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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Ethical and Inclusive Guidance
Module Code HD533
School 76
Module Co-ordinatorSemester 1: Geraldine Scanlon
Semester 2: Geraldine Scanlon
Autumn: Geraldine Scanlon
Module TeachersGeraldine Scanlon
NFQ level 9 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
As above

The National Strategic Framework for Lifelong Guidance (2024-2030) states that guidance supports individuals to make effective, reflective, holistic and well-informed decisions about their future, so they are empowered to achieve their full potential. Key to achieving this is developing inclusive practice to ensure that all those we work with, irrespective of their situation, prior experience, level of education and other factors, can access the assistance they need to make well-informed educational, training and occupational choices (DE 2023, OECD 2021).The purpose of this module is to introduce students to the key considerations for identifying post-school aspirations, choices and pathways, and developing an individualised transition plan to support young people as they move from school into adult life. The module examines management of the transition into further education, training and employment to support lifelong learning and development.

Learning Outcomes

1. Understand the theoretical perspectives on inclusion for positive post-school outcomes from a human rights perspective
2. Identify the role of schools and the guidance counsellor in embracing social justice
3. Recognise the practical aspects and strategies for capturing student voice and providing opportunities for all young people in preparing for life after school
4. Understand the breadth of individual difference and the impact of multiple disabilities.
5. Recognise the importance of self-awareness, self-determination, and self-advocacy as fundamental tools for life after school
6. Understand the range of post-school options for further and higher education, training, and employment for young people with disabilities and minority groups and the factors that impact on choices
7. Identify the critical elements of a transition plan
8. Consider the activities that will support development of self-awareness, self-determination; and self-advocacy

Workload Full-time hours per semester
Type Hours Description
Independent Study61No Description
Lecture24No Description
Group work40No Description
Lecture24No Description
Portfolio Preparation40No Description
Total Workload: 189

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

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Group presentationGroup work, Developing a transition plan , Group presentation face to face ; development of resources100%Week 11
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

  • Scanlon, G. Barnes- Holmes, Y., Shevlin, M., & McGuckin: 2019, Transition for pupils with Special educational Needs. Implications for Inclusion Policy and Practice : Implications for, Peter Lang,
  • Scanlon, G., Doyle, A (In) Walsh, B. (eds) Education Policy in Ireland Since 1922. Palgrave Macmillan, Cham: 2022, Whose Right(s) Is It Anyway? A Review of Policy and Practice(s) in Inclusive Education in Ireland,
Other Resources

64575, Website, 0, The Transition Information Network http://www.transitioninfonetwork.org.uk/publications/a-transition-guide.aspx, 64576, Website, 0, Transition For Children With Intellectual Disabilities http://www.intellectualdisability.info/life-stages/articles/transition-for-children-with-intellectual-disabilities, 64577, Website, 0, The Road Ahead webpage: www.scie.org.uk/publications/tra/index.asp, 64578, Website, 0, Valuing People Website http://valuingpeople.gov.uk/index.jsp,
Programme or List of Programmes
GSGCGraduate Diploma in Guidance Counselling
MSGCMSc in Guidance Counselling

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