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As such, this is a point in time view of data which will be refreshed periodically.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 Resit details will be provided on Loop |
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Description It is estimated that approximately 25% of primary teachers are working in roles other than that of class teacher, with a significant increase in the number of support and special class teaching positions in primary schools in recent years and a parallel increase in special schools. This module aims to introduce students to the range of teaching roles in which they may be engaged on completion of the programme to (a) inform their engagement throughout the programme, (b) inform their choices for the relevant school placement in 3rd year, and (c) in the long term, evaluate and critique the nature of teaching roles in terms of effectiveness for learners and schools. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Describe the historical development of educational policy and practice in relation to special and inclusive education and identify the implications of current legislation and policy for practice. 2. Describe, explain and critique the range of pedagogical roles at primary level in the context of inclusive education (inter alia class teacher, SET, special class/school teacher, HSCL) particularly in relation to curriculum (planning), teaching, learning and assessment. 3. Explain and critique the range models of additional support available for learners who require additional support. 4. Examine the implications of collaboration for the teacher in a range of teaching roles with regard to inter alia working with SNAs; co-teaching; working with parents; liaising with other professionals. 5. Examine and critique contested terms and concepts (e.g. inclusion, inclusive education, special education, exclusion, segregation) vis-a-vis contested labels attributed to learners, teachers and educational settings (e.g. autism, general learning disability, ‘with’ X, person first language, SET, special class teacher, special school, special class etc). | |||||||||||||||||||||||||||||||||||||||||||
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
OverviewEngagement in this module complements that of the relevant core BEd1 module and explicit links will be made between both. The focus is on the varying teaching roles in which a BEd (primary) graduate may find themselves. Additionally, the content of this module will inform engagement across all elements of the BEd in terms of students' thinking regarding teaching, and is especially relevant to their 'specialised' placement in 3rd year.Detail of ContentHistorical development of special education and inclusive education policy and practice. The nature of special classes and schools including Range of staff Profile of learners Critique of allocation, structure, terminology, designation Current trends Exploration of collaborative practice and implications for teaching roles and contexts Working with other teachers, SNAs and others adults providing in-school support Working and liaising with other professionals e.g. SENOs, psychologist etc Planning for transitions e.g. early years to primary; primary to post-primary; special school to mainstream school; post-school transitions etc. Working with parents – gathering information to inform planning and teaching; sharing progress etc Introduction to pedagogical considerations Planning for individuals and groups Individualised assessment Monitoring and reporting progressPedagogical Approach to moduleTeaching strategies utilised in this module include activating prior knowledge; utilisation of students’ own experience, knowledge, insights; co-teaching; guest speakers; flipped classroom; large class workshop. Assessment used formatively to establish and share overall class understanding of key ideas and concepts as well as to inform teaching and review of module. Summative assessment design informed by UDL guidelines and authentic assessment literature. Explicit links made between this module and the relevant core module for BEd1s. | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 65294, Website, National Council for Special Education, 0, See (a) research reports, (b) statistics, (c) guidance for parents and schools, www.ncse.ie, 65295, Website, National Educational Psychological Service (NEPS), 0, See range of publications for schools, guidelines for best practice etc, https://www.gov.ie/en/service/5ef45c-neps/, 65296, Website, National Council for Curriculum and Assessment, 0, Range of curricular guidelines, https://ncca.ie/en/, 65297, Policy - Circular, DES, 2017, Circular 13/17 - Circular to the management authorities of all mainstream primary schools: Special Education Teaching Allocation, https://circulars.gov.ie/pdf/circular/education/2017/13.pdf, 65298, Policy - Circular, DES, 2017, Guidelines for Primary Schools: Supporting pupils with special educational needs in mainstream schools (guidelines accompanying Circular 13/17), https://www.gov.ie/en/publication/edf64-guidelines-for-primary-schools-supporting-pupils-with-special-educational-needs-in-mainstream-schools/, 65299, Policy - Framework, NCSE, 2011, Inclusive Education Framework, https://ncse.ie/researches/InclusiveEducationFramework_InteractiveVersion.pdf, 65300, Legislation, Government of Ireland, 1998, Education Act, https://www.irishstatutebook.ie/eli/1998/act/51/enacted/en/html, 65301, Legislation, Government of Ireland, 2004, Education for Persons with Special Educational Needs Act, https://www.irishstatutebook.ie/eli/2004/act/30/enacted/en/html, 65302, Legislation, Government of Ireland, 2005, Disability Act, https://www.irishstatutebook.ie/eli/2005/act/14/enacted/en/html, 65303, Website, European Agency for Special Needs and Inclusive Education (EASNIE), 0, Range of publications, https://www.european-agency.org/resources/publications, 65304, Policy - International, United Nations, 2006, UN Convention on the Rights of Persons with Disabilities, https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html, | |||||||||||||||||||||||||||||||||||||||||||