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As such, this is a point in time view of data which will be refreshed periodically.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 This Module aims to facilitate teachers at all levels in developing expertise in Inclusive Education. Understanding of Inclusive Education and its implementation will be developed using case examples. Inclusive Education as an approach to educating young people with special educational needs and/or other diverse characteristics will be compared and contrasted with the approach of Special Education. Participants will be invited to select a learner, a group of learners, an issue at their workplace or a personal area of interest upon which to focus throughout the module. The knowledge presented on Inclusive Education will be processed and applied to each chosen circumstance. Lived experiences of exclusion and inclusion in education will be shared to illuminate the learning. Teachers will have opportunities to work in groups to reflect on specific inclusive education implications and to develop plans for inclusivity. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Identify and articulate a workable model of inclusive education. 2. Explain and provide meaningful inclusive education experiences having reflected on module content. 3. Engage in well-informed discussion on inclusive education referring at ease to relevant theory, research and policy. 4. Apply Inclusive Education knowledge to individual context(s). 5. Implement Inclusive Practice in a wide variety of situations. 6. Understand and explain the similarities and differences between topical concepts e.g.: inclusion and integration; inclusive education and special education; differentiation and universal design. 7. Refer to relevant examples and findings to support reflections on inclusive education. 8. Present and implement a thorough inclusive education response to particular issues, contexts or learners. 9. Apply the method used in this module to approaching other contexts/learners as they arise in future. 10. Participate comfortably and knowledgeably with the full range of education partners on the topic of Inclusive Education. | |||||||||||||||||||||||||||||||||||||||||||
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• Explore meanings and manifestations of Inclusion. • Inclusive and Special Education: teasing through some ideas and misconceptions. • Experiences of and Perspectives on Exclusion, Segregation and Inclusion (Various Speakers). • Roots of Inclusive Education and Developments to Date. • Attitudes, Assumptions and Efficacy Beliefs. • Universal Design for Learning. • Education for All. • National and International Policy for Inclusive Education. • Local implementation of Inclusive Education. • Reflective Inquiry. • Problem Based (Group) Learning Approach. • Analysis of local context (Each participant will examine a case of interest to them e.g. a particular student or a model of practice in their school or a systemic approach etc.). • Review of Pertinent Literature (theory, research, policy and practice types) to inform analysis of local context. • Reflection on the components of Inclusive Approach. • Identification of Implications and Development of Inclusive Plans. • Ideas for further exploration/study/implementation. | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||