Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module introduces the principles of inclusivity and inclusive education. It examines policy development relevant to inclusive education at National and at international levels. Intersecting factors that impact on educational access, participation, advantage/disadvantage and outcomes are explored. The concepts of inclusivity and equity are interrogated. The role of the post primary teacher in the establishment of inclusive classrooms, facilitation of equitable access to the curriculum for all learners in their subject classes and contribution to inclusivity more broadly in education are important aspects of focus in this module. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate knowledge and understanding of policy and legislation (national and international) underpinning Inclusive Education. 2. Summarise Findings from, interpret relevance of and critique a range of international literature on inclusive education; 3. Identify and appreciate the full diversity of human experiences in education e.g.: (dis)advantage, (dis)ability; additional/special ‘needs’; language diversity; ethnic diversity; sexuality diversity, gender diversity; behavioural diversity, sociocultural diversity; faith/belief diversity and factors that can impinge on/promote diversity appreciation/response: e.g. racism, marginalising factors; deficit ideoologies and inclusivity factors; 4. Demonstrate knowledge of and outline applicability of important frameworks that provide for inclusive, equitable education of all learners e.g.: Profile of Inclusive Teachers; A Guide for Ensuring Inclusion and Equity in Education; Who Are My Learners?; Universal Design; Universal Design for Learning and compare these with other frameworks that may be in place: e.g. Continuum of Support 5. Reflect on the identities and roles of the post primary teacher and (de)construct the relevance of these for inclusivity in education and in society; 6. Factually appraise diverse post primary student populations to produce class profiles that in turn ensure that the design-in and implement quality teaching and learning for students in their subject-classes; 7. Demonstrate an understanding of the distinct and complementary roles of teachers and of various other professionals involved in ‘support’ provision within and outside the school; Plan for collaborative approaches in accordance with the Profile of Inclusive Teachers mindful of their own informed and important professional insights and responsibilities as core teachers. 8. Demonstrate knowledge of and compare using examples the phenomena of deficit thinking and strengths-based practice; 9. Outline and engage with the process of personalising teaching by planning for and implementing strengths-focused application of universal design and universal design for learning/assessment responsive to all learners in their classes; 10. Apply their learning of LOs1-9 in developing and sustaining inclusive classrooms as TEG teachers: From Inclusivity Knowledge to Class Profiling to Inclusive Planning and Teaching (also embedded in connection with other Programme modules) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
Indicative Content and Learning Activities
| Indicative Content and Activities 1.Policy developments relevant to inclusive education in Ireland and elsewhere; Rights to Inclusive Education & Professional Standards/ Practice; 2. International perspectives of inclusive education: philosophy, theory, researcg and practice; 3. Models of disability and of difference: how these influence various approaches encountered in education; 4. Human Diversities and intersectionalities: critical appraisal of how diversity groupings are understood/valued in education e.g. race, ethnicity, class, age, religion/belief, language, dis/ability, sexuality, gender and socio-cultural diversities. 5. Teaching all learners; a process of identity awarenesses, relating, understanding and responding in context. 6. A holistic approach to inclusivity in education – learners, teachers, parents/carers, other professionals and external agencies; appraisal of collaborations and of how diversities are valued across school communities; 7. Deficit vs. Strengths Based Approach and interrogation of the concept of ‘need’; everyone’s ‘needs’ and commonly used terms such as 'additional'/'special' educational needs; 8. Personhood and Learners rights: voice, choice, presence; 9. Inclusivity by Design. Universal Design for learning and for assessment. Application of inclusivity in TEG subjects. 10. Relationships for learning 11. The role of the technology education teacher in profiling, planning and teaching inclusively; 12. Contextual analysis and personal histories to identify and navigate Challenges and opportunities
Indicative Reading List | Books:
Articles:
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