| Module Title |
Inclusion: Teacher Roles & Contexts |
| Module Code |
EDP1053 (ITS: SI103) |
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Faculty |
Inclusive & Special Education |
School |
DCU Institute of Education |
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NFQ level |
8 |
Credit Rating |
5 |
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Description
It is estimated that approximately 25% of primary teachers are working in roles other than that of class teacher, with a significant increase in the number of support and special class teaching positions in primary schools in recent years and a parallel increase in special schools. This module aims to introduce students to the range of teaching roles in which they may be engaged on completion of the programme to (a) inform their engagement throughout the programme, (b) inform their choices for the relevant school placement in 3rd year, and (c) in the long term, evaluate and critique the nature of teaching roles in terms of effectiveness for learners and schools.
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Learning Outcomes
1. Describe the historical development of educational policy and practice in relation to special and inclusive education and identify the implications of current legislation and policy for practice.
2. Describe, explain and critique the range of pedagogical roles at primary level in the context of inclusive education (inter alia class teacher, SET, special class/school teacher, HSCL) particularly in relation to curriculum (planning), teaching, learning and assessment.
3. Explain and critique the range models of additional support available for learners who require additional support.
4. Examine the implications of collaboration for the teacher in a range of teaching roles with regard to inter alia working with SNAs; co-teaching; working with parents; liaising with other professionals.
5. Examine and critique contested terms and concepts (e.g. inclusion, inclusive education, special education, exclusion, segregation) vis-a-vis contested labels attributed to learners, teachers and educational settings (e.g. autism, general learning disability, ‘with’ X, person first language, SET, special class teacher, special school, special class etc).
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Lecture | 20 | Whole class plenary sessions | | Independent Study | 75 | Reading, working on in-class and independent assignments | | Assignment Completion | 30 | Completing independent assignment |
| Total Workload: 125 |
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| Section Breakdown | | CRN | 10396 | Part of Term | Semester 1 & 2 | | Coursework | 0% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | Y | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Christina Hannify | Module Teacher | Ann Marie Farrell |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| Assignment | In class and independent tasks | 100% | Sem 2 End |
| Reassessment Requirement Type |
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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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
Overview
Engagement in this module complements that of the relevant core BEd1 module and explicit links will be made between both. The focus is on the varying teaching roles in which a BEd (primary) graduate may find themselves. Additionally, the content of this module will inform engagement across all elements of the BEd in terms of students' thinking regarding teaching, and is especially relevant to their 'specialised' placement in 3rd year.
Detail of Content
Historical development of special education and inclusive education policy and practice.
The nature of special classes and schools including
Range of staff
Profile of learners
Critique of allocation, structure, terminology, designation
Current trends
Exploration of collaborative practice and implications for teaching roles and contexts
Working with other teachers, SNAs and others adults providing in-school support
Working and liaising with other professionals e.g. SENOs, psychologist etc
Planning for transitions e.g. early years to primary; primary to post-primary; special school to mainstream school; post-school transitions etc.
Working with parents – gathering information to inform planning and teaching; sharing progress etc
Introduction to pedagogical considerations
Planning for individuals and groups
Individualised assessment
Monitoring and reporting progress
Pedagogical Approach to module
Teaching strategies utilised in this module include activating prior knowledge; utilisation of students’ own experience, knowledge, insights; co-teaching; guest speakers; flipped classroom; large class workshop. Assessment used formatively to establish and share overall class understanding of key ideas and concepts as well as to inform teaching and review of module. Summative assessment design informed by UDL guidelines and authentic assessment literature. Explicit links made between this module and the relevant core module for BEd1s.
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Indicative Reading List
Books:
- Frederickson, N., & Cline, T.: 2015, Special educational needs, inclusion and diversity., 3rd, Open University Press, Maidenhead,
- Westwood, P.: 2020, Commonsense methods for children with special needs and disabilities., 8th, Routledge, London,
Articles:
- Coogan, C., & Farrell, A. M.: 2017, Transition to the Post-Primary Section of a Special School for Students with Mild General Learning Disabilities., REACH: Journal of Inclusive Education in Ireland, 30(2), https://reachjournal.ie/index.php/reach/article/view/38, 66021
- 2008: Involving Parents of Students with Profound and Multiple Learning Difficulties Successfully in the Education of their Children., REACH: Journal of Inclusive Education in Ireland, 21(2), https://reachjournal.ie/index.php/reach/article/view/120, 66022, 1
- An Analysis of the Quality of Whole-School Planning for Learning Support.: REACH: Journal of Inclusive Education in Ireland, 25(2), https://reachjournal.ie/index.php/reach/article/view/80, 66023, 1, McGee, P.
- REACH: Journal of Inclusive Education in Ireland: 17(2), 67–69, Retrieved from https://reachjournal.ie/index.php/reach/article/view/164, 66024, 1, Merrigan, C. & Senior, J., 2021
- DOI: 10.1080/03323315.2021.1964563: 66025, 1, Raftery, A., & Brennan, A., 2021, Leading the Special Education Teacher Allocation Model:: : Examining the Perspectives and Experiences of School Leaders in Supporting Special and Inclusive Education in Irish Primary Schools., REACH: Journal of Inclusive Education in Ireland, 34(2),
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Other Resources
- Website: National Council for Special Education, See (a) research reports, (b) statistics, (c) guidance for parents and schools, www.ncse.ie
- Website: National Educational Psychological Service (NEPS), See range of publications for schools, guidelines for best practice etc, https://www.gov.ie/en/service/5ef45c-neps/
- Website: National Council for Curriculum and Assessment, Range of curricular guidelines, https://ncca.ie/en/
- Policy - Circular: DES, 2017, Circular 13/17 - Circular to the management authorities of all mainstream primary schools: Special Education Teaching Allocation, https://circulars.gov.ie/pdf/circular/education/2017/13.pdf
- Policy - Circular: DES, 2017, Guidelines for Primary Schools: Supporting pupils with special educational needs in mainstream schools (guidelines accompanying Circular 13/17), https://www.gov.ie/en/publication/edf64-guidelines-for-primary-schools-supporting-pupils-with-special-educational-needs-in-mainstream-schools/
- Policy - Framework: NCSE, 2011, Inclusive Education Framework, https://ncse.ie/researches/InclusiveEducationFramework_InteractiveVersion.pdf
- Legislation: Government of Ireland, 1998, Education Act, https://www.irishstatutebook.ie/eli/1998/act/51/enacted/en/html
- Legislation: Government of Ireland, 2004, Education for Persons with Special Educational Needs Act, https://www.irishstatutebook.ie/eli/2004/act/30/enacted/en/html
- Legislation: Government of Ireland, 2005, Disability Act, https://www.irishstatutebook.ie/eli/2005/act/14/enacted/en/html
- Website: European Agency for Special Needs and Inclusive Education (EASNIE), Range of publications, https://www.european-agency.org/resources/publications
- Policy - International: United Nations, 2006, UN Convention on the Rights of Persons with Disabilities, https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html
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