EDUC43860 Research Methods 1: Inclusive Practice

Academic Year 2023/2024

The purpose of this module is to build on the knowledge base and practitioner experience students have acquired from the theoretical content and practice-based components of PME Year One and explore in a more detailed and comprehensive manner what it means to be an inclusive teacher. The module will begin with an overview of the key skills, competences and disposition of an inclusive teacher as mapped out in the international literature. The module then moves to a detailed overview of the legislative and policy context. Within the module, there will be a focus on practical implications for classroom practice, with an examination of how student teachers can develop key skills and competences around being an inclusive teacher.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module students will be enabled to:
1.Synthesise their understanding of what constitutes inclusive teaching, with reference to the international literature and policy context;
2. Explicitly critique and reflect on key policy documents related to the field of inclusion;
3. Draw on and critically evaluate a range of pedagogical approaches which support inclusive teaching;
4. Demonstrate a sophisticated awareness of how professional decisions relating to the selection of methodology/ learning protocols, assessment and course content impact on the fostering of an inclusive teaching and learning environment;
5. Demonstrate a conceptual and practical understanding of the applications of psychology to the promotion of an inclusive classroom and school;

Indicative Module Content:

1. Introduction & Overview
2. The Construct of Inclusion
3. Inclusion in the Irish Context
4. Inclusion and Valuing Diversity
5. Inclusive Teacher Practice Part 1
6. Inclusive Teacher Practice Part 2
7. Inclusive Schools: Context Matters
8. Conclusions and Reflections

Student Effort Hours: 
Student Effort Type Hours
Lectures

24
Autonomous Student Learning

101
Total

125
Approaches to Teaching and Learning:
Active/task-based learning; peer and group work; lectures; critical and reflective writing; case-based learning. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Pre-requisite:
EDUC43970 - Prof Placement & Portfolio 1B


 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment: "Valuing Diversity and Supporting All Learners in My Classroom"
Please incorporate core values which underpin The Profile of Inclusive Teachers (EASNE 2012) & refer to relevant literature
2500 words		 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?

This module will be assessed through two written components, one of the legislative/policy context and the other relating to the classroom and practice. In both cases, students will receive written feedback on assessment at the post-assessment stage.

Black-Hawkins, K., & Florian, L. (2012) Classroom Teachers’ Craft knowledge of their Inclusive Practice. Teachers and Teaching, 18 (5), 567-584.
Department of Education and Skills (2011) Lessons from Research on the Impact of DEIS (Delivering Equality of Opportunity in Schools) An Information Note for Schools.
https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/Lessons-from-Research-on-the-Impact-of-DEIS.pdf

Department of Education and Skills (2017) Report on the Review of DEIS
https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Review-Report.pdf

DEIS Action Plan
https://www.education.ie/en/Publications/Policy-Reports/DEIS-Plan-2017.pdf

European Agency for Special Needs and Inclusive Education (EASNIE). (2015), The Profile of Inclusive Teacher
Florian, L. (2014) What Counts as Evidence of Inclusive Education? European Journal of Special Needs Education, 29(3), 286-294.
Harford, J. (ed.) (2018) Education for All? The Legacy of Free Post-Primary Education in Ireland (Oxford: Peter Lang).
Hick, P.,et al. (2019). Initial Teacher Education for Inclusion: Final Report to the National Council for Special Education.
Smyth, E., McCoy, S., Kingston, G. (2015) Learning from the Evaluation of DEIS
ESRI, 2015, ESRI Research Series, ESRI Research Series, 39
https://www.esri.ie/news/learning-from-the-evaluation-of-deis

Name Role
Amalia Fenwick Lecturer / Co-Lecturer
Dr Joyce Senior 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) - Autumn: All Weeks Tues 09:00 - 10:50