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Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title Principles & Concepts
Module Code SI701 (ITS) / ISE1001 (Banner)
Faculty DCU Institute of Education School Inclusive & Special Education
Module Co-ordinatorKaren Buckley
Module TeachersAnn Marie Farrell, Anna Logan, Aoife Brennan, Audrey Halpin, Eamonn Mccauley, Elizabeth Mathews, Fiona King, Joe Travers, Kathryn O'Mahony, Michael O'Keeffe, Neil Kenny, Rosemary Savage, Sylwia Kazmierczak-Murray
NFQ level 9 Credit Rating 10
Pre-requisite Not Available
Co-requisite Not Available
Compatibles Not Available
Incompatibles Not Available
None
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.

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.



Workload Full-time hours per semester
Type Hours Description
Lecture30No Description
Independent Study45No Description
Assignment Completion45No Description
Total Workload: 120

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 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.

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
AssignmentReflective Inquiry paper - Joint Assessment of Modules SI701 and SI706 involves: Identifying a topic of interest that is relevant to educational provision for diverse learners. Engaging in critical reflection and research inquiry with respect to that topic within a specified framework to include: 1) The identification of relevant principles and concepts; 2) The use of an identified model of reflection; 3) Critical use of relevant literature; 4) Substantial critical reflection and evaluation on the topic. Word count: 4,000 words.100%n/a
Reassessment Requirement Type
Resit arrangements are explained by the following categories:
Resit category 1: A resit is available for both* components of the module.
Resit category 2: No resit is available for a 100% continuous assessment module.
Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1
Indicative Reading List

    Other Resources

    None

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