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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Foundations for Inclusion:Key Concepts
Module Code SI214
School 74
Module Co-ordinatorSemester 1: Sinead McCauley Lambe
Semester 2: Sinead McCauley Lambe
Autumn: Sinead McCauley Lambe
Module TeachersSinead McCauley Lambe
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Written Assignment: 2,500: Reflecting on misconceptions regarding inclusive and special education ad moving towards new understandings

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.

Workload Full-time hours per semester
Type Hours Description
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 Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
AssignmentThere 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;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

    Other Resources

    Programme or List of Programmes
    BEDBachelor of Education

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