Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
| |||||||||||||||||||||||||||||||||||||||
|
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. | |||||||||||||||||||||||||||||||||||||||
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
| |||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||
|
Indicative Reading List | |||||||||||||||||||||||||||||||||||||||
|
Other Resources None | |||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
| |||||||||||||||||||||||||||||||||||||||
| Archives: |
| ||||||||||||||||||||||||||||||||||||||