Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module introduces the principles of inclusion and inclusive education in post primary schools within the Irish Education policy framework. 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 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 and their parents is an important focus in this module. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critique and demonstrate an understanding of inclusive education policy and the relevant legislative framework 2. Outline and engage with the process of identification, assessment and support for learners with special educational needs 3. Critically engage with the international literature on inclusion 4. Identify and demonstrate an understanding of the distinct and complementary roles of professionals and parents involved in support provision from within and outside the school 5. Evaluate and compare inclusive frameworks to support curricular access for all learners 6. 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 7. Reflect on the role of the post primary teacher with respect to the hidden curriculum and interrogate this with respect to inclusion in education and society 8. Propose policy development to develop and sustain inclusive education environments with particular emphasis on the role of the teacher practitioner | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
Policy Development in Inclusive Education in Ireland External and internal influences on policy development relevant to inclusive education in Ireland; Legal Rights to Education & Professional Standards/ Practice for Inclusion. International perspectives International perspectives of inclusion and inclusive education: inclusion in philosophy, theory and practice Individual Differences and Diversity Dilemmas and perspectives of difference’, and ‘Models of disability’; Social and political contexts of education and of the crosscutting nature of categories such as race, ethnicity, class, age, religion, dis/ability, sexual orientation and gender. Issues of diversity, inclusion, etc. in the context of education Identifying Individual Needs Meeting the needs of all learners, a process of identification, assessment and support Whole School Approach A whole school approach to inclusive education – pupils, parents, teachers, professional roles and external agencies; School Supprt Plus. [Caring about and caring for pupils, and ethic of care, trust, and respect for broader community] Category of Needs High incidence and low incidence special educational needs The rights of the child The learner voice space: marginalised voices, and an inclusive framework for listening Inclusive Methodologies Inclusive methodologies: curriculum and pedagogy. Universal Design for Design principles/ planning. Resources for Inclusive Education in Technology Education subjects - Eg. Irish Sign Language STEM Glossary Positive learning environments Behaviour and learning: creating a positive climate of learning Technology The role of the technology education teacher in enabling inclusion in education Sustainability Developing and sustaining inclusive education environments: Challenges and opportunities | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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