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).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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None As above |
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Description 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. | |||||||||||||||||||||||||||||||||||||||||||
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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 | |||||||||||||||||||||||||||||||||||||||||||
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 |
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Indicative Content and Learning Activities
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Indicative Reading List
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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, | |||||||||||||||||||||||||||||||||||||||||||