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.