Module: Individual Difference, Diversity & Inclusion in Post Primary Schools

Module Specifications.

Current Academic Year 2024 - 2025

All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).

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Date posted: September 2024

Module Title	Individual Difference, Diversity & Inclusion in Post Primary Schools
Module Code	HD416 (ITS) / EDS1090 (Banner)
Faculty	DCU Institute of Education	School	Human Development
Module Co-ordinator	Geraldine Scanlon
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only
The Portfolio will be resubmitted in line with a new choice of case study

Description

This module introduces the principles of inclusion and inclusive education in post primary schools within the Irish Education policy framework. Socio-cultural factors that impact on the distribution of educational access, participation and advantage/disadvantage are explored and the concepts of equity and equality are interrogated through discourses around inclusion. The role of the post primary teacher in relation to the establishment of inclusive learning environments and facilitating access to the curriculum for all learners including those with special educational needs and their parents is an important focus in this module.

Learning Outcomes

1. Critique and demonstrate an understanding of inclusive education policy and the relevant legislative framework
2. Outline and engage with the process of identification, assessment and support for learners with special educational needs
3. Critically engage with the international literature on inclusion
4. Identify and demonstrate an understanding of the distinct and complementary roles of professionals and parents involved in support provision from within and outside the school
5. Evaluate and compare inclusive frameworks to support curricular access for all learners
6. Identify, reflect upon and critically analyse key issues related to educational (dis)advantage, including: disability; additional needs; diversity and difference; socioeconomic influences; access; marginalising factors
7. Reflect on the role of the post primary teacher with respect to the hidden curriculum and interrogate this with respect to inclusion in education and society
8. Propose policy development to develop and sustain inclusive education environments with particular emphasis on the role of the teacher practitioner

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	No Description
Portfolio Preparation	40	No Description
Independent Study	61	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

Policy Development in Inclusive Education in Ireland
External and internal influences on policy development relevant to inclusive education in Ireland; Legal Rights to Education & Professional Standards/ Practice for Inclusion.

International perspectives
International perspectives of inclusion and inclusive education: inclusion in philosophy, theory and practice

Individual Differences and Diversity
Dilemmas and perspectives of difference’, and ‘Models of disability’; Social and political contexts of education and of the crosscutting nature of categories such as race, ethnicity, class, age, religion, dis/ability, sexual orientation and gender. Issues of diversity, inclusion, etc. in the context of education

Identifying Individual Needs
Meeting the needs of all learners, a process of identification, assessment and support

Whole School Approach
A whole school approach to inclusive education – pupils, parents, teachers, professional roles and external agencies; School Supprt Plus. [Caring about and caring for pupils, and ethic of care, trust, and respect for broader community]

Category of Needs
High incidence and low incidence special educational needs

The rights of the child
The learner voice space: marginalised voices, and an inclusive framework for listening

Inclusive Methodologies
Inclusive methodologies: curriculum and pedagogy. Universal Design for Design principles/ planning. Resources for Inclusive Education in Technology Education subjects - Eg. Irish Sign Language STEM Glossary

Positive learning environments
Behaviour and learning: creating a positive climate of learning

Technology
The role of the technology education teacher in enabling inclusion in education

Sustainability
Developing and sustaining inclusive education environments: Challenges and opportunities

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Professional Portfolio	The portfolio will be presented as a case study where students will be asked to identify the needs of one student from a choice of case studies and develop an Individual education Plan to facilitate and create teaching strategies to support the case study pupil in an inclusive classroom environment.	100%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Ainscow, M., Booth, T., Dyson, A., Farrell, P., Frankham, J., Gallannaugh, F., Howes, A., & Smith. R: 2006, Improving schools, developing inclusion, Routledge, London,
Edwards, A & Downes, P.: 0, Alliances for Inclusion: Developing Cross-sector Synergies and Inter- Professional Collaboration in and around Education., Commissioned research report for EU commission, neset, www.nesetweb.eu,,
Florian, L. (Ed.): 2014, The Sage Handbook of Special Education, Sage, London,
Frederickson., N. & Cline. T.: 2009, Special Educational Needs, Inclusion and Diversity, Open University Press, London,
Griffin, S. & Shevlin, M.: 2011, , Responding to Special Educational Needs, An Irish Perspective, 2nd ed, Gill and Macmillan, Dublin,
O’Brien, S., & Ó Fathaigh, M.: 2007, Learning partnerships for social inclusion: Exploring lifelong learning contexts, issues and approaches, Oak Tree Press, Cork,
Scanlon, G., Barnes-Holmes., Y, Shevlin., M, & McGuckin. C.: 2019, Transition for pupils with special educational needs: Implications for Inclusion Practice and Policy, Peter Lang, Oxford,
Thomas, G. & Vaughan, M. (Eds.): 2004, Inclusive Education, readings and reflections, Open University Press,, Maidenhead, England and Two Penn Plaza, New York,,
Lynch, K., & Lodge, A: 2002, Equality and power in schools: Redistribution, recognition and representation, Routledge Falmer,, London,
Rathvon. Natalie: 2008, Effective School Interventions: Evidence-Based Strategies for Improving Student Outcomes, 2nd ed, Guilford Press,, London,
Scanlon ., G. & Doyle, A. (2022). (In) Walsh. B.: 2022, Whose Right (s) is it anyway? A review of Policy and Practices in Inclusive Education in Ireland. (In) Educational Policy in Ireland since 1922 to present, 10, Palgrave, London,

Other Resources

52752, website, Government of Ireland - legislation, 0, http://www.irishstatutebook.ie/eli/1998/ act/51/enacted/en/html, 52753, website, Special Education Support Services, now part of National Council for Special Education (NCSE),, 0, https://www.sess.ie/sites/default/files/ EPSEN_Act_2004.pdf, 52754, website, http://www.irishstatutebook.ie/eli/2005/, 0, http://www.irishstatutebook.ie/eli/2005/, 52755, website, http://www.irishstatutebook.ie/eli/2004/ act/24/enacted/en/html, 0, http://www.irishstatutebook.ie/eli/2004/ act/24/enacted/en/html, 52756, website, National Council for Curriculum and Assessment (NCCA), 0, www.ncca.ie, 52757, website, NCSE, 0, www.ncse.ie, 52758, website, National Educational Psychologists Services (NEPS), https://www.education.ie/en/Schools- Colleges/Services/NationalEducational-Psychological-Service-NEPS-/Resources-Pub lications.html, 0, https://www.education.ie/en/Schools- Colleges/Services/NationalEducational-Psychological-Service-NEPS-/Resources-Pub lications.html, 52759, website, United Nations, 0, http://unesdoc.unesco.org/images/0014/00 1402/140224e.pdf,