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EDUC41440

Academic Year 2025/2026

Inclusive Education: Theory and Practice (EDUC41440)

Subject:
Education
College:
Social Sciences & Law
School:
Education
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Dr Kate Carr-Fanning
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module engages students in exploring, analysing, and applying advanced theoretical and conceptual knowledge to explore the special and inclusive education continuum; its foundational principles, key debates, and emergent priorities. This transdisciplinary module draws on psychology, sociology, and philosophy to critically explore inclusive practice, in theory and in practice for students with additional needs arising from neurodivergences or disabilities. We will critically consider theory in relation to national and international policy, legislation, and best practice. Students must engage in critical self-reflection, consider their own positionality, and apply conceptual knowledge to their practice toward the creation and enactment of their own inclusive practice. Students will critically analyse the constructions of and evidence for a range of neurodivergent needs and the associated educational approaches used with these students.

About this Module

Learning Outcomes:

On completion of this module, students should be able to:

1) Demonstrate advanced theoretical and conceptual knowledge of the main foundation disciplines (psychology, sociology and philosophy) and discourses around inclusive education and additional educational needs.

2) Show critical awareness and application of inclusion debates to difference neurodivergences / disabilities.

3) Critique models of educational provision for students with additional needs with reference to best international practice.

4) Demonstrate awareness of the professional, ethical and legal issues in relation to additional needs education.

5) Apply this learning to their own professional practice / policy context, and critically analyse approaches and decisions (e.g., curriculum, pedagogy, assessment, and placement) in relation to students with additional needs.

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:
This module adopts a hybrid approach to teaching and learning, with lectures and workshops (in person and online), and also asynchronous enquiry-based learning activities.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Equivalents:
Incl Ed(DipSENDipTD/MAEdPsy) (EDUC40050)


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Reflective Essay (60%)

 Week 12 Graded No
60
 No
Group Work Assignment: Groupwork presentation (40%) Week 12 Graded No
40
 Yes

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

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 6, 9, 10 Mon 09:00 - 15:50
Autumn Lecture Offering 1 Week(s) - 7 Mon 09:00 - 15:50
Autumn Lecture Offering 1 Week(s) - 3, 13 Sat 09:00 - 16:50
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