial

12

Total

214

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

A primary degree and professional experience


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment: Essay Assignment Coursework (End of Trimester) n/a Graded Yes

100


Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
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.

Name Role
Ms Phyllis Clegg Lecturer / Co-Lecturer
Mrs Jennifer Duffy Lecturer / Co-Lecturer
Assoc Professor William Kinsella Lecturer / Co-Lecturer
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 
Spring
     
Online Learning Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 17:00 - 18:50