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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Introduction to Inclusive Education
Module Code SI220
School 74
Module Co-ordinatorSemester 1: Karen Buckley
Semester 2: Karen Buckley
Autumn: Karen Buckley
Module TeachersKaren Buckley
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

This module introduces the principles of inclusion and inclusive education. It examines Irish policy development relevant to inclusive education in the context of significant international and domestic influences. Socio-cultural factors that impact on the distribution of educational access, participation and advantage/disadvantage are explored and the concepts of equity and equality are interrogated through discourses around inclusion. The role of the post primary language teacher in relation to the establishment of inclusive learning environments and facilitating access to the curriculum for all learners including those with special educational needs is an important focus in this module.

Learning Outcomes

1. Critique and demonstrate an understanding of inclusive education policy and the relevant legislative framework;
2. Critically engage with the international literature on inclusion;
3. Outline and engage with the process of identification, assessment and support for learners with special educational needs;
4. Critically appraise a diverse post primary student population and determine what inclusive teaching and learning practices, policies and procedures could be implemented by the teacher to support and scaffold students’ educational needs;
5. Identify and demonstrate an understanding of the distinct and complementary roles of professionals involved in support provision from within and outside the school;
6. Evaluate and compare inclusive frameworks to support curricular access for all learners:
7. Identify, reflect upon and critically analyse key issues related to educational (dis)advantage, including: disability; additional needs; diversity and difference; socioeconomic influences; access; marginalising factors;
8. Reflect on the role of the language teacher with respect to the hidden curriculum and interrogate this with respect to inclusion in education and society;
9. Propose policy development to develop and sustain inclusive education environments with particular emphasis on the role of the teacher practitioner.

Workload Full-time hours per semester
Type Hours Description
Lecture22No Description
Independent Study63No Description
Group work40Assessment
Total Workload: 125

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

External and internal influences on policy development relevant to inclusive education in Ireland (LO1 & LO7))

International perspectives of inclusion and inclusive education: inclusion in philosophy, theory and practice (LO2 & LO7)

‘Dilemmas and perspectives of difference’, and ‘Models of disability’ (LO2 & LO7))

Meeting the needs of all learners, a process of identification, assessment and support (LO3)

A whole school approach to inclusive education – professional roles and external agencies (LO5)

High incidence and low incidence special educational needs (LO4)

The learner voice space: marginalised voices, and an inclusive framework for listening (LO8)

Inclusive methodologies: curriculum and pedagogy (LO6)

Behaviour and learning: creating a positive climate of learning (LO6, LO7 & LO8)

Language, communication and special educational needs: the role of the language teacher (LO8)

Developing and sustaining inclusive education environments: Challenges and opportunities (LO9)

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Group presentationGroup work, reflection, case study: group presentation conducted online in shared learning space100%n/a
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • Ainscow, M., Booth, T., Dyson, A., Farrell, P., Frankham, J., Gallannaugh, F., Howes, A., & Smith. R.: 2006, Improving schools, developing inclusion, Routledge, London,
  • Edwards, A & Downes, P.: 2013, Alliances for Inclusion: Developing Cross-sector Synergies and Inter-Professional Collaboration in and around Education. Commissioned research report for EU commission, neset, www.nesetweb.eu,
  • Florian, L. (Ed.): 2014, The Sage Handbook of Special Education, Sage, London,
  • Frederickson., N. & Cline. T.: 2009, Special Educational Needs, Inclusion and Diversity, Open University Press, London,
  • Griffin, S. & Shevlin, M.,: 2011, Responding to Special Educational Needs, An Irish Perspective, 2nd Ed., Gill and Macmillan, Dublin,
  • Ní Bhroin, Ó.: 2017, Inclusion in Context: Policy, practice and pedagogy, Peter Lang, Oxford,
  • O’Brien, S., & Ó Fathaigh, M.: 2007, Learning partnerships for social inclusion: Exploring lifelong learning contexts, issues and approaches, Oak Tree Press, Cork,
  • Sapon-Shevin, M.: 2007, Widening the circle: The power of inclusive classrooms, Beacon Press,
  • Thomas, G. & Vaughan, M. (Eds.): 2004, Inclusive Education, readings and reflections, Open University Press, Maidenhead, England and Two Penn Plaza, New York,
  • Lynch, K., & Lodge, A.: 2002, Equality and power in schools: Redistribution, recognition and representation, Routledge Falmer, London,
  • Minow, M. L.: 1990, Making all the difference: Inclusion, Exclusion and American Law, Cornell University Press, Ithaca,
  • Rathvon. Natalie: 2008, Effective School Interventions: Evidence-Based Strategies for Improving Student Outcomes, 2nd Ed., Guilford Press, London,
  • Thomas, G. and Loxley, A.: 2007, Deconstructing Special Educational Needs and Reconstructing Inclusion, Open University Press,
  • Walsh, J.: 2009, The politics of expansion: The transformation of educational policy in the Republic of Ireland, 1957–72, Manchester University Press, Manchester,
Other Resources

45922, Website, 0, Special Education Support Services, now part of National Council for Special Education (NCSE), https://www.sess.ie/sites/default/files/EPSEN_Act_2004.pdf, 45923, Website, 0, Government of Ireland - legislation, http://www.irishstatutebook.ie/eli/1998/act/51/enacted/en/html http://www.irishstatutebook.ie/eli/2005/act/14/enacted/en/html http://www.irishstatutebook.ie/eli/2004/act/24/enacted/en/html, 45924, Website, 0, Special Educational Support Services (SESS), www.sess.ie, 45925, Website, 0, National Council for Curriculum and Assessment (NCCA), www.ncca.ie, 45926, Website, 0, NCSE, www.ncse.ie, 45927, Website, 0, National Educational Psychologists Services (NEPS), https://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-NEPS-/Resources-Publications.html, 45928, Website, 0, United Nations, http://unesdoc.unesco.org/images/0014/001402/140224e.pdf, 45929, Website, 0, SESS, https://www.sess.ie/sites/default/files/Salamanca%20Statement%201994.pdf,
Rosie Savage is indicated at the bottom of the 'view' version of this module as module manager/teaching in semesters 1 & 2. I can't change this as it doesn't appear in the editing version. Submitting for approval to Programme Chair please
Programme or List of Programmes
BEDLANBachelor of Ed. in Gaeilge and FR/GE/SP

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