Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
| |||||||||||||||||||||||||||||||||||||||
|
None |
|||||||||||||||||||||||||||||||||||||||
|
Description The aim of this module is to develop students' knowledge, skills and understanding in relation to approaches to curriculum and pedagogy for all pupils, including those with Special Educational Needs (SEN). Building on prior learning in relation to the primary school curriculum, the module will focus on introducing students to different views of curriculum and pedagogy, thus developing their understanding of the concepts of special, additional and individual needs in education. The students will consider how these can be addressed in the context of a common curriculum for all. Particular emphasis will be placed on the theory, concepts and methods pertaining to effective teaching, learning and assessment for literacy, numeracy and socio-emotional development. The nature and purposes of education and the social and policy contexts in which the aims of inclusive education are defined and implemented will also be considered throughout by discussing (for example) issues related to pupil voice, parent partnerships and disability. This module builds on the two preceding specialist modules in Year 2 and is jointly taught and assessed with module SI301. | |||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Identify and critically analyse models of and approaches to curriculum for pupils with SEN within the Irish context. 2. Explain the relationship between and role of curriculum, pedagogy and assessment in enabling appropriate, inclusive education for all. 3. Identify the key principles of inclusive pedagogy and construct suitable classroom approaches and practices that align with such pedagogies. 4. Articulate the need for all pupils to experience a curriculum which is broad, balanced, relevant and differentiated. 5. Modify and differentiate curricula, pedagogies and assessment practices to take into account the need of all pupils using appropriate, evidence-informed approaches. | |||||||||||||||||||||||||||||||||||||||
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
Curriculum & Pedagogy: Context, Constructs and DebatesDefining key terms – inclusion, curriculum, pedagogy, assessment. Overview of the history of inclusive education in Ireland along with key policies, practices (e.g. Circular 0013/207) and legislation (e.g. EPSEN Act). Examining and evaluating the role of the medical and social models of disability, in-class support and special settings on Irish progress towards/ perceptions of inclusive education.Inclusive CurriculaReview of the recent changes to Irish primary curricula – e.g. Primary Language Curriculum, SEN Pathways within the Primary Language Curricula. Analysis of hidden and null curricula and the impact of representation in a curriculum. Introduction to Grudnoff et al.’s (2017) six facets for equity as a way of interpreting and implementing curricular outcomes.Inclusive Pedagogy - An OverviewAnalysing the ‘dilemma of difference’ and reflecting on its relevance to their own development as ethical professionals. Identification of the three core principles of inclusive pedagogy (e.g. Florian & Black-Hawkins, 2011) and how they relate to effective pedagogies for all learners. Summarising research on effective pedagogies and how they can be applied in classroom settings with diverse learners e.g. prior learning, scaffolding.Inclusive Pedagogy - Literacy & NumeracyAnalysing diagnostic reading/numeracy assessments (screening, diagnostic, teacher designed tasks) to determine the strengths and needs of pupils and devising ways of applying this knowledge to support inclusive pedagogies. Examination of interventions and pedagogies that can support whole-class, collaborative approaches to literacy and numeracy development e.g. peer tutoringInclusive Pedagogy - 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. Students will be asked to reflect on their own experiences of being listened to as learners and to reflect on the potential value and challenges associated with incorporating learner voice into primary classrooms.Appropriate AssessmentExamination of a range of strategies to support, monitor and assess pupil learning and understand how to use this information to adapt their teaching accordingly. Examination of tools and approaches (e.g. digital tools, teachers designed tasks, pupil voice) that can conduct an ethical, systematic, holistic and strengths based assessment if pupil needs. Extrapolating and synthesising key information from pupil work samples to plan teaching.Building Parent Partnerships to Support Effective PedagogyReviewing 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. In discussing this topic, a presentation involving a range of complex classroom-based interpersonal scenarios will be provided. Students will be encouraged to develop their professional agency in a safe environment by discussing with their peers and tutors possible approaches to addressing these scenarios. Students will be encouraged to reflect on and evaluate the potential efficacy of different communication/collaborative approaches to addressing the states issues.Literature ReviewExtrapolating, evaluating and synthesising the key findings of literature relating to effective pedagogies for children with and without SEN and considering how they can be applied to Irish classrooms. | |||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||
Indicative Reading List
| |||||||||||||||||||||||||||||||||||||||
|
Other Resources 51080, Video, 0, 'People's heads would explode!' Rosie Jones on her book 'The Amazing Edie Eckhart', https://www.youtube.com/watch?v=ubNaDxn3oGc, | |||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
| |||||||||||||||||||||||||||||||||||||||
| Archives: |
| ||||||||||||||||||||||||||||||||||||||