EDUC40980 Exploring Diversity: Assessment, Profiling and Planning for Additional Needs & Disabilities

Academic Year 2021/2022

The aim of this module is to develop students' skills in conducting assessments, especially in the areas of Literacy, Numeracy and Language, and in the formulation of related interventions. It aims to develop students’ skills in the formulation and implementation of Individual Support Plans to address educational needs, social skills and behavioural functioning. This module will explore issues related to cognitive, physical, sensory, linguistic and social and emotional development in childhood and adolescence. It will critically evaluate the impact of disability on development and suggest ways in which the development of pupils with additional needs and disabilities can be facilitated. The aetiology, characteristics and assessment of the most prevalent conditions and disabilities will be explored. It also provides an introduction to the diagnostic criteria and assessment procedures employed in differential diagnoses of conditions and disabilities.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module students should be able to:

1. Critically evaluate theories of development in children and adolescents.
2. Demonstrate a knowledge of the aetiology and characteristics of, and diagnostic procedures associated with, the main learning difficulties and conditions encountered in schools (e.g. Specific Learning Difficulties, Mild, Moderate, Severe and Profound Intellectual Disability; genetic conditions, neurological difficulties, physical disabilities and sensory impairments).
3. Interpret professional reports including reports from Psychologists, Speech and Language Therapists and Occupational Therapists.
4. Administer and interpret tests of general ability and attainment in Literacy, Language and Numeracy, as well as social and adaptive functioning.
5. Formulate and implement person-centred educational, behavioural and care plans for students with additional needs in school settings.
6. Make relevant recommendations for interventions with students with additional needs, based on interpretation of assessment results and collation of all pertinent data.NR

Student Effort Hours: 
Student Effort Type Hours
Lectures

75
Tutorial

35
Autonomous Student Learning

70
Placement/Work Experience

60
Total

240
Approaches to Teaching and Learning:
Lecture and workshop. Tutor demonstration and simulated test administration 
Requirements, Exclusions and Recommendations
Learning Requirements:

Completion of primary degree.


Module Requisites and Incompatibles
Equivalents:
Psychological Development (EDUC40060)


 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment: Assignment: Case Study and Formulation of IEPs 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 Cathrina Gaffney Lecturer / Co-Lecturer
Dr Catherine Merrigan Lecturer / Co-Lecturer
Mrs Ann Owens Lecturer / Co-Lecturer