Latest Module Specifications
Current Academic Year 2025 - 2026
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Description Professional Placement 2 This placement will enable students to further develop their understanding of inclusive and special education through observing and assisting teachers in special education settings by undertaking structured observation & reflection, and direct teaching. Students will have opportunities to work collaboratively with SET and other specialist teachers in the school community, and to learn from dialogic interactions with children, teachers and HEI tutors. Differentiated provision for all children in the primary classroom will be interwoven with development of students’ critical analysis of their own planning, teaching, and provision for children. Students will be expected to demonstrate in their reflections how their learning experiences during placements have been incorporated in to their professional development as a teacher of all children. Students will further develop their understanding of the professional role of the SET teacher through observing teaching and through ongoing professional conversation with their Treoraí. Students will enhance their skills in curriculum planning, teaching, classroom organisation and assessment modalities. Through this, students will also be expected to demonstrate familiarity with a range of appropriate and inclusive pedagogical approaches. Students will examine parental involvement in the school and how the role of parents is a positive resource in the provision of an inclusive classroom and school environment. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Develop and apply the skill of reflection, engage in reflection in a community of practice and illustrate their progression as reflective practitioners through the process of developing the Taisce portfolio. 2. Engage in discussion and critical reflection on key elements of good practice in the primary classroom, and the importance of communication and engagement with parents and the wider school community. 3. Critically reflect on their own evolving identities as future teachers. 4. Display an evolving understanding of inclusive educational practices; demonstrate such practices in one's teaching; transmit a positive disposition towards inclusion and pupil diversity; show a practical ability to foster an inclusive culture within one's classroom. 5. Identity, record and use key components required for short-term planning in an inclusive/SEN context through the use of planning tools, and, employ a range of appropriate teaching resources, including digital, to facilitate effective teaching and learning which meets the individual needs of each child. 6. Undertake a series of reflective tasks; engage in constructive self-evaluation; complete a detailed post-placement meta-reflection, and, implement goals to generate change and improvement in an inclusive/SEN context 7. Demonstrate effective communication skills in an inclusive/SEN context which facilitate effective teaching and learning with individuals and maintain a positive learning environment through the use of appropriate approaches 8. Identify and document how the placement setting enables parents to be a positive force in their school-wide inclusive agenda, and more broadly, in the holistic development of each child. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
Professional Placement 2 Students are required to: (1) undertake a series of reflective tasks that (a) are centred around teaching and learning in an inclusive/SEN context and (b) that foreground the significant value of parental involvement in such settings; (2) further develop their understanding of short-term planning to include lesson planning in an inclusive/SEN context; exploit insights gleaned from formal and informal pupil assessment into the planning / preparation process (3) teach engaging and appropriate lessons to the pupils which draw upon a wide range of rationalised teaching methodologies, and which meet their learning needs and preferences; (4) deepen their skills in undertaking lesson evaluation and using the outcomes to further improve approaches to planning and teaching; (5) further enhance their ability to evaluate the process of children’s learning through assessing learning, monitoring individual and group learning and celebrating the children’s efforts and achievements; (6) develop further understanding of approaches to planning and teaching in inclusive/SEN contexts; (7) explore the conceptualisation of inclusion and differentiated provision through examples of approaches which differentiate teaching and learning for all learners and learning contexts; (8) examine ways of building resilience and personal resources to cope with unanticipated problems and interpersonal issues when planning and/or teaching in an SEN/Inclusive context. Prioritise personal wellbeing. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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