Module: Special Educational Needs

Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title	Special Educational Needs
Module Code	EC306
School	77
Module Co-ordinator	Semester 1: Grainne McKenna Semester 2: Grainne McKenna Autumn: Grainne McKenna
Module Teachers	Marlene McCormack Grainne McKenna Aishling Silke
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Coursework Only
resubmit as above

Description

This module will explore the historical, legislative and sociological perspectives on the education of young children with special educational needs. It will address the range of special educational needs and the implications for development and learning in early childhood. It will provide knowledge in relation to assessment provision for young children with SEN as outlined in the Disability Act (2005) and in the Education for Persons with Special Needs Act (2004), and it will outline appropriate individual assessment, planning and inclusive strategies and approaches. It will highlight the importance of developing communication, social and independence skills. It will discuss the key characteristics of collaboration and it will detail the use of assistive and adaptive technology in support of quality learning for children with special educational needs (0-6 years).

Learning Outcomes

1. Against a background knowledge of legislative developments, nationally and internationally, with respect to inclusive provision for young children with SEN, identify the aetiology, characteristics and classification of common disabilities and describe specific implications for development and learning in the early years
2. Against a background knowledge in relation to assessment provision for young children with SEN as outlined in the Disability Act (2005) and in the Education for Persons with Special Needs Act (2004), select and use a variety of informal and formal assessment instruments and procedures, including observation methods, to make decisions about children’s learning, development and well-being
3. Plan and implement an inclusive curriculum with respect to children with specific disabilities, including motor, sensory, health, communication, social - emotional and cognitive disabilities
4. Select, implement and critique appropriate methods of behavioural support and management e.g. Applied Behaviour Analysis (ABA)
5. Against a background knowledge of reflective practice, effectively communicate and collaborate with other team members and with parents in developing individual educational plans (IEP)
6. Demonstrate appropriate use of technology including adaptive and assistive technology

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	No Description
Assessment Feedback	41	No Description
Independent Study	60	No Description
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

1
The content to address the learning outcomes will utilise a wide range of approaches and methodologies to include, lectures, online support, video, observation in settings and group projects

2
Historical, legislative and sociological perspectives on inclusive educational policy and practice

3
The aetiology, characteristics and classification of common disabilities and learning difficulties and the impact on development and learning in the early years

4
Early years provision, practices and settings – roles and responsibilities (DES/HSE)

5
Communication: How best to foster the development of communication, social and independence skills through play activities

6
Assessment practices to inform quality planning, teaching and learning

7
Behavioural management and support strategies from less structured (modelling and verbal support) to more structured e.g. (Applied Behaviour Analysis).

8
Understanding the interaction between cultural issues (e.g. ethnicity, disadvantage) and SEN

9
The what, how and why of Individual Educational Planning (IEP)

10
Reflective practice

11
Working collaboratively with others – key principles of good communication, co-operation and collaboration

12
How assistive technology can support effective teaching and learning for young children with special/additional needs

13
Transition

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Essay	Analyse a case study of a child with special educational needs and identify strengths, needs and priority learning goals. Explain how and in what manner these goals will be addressed by including reference to how the team, including parents, will work collaboratively towards addressing and reviewing the goals outlined.	90%	Sem 1 End
Participation	n/a	10%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
This module is category 1

Indicative Reading List

Richard Gargiulo, Jennifer L. Kilgo: 2004, Young Children with Special Needs, 2nd, Thomson Delmar Learning, 1401860826
Sen Griffin: 2011, Responding to Special Education Needs, 2nd, Gill & MacMillan, Dublin, 0717149986
M. Diane Klein, Ruth E. Cook, Anne Marie Richardson-Gibbs: 2001, Strategies for including children with special needs in early childhood settings, 1st, Delmar/Thomson Learning, Albany, NY, 0827383525
Nutbrown, C., & Clough, P., & Athertin, F.: 2013, Inclusion in the early years, 2nd, Sage, London, 1446203239
Carol L. Paasche, Lola Gorrill, Bev Strom: 2003, Children with special needs in early childhood settings, 1st, Thomson/Delmar Learning,, Australia, 1401835708
Kay Sambell, Sue Miller: 2005, Studying childhood and early childhood, 1st, Paul Chapman, London, 1412907462
Kate Wall: 2006, Special Needs & Early Years, 2nd, Paul Chapman Educational Publishing, London, 1412929490
Westwood (P).: 2011, Commonsense methods for pupils with special educational needs, 11th, Routledge, New York,
Val Cumine, Julia Dunlop and Gill Stevenson; with illustrations by Sally Leach: 2010, Autism in the early years, 2nd, Routledge, London, 0415483735
Ms Collette Drifte: 2008, Encouraging Positive Behaviour in the Early Years, 2nd, Sage Publications Ltd, London, 1847873758
Caroline A. Jones: 2004, Supporting inclusion in the early years, 1st, Open University Press, 2004., Maidenhead, 0335210910
Christine Macintyre: 2010, Play for Children with Special Needs, 2nd, Routledge, London, 0415558832
Louise Porter: 2008, Young Children's Behavior, 3rd, Paul H Brookes Pub Co, Sydney: Elsevier/Baltimore, MD, 1557669562
Kate Wall: 2004, Autism and early years practice, 1st, 8, Paul Chapman Pub., London, 1412901286

Other Resources

39779, Website, 0, National Council for Curriculum and Assessment, www.ncca.ie, 39780, Website, 0, The Centre for Early Childhood Development and Education, www.cecde.ie, 39781, Website, 0, The Centre for Early Childhood Development and Education, http://www.cecde.ie/english/targeted_projects.php,

Programme or List of Programmes

BECE	Bachelor of Early Childhood Education

Archives: