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Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title Human Diversity: Being a Teacher of All Students
Module Code EDS1083 (ITS: HD594)
Faculty DCU Institute of Education School Human Development
NFQ level 9 Credit Rating 5
Description

This module is designed to equip student teachers with the knowledge, skills and attitudes required to be effectively inclusive teachers of all students they will encounter in post primary schools. Human Diversity will be explored and considered in terms of the implications for teaching and learning in all subject areas and aspects of school life. Profiling of Classes, taking account of learner diversity within, will be taught and practised to inform candidates' planning for and teaching of all learners in their placement contexts. Student Teachers will have the opportunity to develop personal understanding of inclusivity and what that means in practical terms for them and for their pupils. Policy, procedures and responsibilities for inclusive education will be part of the learning. Case examples representing a full range of learner diversity (e.g. ability/disability, behaviour, ethnicity, gender, religious beliefs, sexuality and race) will be used each week to illustrate and scaffold the learning. Student teachers will each develop their own portfolio of inclusive knowledge and practice that is responsive to the learner diversity they encounter in their placement schools.

Learning Outcomes

1. 1E26587E-39F5-0001-AFA3-117089FD1F68
2. Express their own understanding of what it means to be an inclusive teacher in their subject areas.
4. 7,6,9
5. 1
6. 1E26587E-4C49-0001-DD77-6C501EE81D8F
7. Explain how to be an inclusive teacher of all pupils using examples from their own teaching and school experiences.
9. 20,16,8
10. 2
11. 1E26587E-5F14-0001-5A27-FB2011017B20
12. Demonstrate knowledge of the policy documents and messages that underpin inclusive education and each teacher’s role therein.
14. 17,7,6,23
15. 3
16. 1E26587E-713C-0001-2C93-D9E4A4336480
17. Present personally professional reflections on the implications of assigned material for providing education that is inclusive.
19. 20,12,19,9,10
20. 4
21. 1E26587E-887A-0001-48CA-18484BF0172C
22. Document their development as inclusive educators and identify the sources of their learning to date.
24. 7,15,23,14,10
25. 5
26. 1E26587E-9BC4-0001-3870-F9F0B634E300
27. Critically appraise responses to learner diversity in schools using research, historical developments and examples to support their ideas.
29. 20,7,16,21,11
30. 6
31. 1E26587E-ADD2-0001-199F-1AF01D521AAD
32. Illustrate what it means to value learner diversity in classrooms drawing on others' perspectives, on theorisations and on experiences.
34. 22,17,6,8,21,10
35. 7
36. 1E26587E-C1ED-0001-2C93-5BE55D9E4690
37. Collaborate with colleagues to devise and present personalised and inclusive teaching responses to learner diversity.
39. 17,14,9,10
40. 8
41. 1E26587E-DA81-0001-E83D-1C10D130E0A0
42. Use and evaluate Universal Design for Learning and for Assessment.
44. 17,20,18,15,6,8,19
45. 9
46. 1E26587F-0476-0001-4DD6-986040F31DC7
47. Select, implement and present a thorough inclusive education response to particular issues, contexts or learners.
49. 20,18,7,16,6,8,21
50. 10


WorkloadFull time hours per semester
TypeHoursDescription
Lecture18No Description
Group work12No Description
Directed learning25No Description
Independent Study70No Description
Total Workload: 125
Section Breakdown
CRN10521Part of TermSemester 1
Coursework100%Examination Weight0%
Grade Scale40PASSPass Both ElementsN
Resit CategoryRC1Best MarkN
Module Co-ordinatorAudrey HalpinModule TeacherIrene White, Majella McSharry
Assessment Breakdown
TypeDescription% of totalAssessment Date
Portfolio1. Written Reflections on Assigned Material to include application of its relevance for school practice (50%) 2. Selection and Analysis of Particular Inclusive Education Opportunity/ies that arise in their placement contexts (Universal Formats)100%n/a
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

Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

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 Reading List

Books:
  • Allen, K.A., Kern, P.: 2019, Boosting School Belonging: Practical Strategies to Help Adolescents Feel Like They Belong at School., Routledge, 9780203729632
  • Susan Baglieri,Arthur Shapiro: 0, Disability Studies and the Inclusive Classroom, 1138188271
  • Deppeler, J., Loreman, T., Smith, R., & Florian, L.: 2015, Inclusive Pedagogy Across the Curriculum, Emerald, 9781784416485
  • Lee Ann Jung,Nancy Frey,Douglas Fisher,Julie Kroener: 0, Your Students, My Students, Our Students, 9781416628095
  • Rix, J., Nind, M., Sheehy, K., Simmons, K., & Walsh, C.: 2010, Equality, Participation and Inclusion 1: diverse perspectives., Routledge, 9780415584227
  • Rix, J., Nind, M., Sheehy, K., Simmons, K., Parry, J., & Kumrai, R: 2010, Equality, Participation and Inclusion 2: Diverse Contexts, Routledge, 9780415584241
  • Matthew J. Schuelka,Christopher J. Johnstone,Gary Thomas,Alfredo J. Artiles: 2019, The SAGE Handbook of Inclusion and Diversity in Education, SAGE Publications Limited, 652, 9781526435552
  • Thomas, Gary,Loxley, Andrew: 2022, Deconstructing Special Education, Constructing Inclusion, 3, Open University Press, 196, 1011111467-857812457
  • Michael L. Wehmeyer: 2019, Strengths-Based Approaches to Educating All Learners with Disabilities, Teachers College Press, 120, 9780807761229
  • Zacarian, D., Alvarez-Ortiz, L and Haynes. J.: 2017, Teaching to Strengths : Supporting Students Living with Trauma, Violence, and Chronic Stress, ASCD, 9781416624622
  • Gorski, Paul and Swalwell, Katy, M.: 2023, Fix Injustice, Not Kids and Other Principles for Transformative Equity Leadership, 1, selection, ASCD, 978-1-4166-3196-5


Articles:
  • Multiple Articles as appropriate (from DCU Library) will be Supplied each Year: 0,
Other Resources

  • 1: Website Publication, Department of Education (Ireland), 2024, Reflections on Inclusion in the Irish Education System,
  • 421922: 1, Website Publication, United Nations Committee on the Rights of Persons with Disabilities, 2016, General comment No. 4 on Article 24 - the Right to Inclusive Education,
  • https://www.ohchr.org/en/documents/general-comments-and-recommendations/general-comment-no-4-article-24-right-inclusive: 421923, 1, Website Publication, Teaching Council, Ireland, 2020, Céim: Standards for Initial Teacher Education
  • https://www.teachingcouncil.ie/assets/uploads/2023/08/ceim-standards-for-initial-teacher-education.pdf:
Indicative Content and Learning Activities: • Roots of Inclusive Education and Developments to Date • Awareness of Attitudes, Assumptions and Efficacy Beliefs • Universal Design for Learning • Education for All • Profile of Inclusive Teachers • Appraisal of current approaches to and terminology for learner diversity in post primary education/schools (e.g. special/additional educational needs, 'special education', educational disadvantage, language, cultural, behavioural and ethnic diversities) • National and International Policy for Inclusive Education (including teachers’ roles and responsibilities) •Reflective inquiry and practice relating to inclusivity of all learner diversity in classrooms • Experiences of and Perspectives on Exclusion, Segregation and Inclusion in education (Various Presenters) • Problem Based Learning Approach • Collaborative Learning Construction • Critical analysis of selected inclusive opportunity to contextualise module learning (using theory, research, policy and practical experience to inform analysis). • Personalisation of planning for the provision of quality education to all pupils in all subject areas

<< Back to Module List View 2024/25 Module Record for EDS1083