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As such, this is a point in time view of data which will be refreshed periodically.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 Repeat Assessment with Amended Brief |
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Description Diversity at school in Ireland and responses to same. Pedagogical Implications of Diversity in classrooms. Active participation in learning each week. Case Studies, Presentations and Selected Readings/Videos. Preparation for Placement and Teaching Career. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically examine the concepts of marginalisation, segregation, integration, exclusion and inclusion using experiences and research to scaffold critique. 2. Explain the need for inclusive approach to all pupils in order to prevent marginalisation/exclusion and illustrate examples of this from school placement/other experiences. 3. Critically assess rationale for and methods of personalising pedagogy/differentiating in the primary classroom using experiences and research to support ideas. 4. Illustrate how their understanding of global, as well as local/national, human rights and social justice issues will impact on their teaching referring to policy, theory and research as appropriate. 5. Discuss the impact of social class on educational access, participation and outcome. 6. Critically analyse a range of different approaches to support inclusivity of children in Irish primary schools using experiences and research to inform analyses. 7. Reflect on the development of their own professional stance informed by policy, research and theory as well as by their own experiences and observations. 8. Explain how inclusivity in education is consideration of and response to diversity rather than a separate or particular set of pedagogies. 9. Be familiar with the recommended approaches for all children in schools and be able to locate/create appropriate resources to support effective inclusivity of children whose characteristics/needs are considered to be in some way non-normative. 10. Outline, explain and apply the principles of Universal Design for Learning and Education for All. 11. Critically analyse the models of disability that underpin approaches to supporting children 'with special educational needs' based on understanding of the evolution and current role of segregated/special placements within the Irish School System. 12. Critically appraise the approach and language used to address the effects of disadvantage/diversity in Irish schools. | |||||||||||||||||||||||||||||||||||||||||||
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
Indicative ContentPolicies, Practices and Research relating to diversity at school in Ireland and responses to same. Case Studies and Selected Readings based on diverse experiences, topical issues and research findings. Pedagogical Implications of Diversity in Classrooms. Placement Experience Preparation, Documentation and Debriefing.Some documents as indicative reading list. Updated documents (as they become available) will be used during module.Blamires, M. (1999). Universal design for learning: Re-establishing differentiation as part of the inclusion agenda?. Support for learning, 14(4), 158-163. Center for Applied Special Technology (2010). UDL at a glance. https://www.youtube.com/watch?v=bDvKnY0g6e4 Dunlap, T. (2015). Isn't it a pity? The real problem with special needs TEDx talk. https://www.youtube.com/watch?v=UJ7QaCFbizo Ferlazzo, L. (2018). Differentiation: It’s Not as Hard as You Think. https://www.youtube.com/watch?v=h7-D3gi2lL8 Garwood, J. D., & Ampuja, A. A. (2019). Inclusion of students with learning, emotional, and behavioral disabilities through strength-based approaches. Intervention in School and Clinic, 55(1), 46-51. Giangreco, M.F. (2004). "The stairs didn't go anywhere!": A self-advocate's reflections on specialized services and their impact on people with disabilities. In M. Nind, J. Rix, K. Sheehy, & K. Simmons, K. (Eds.) (pp. 32-42). Inclusive education: Diverse perspectives. London: David Fulton Publishers in association with The Open University. Government of Ireland (1998) The Education Act. Dublin: Publications Office. Government of Ireland (2004) Education for Persons with Special Educational Needs Act. Dublin: Publications Office. Halpin, A. (2021). Who Are My Learners?: Template for Planning for inclusive pedagogy for all learners from School Placement March 2022 onwards. Hamill, P., & Boyd, B. (2003). “Interviews with young people about behavioural support: equality, fairness and rights” in Rix, J., Nind, M., Sheehy, K., Simmons, K., Parry, J., & Kumrai, R. (Eds.). (2010). Equality, Participation and Inclusion 2: Diverse Contexts. Routledge, p133-147. Irish Independent (2018). Exploring gender identity in primary schools. Irish National Teachers’ Organisation (INTO (2020)). The lived workplace experiences of LGBT+ teachers in Irish schools https://www.into.ie/help-advice/equality/lgbt-teachers-rights/the-lived-workplace-experiences-of-lgbt-teachers-in-irish-schools/ INTO and PDST (2015-2021). Respect Guidelines: Creating a Welcoming and Positive School Climate to Prevent Homophobic and Transphobic Bullying. Oliver, M. (2018). Kicking Down the Doors: From Borstal Boy to University Professor https://www.youtube.com/watch?v=NMfvoh-j9qw Oliver, M. (2000). Decoupling education policy from the economy in late capitalist societies: Some implications for special education. In International Special Education Congress 2000 Including the Excluded, keynote speech, University of Manchester, 24th-28th July 2000. Sharma, U., Loreman, T., & Forlin, C. (2012a). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12-21. Sharma, U., Loreman, T., & Forlin, C. (2012b). Teacher Efficacy for Inclusive Practice Scale in Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12-21. Teaching Council (2016). Féilte: Teacher Diversity. https://www.teachingcouncil.ie/en/feilte/feilte-2016/#lg=1&slide=6 Teaching Council (2020). Céim Standards for Initial Teacher Education. Author. United Nations Committee on the Rights of Persons with Disabilities (2016). General Comment No. 4 on the Right to Inclusive Education. UN United Nations General Assembly (1948). Universal Declaration Of Human Rights. Author. United Nations Interagency Commission (UNDP, UNESCO, UNICEF, World Bank) 1990. World Declaration on Education for All: Meeting Basic Learning Needs. Thailand: Author. United Nations (2006) Convention on the Rights of Persons with Disabilities. Author. United Nations Committee on the Rights of Persons with Disabilities (2016). General Comment No. 4 on the Right to Inclusive Education. United Nations. UNICEF (1959). Declaration on the Rights of the Child. United Nations Educational, Scientific and Cultural Organisation (UNESCO) (1989). Convention on the Rights of the Child. UNESCO. (1994). The Salamanca Statement and Framework for action on special needs education: adopted by the World Conference on Special Needs Education; Access and Quality. | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||