Module: Foundations for Inclusion:Key Concepts & their application to classroom practice

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As such, this is a point in time view of data which will be refreshed periodically.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

Module Title	Foundations for Inclusion:Key Concepts & their application to classroom practice
Module Code	SI214 (ITS) / EDP1054 (Banner)
Faculty	DCU Institute of Education	School	Inclusive & Special Education
Module Co-ordinator	Sinead McCauley Lambe
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None
Written Assignment: 2,500: Reflecting on misconceptions regarding inclusive and special education ad moving towards new understandings

Description

The aims of this module are twofold. Firstly, the aim is to develop students' knowledge and understanding of the nature, causes and characteristics of the range of special educational needs, and of the teaching and learning implications of special educational needs. Extending prior learning and unpacking misconceptions in relation to effectively including all children, the module will provide students with a theoretical understanding and practical grounding from which to recognise, compare, contrast and appraise the developmental progression, learning styles, strengths, areas for development, and challenges presented by learners, and to identify and examine some of the implications of accommodating diversity for teaching and learning. Students will work with the Continuum of Support to explore: • Relational Pedagogy, Classroom Management, Play, CSP (Tier 1) • General Assessment Principles, Interpreting assessments, Target Setting, SSP (Tier 2&3) Secondly, the aim of this module is to prepare students to effectively participate in the design, use and evaluation of individual education plans as outlined in EPSEN Act (Gov of Ireland, 2004) and policy guidelines (DES, 2006; 2017). The main focus of the module will be on the analysis of diagnostic assessments, professional report writing and developing a Student Support Plan in relation to communication and language and literacy. Addressing individual planning within the context of class planning will also be considered in terms of the mainstream class teacher and of teachers in more specialised roles, to enable the effective inclusion of pupils with special educational needs in schools.

Learning Outcomes

1. Describe factors, including social and environmental influences, contributing to the range of special educational needs. Analyse diagnostic assessments to extrapolate strengths, areas for development and priority learning goals relating to communication and language and literacy.
2. Compare and contrast the developmental progression, learning styles, strengths, areas for development, and challenges presented by pupils with special educational needs. Write a coherent and concise professional report.
3. • describe and justify a variety of teaching and learning strategies to enable learning of a diverse range of pupils. • devise a Student Support Plan for a child with SEN in areas of communication and language and literacy.
4. • explain and appraise the rationale and practice of specific educational interventions. • deduce from the EPSEN Act the roles and responsibilities of Student Support Plan team members.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Total Workload: 0

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 Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	There are three parts to the assessment 1. Report: A report for you and/or the pupil’s teacher and parent. 2. Student Support Plan: this is a list of strengths, areas for development, and priority learning goals, learning targets, teaching methods, resources/materials, target dates, people responsible for teaching and working with the child towards achievement of the learning targets. 3.Reflective Poster: The poster should illustrate how the student has attempted to unpack misconceptions relating to inclusive and special education through critical engagement with the relevant literature and through reflection (Brookfield), and are moving towards new understandings of inclusive pedagogy.	100%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Other Resources

None