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As such, this is a point in time view of data which will be refreshed periodically.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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Coursework Only Reassessment will be similar in type to the set assessment. |
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Description This module is designed to equip student teachers with the knowledge, skills and attitudes required to be effectively inclusive teachers of all students they will encounter in post primary schools. Human Diversity will be explored and considered in terms of the implications for teaching and learning in all subject areas and aspects of school life. Student Teachers will have the opportunity to develop personal understanding of inclusivity and what that means in practical terms for them and for their pupils. Policy, procedures and responsibilities for inclusive education will be part of the learning. Case examples representing a full range of learner diversity (e.g. ability/disability, behaviour, ethnicity, gender, religious beliefs, sexuality and race) will be used each week to illustrate and scaffold the learning. Student teachers will each develop their own portfolio of inclusive knowledge and practice that is responsive to the learner diversity they encounter in their placement schools. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Express their own understanding of what it means to be an inclusive teacher in their subject areas. 2. Explain how to be an inclusive teacher of all pupils using examples from their own teaching and school experiences. 3. Demonstrate knowledge of the policy documents and messages that underpin inclusive education and each teacher’s role therein. 4. Present personally professional reflections on the implications of assigned material for providing education that is inclusive. 5. Document their development as inclusive educators and identify the sources of their learning to date. 6. Critically appraise responses to learner diversity in schools using research, historical developments and examples to support their ideas. 7. Illustrate what it means to value learner diversity in classrooms drawing on others' perspectives, on theorisations and on experiences. 8. Collaborate with colleagues to devise and present personalised and inclusive teaching responses to learner diversity. 9. Use and evaluate Universal Design for Learning and for Assessment. 10. Select, implement and present a thorough inclusive education response to particular issues, contexts or learners. | |||||||||||||||||||||||||||||||||||||||||||
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 None | |||||||||||||||||||||||||||||||||||||||||||
| Indicative Content and Learning Activities: • Roots of Inclusive Education and Developments to Date • Awareness of Attitudes, Assumptions and Efficacy Beliefs • Universal Design for Learning • Education for All • Profile of Inclusive Teachers • Appraisal of current approaches to and terminology for learner diversity in post primary education/schools (e.g. special educational needs, educational disadvantage, language, cultural, behavioural and ethnic diversities) • National and International Policy for Inclusive Education (including teachers’ roles and responsibilities) •Reflective inquiry and practice relating to inclusivity of learner diversity in classrooms • Experiences of and Perspectives on Exclusion, Segregation and Inclusion in education (Various Presenters) • Problem Based Learning Approach • Collaborative Learning Construction • Critical analysis of selected inclusive opportunity to contextualise module learning (using theory, research, policy and practical experience ) to inform analysis. • Personalisation of planning for the provision of quality education to all pupils in all subject areas | |||||||||||||||||||||||||||||||||||||||||||