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As such, this is a point in time view of data which will be refreshed periodically.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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Description The aim of this module is to develop students' knowledge, skills and understanding in relation to working in collaboration with learners, parents, colleagues, the school principal, school management, co-professionals and the wider community. The module will focus on introducing students to different models of collaborative practice in schools (e.g. co-teaching) and encourage them to critically analyse and reflect on such approaches in providing for the inclusive of diverse learners. Particular emphasis will be placed on the value of listening to learner voice to support improved teaching and the creation of safe, inclusive and effective learning environments. Discussions on stakeholder engagement and strategies to support effective educational partnerships with parents, families and the wider community will also be central to the delivery of this module. This module builds on the three preceding specialist modules in Year 2 and is jointly taught and assessed with module SI302. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Understand and justify the need for a collaborative approach to working in schools and with others involved in the education of pupils with special educational needs e.g. pupils, parents, colleagues, the school principal, school management, co-professionals and the wider community. 2. Identify the key characteristics of and requirements for effective collaboration with others in the context of effectively including pupils with special educational needs. 3. Become familiar with evidence-informed strategies and approaches for developing positive working relationships and communicating effectively with relevant stakeholders in the education system. 4. Describe and reflect on the process of collaboration in the context of teaching, learning, assessment and transition for learners with SEN. 5. Articulate the need for professional learning communities in education and identify the value of such communities for effective practice. 6. Understand and apply a problem based learning approach to addressing inclusive and special education issues in complex educational settings. | |||||||||||||||||||||||||||||||||||||||||||
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 ContentDefining key terms (i.e. collaboration) and the different roles (Special Education Teacher, Class Teacher) involved in school-based collaboration. Examination of the collaboration process and the challenges that can lie therein. Discussion of different models of team-teaching/co-teaching in Irish primary classrooms and its value to learner outcomes across a range of domains. Examining and evaluating the role of collaborative models of in-class support on inclusive education.Problem Based LearningDiscussion of Grudnoff et al.’s (2017) six facets for equity as a way of viewing challenges to inclusive education and practice. Analysing classroom based equity challenges using a problem based learning approach.Professional Learning CommunitiesPresentation on what is meant by a Professional Learning Community (PLC) and their current use in the Irish education system. Examination of the role of Professional Learning Communities in supporting effective teaching and learning in classrooms by supporting the life-long learning journey of a teacher using reflective, collegial and learner centred approaches.Learner VoiceExamination of key issues relating to learner voice in primary settings and the methodologies that can be used to support the inclusion of authentic learner voice in classrooms.Parents in PartnershipReviewing the statutory role of parents in the Irish education system and the necessity of working with parents, guardians and other professionals to maximise the inclusion of all children in the Irish education system. Discussion on different communication approaches and classroom based interventions to support family, school and community engagement. Presentation on the unique challenges experienced by families of children with SEN when attempting to work with schools and other education partners.Communication and Relationship Building in SchoolsPresentation of a range of complex classroom based interpersonal scenarios and reflecting on possible approaches to addressing them. Evaluating the potential efficacy of different communication/collaborative approaches to addressing the states issues.Working as a TeamLearners will work with three peers to present a summary of a relevant research article. Learners are required to keep a record of meetings, summarise their actions and reflect on their experiences of working in a team. | |||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||