Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Description This module will provide a foundation in the principles and concepts that underpin the provision of inclusive education to the diverse range of learners with whom participants may work. Specifically, the module will focus on: (a) Historical development of the concepts of special education and inclusive education; (b) Critical examination of international conventions and national legislation, policy and guidance pertinent to the provision of inclusive education and special education; (c) An examination of key literature pertaining to special education and inclusive education; (d) A reflection on the participants’ own and others’ attitudes to inclusion and on the role of such attitudes play in the development of inclusive practice, the creation of inclusive learning environments and the evolution of the broader education system; (e) An exploration of the theories of learning; (f) An exploration of universal design for living and learning; (g) A review of current issues pertaining to inclusive education and special education. All areas will be addressed with a view to developing participants’ understanding of the factors that underpin effective practice in all educational settings for all learners. | |||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Articulate and examine in a critical and informed way, personal understandings of the concepts of disability, special educational needs and inclusive education. 2. Describe in historical terms and discuss critically within Irish and international contexts, the development of the concept of disability, the development of educational provision for students deemed to have learning support and/or special educational needs, and the development of inclusive education. 3. Outline the significance of and critically examine, international conventions and national legislation, policy and guidance pertinent to the provision of inclusive education and special education. 4. Reflect critically on her/his own attitudes to these concepts and on the attitudes of others. 5. Examine the role of such attitudes at societal, school and individual levels in developing opportunities for inclusive practice and mobilising resources in this connection, or in creating barriers to inclusion. 6. Source, analyse and critique literature on inclusive education and on education for students deemed to have learning support and/or special educational needs. Use this to inform critical discussion of pertinent issues, with particular emphasis on inclusive practice, the creation of inclusive environments and the development of an inclusive educational system. 7. Describe key theories of learning and outline their relevance to a range of teaching methodologies and learning activities/contexts. 8. Use her/his understanding of key concepts, legislation, policy, guidance and literature to reflect critically on his/her own teaching practice, role, and teaching/learning context. | |||||||||||||||||||||||||||||||||||||||||
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 Content● An outline will be offered of the historical evolution of categories such as ‘disability’ and ‘special educational needs’, of educational and other provision for students deemed to fall within these categories in Ireland and elsewhere, and of concepts such as special education and inclusive education. Throughout the module key literature pertaining to special education and inclusive education will be used to trace historical thinking and to outline current paradigms. ● Opportunities for participants to critically examine international conventions as well as national legislation, policy and guidance pertinent to the provision of inclusive education and special education. ● Participants will be facilitated and encouraged to reflect on their own and others’ attitudes to disability, special education, special educational needs, inclusion and inclusive education. They will also be asked to reflect on the role of such attitudes play in the development of inclusive practice, the creation of inclusive learning environments and the evolution of an inclusive education system. ● An outline of various theories of learning will be offered, e.g. constructivist, behaviourist and transformative theories. Participants will be asked to link key elements of theory to particular teaching and learning activities and contexts. ● The key principles of universal design for learning will be outlined and participants will be asked to consider how these might be applied in their particular teaching and learning contexts. ● Critical consideration of current issues in relation to inclusion and special education will be facilitated. ● There will be an examination of societal, organisational and individual attitudes that influence and impact on relevant discourses, thinking and provision. ● Participants will be given be given frameworks by which they can begin to identify challenges and barriers to inclusion at the societal, systemic, school, classroom and individual levels. ● There will be practical application of the concepts and theories to participants’ own teaching and learning contexts. These will be used to identify possibilities for improved provision for students deemed to have special educational needs and the development of more inclusive educational environments. ● A range of practical tools will introduced, by which participants will be able to a) set priorities for more inclusive school provision and b) identify resources that can be mobilised to achieve these goals. | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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