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Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title Contemporary Issues in Inclusive & Special Education
Module Code EDU1017 (ITS: ED9053)
Faculty DCU Institute of Education School Inclusive & Special Education
NFQ level 9 Credit Rating 15
Description

The Contemporary Issues in Inclusive and Special Education module explores influences on educational provision for diverse learners with particular emphasis on social justice, values, rights and attitudes, how these are determined and how they are interpreted and enacted in practice. Models of provision from Irish and international perspectives along with leadership for inclusion and teacher education for inclusion are presented and analysed with reference to relevant legislation, theory, research and practice. Key issues and debates in inclusive and special education (including social justice, social inclusion, disability, disadvantage, poverty, voice and cultural and linguistic diversity) in relation to curriculum and pedagogy are interrogated and discussed with a view to exploring the kinds of research that might be needed to understand and support this knowledge and practice going forward. Perspectives on conducting research in these areas are challenged and examples from practice, illustrating a range of appropriate methodologies and approaches to ethical issues, are presented.

Learning Outcomes

1. 1E14790D-EF53-0001-4D87-F0511A186E20
2. Identify, review and critique models of provision, leadership for inclusion and teacher education for inclusion from key readings from Irish and international perspectives with reference to relevant legislation, theory, research and practice, specifically their own professional practice.
3.
4.
5. 1
6. 1E14790D-F87F-0001-1FF2-BBD011305110
7. Explore, critically reflect on and discuss influences on educational provision for diverse learners with particular emphasis on social justice, values, rights and attitudes, how these are determined and how they are interpreted and enacted in practice both in the Irish context and in international contexts
8.
9.
10. 2
11. 1E14790E-03B3-0001-56A8-670CFF702240
12. Debate and challenge perspectives on conducting research in inclusive and special education and explore examples from practice, illustrating a range of appropriate methodologies and approaches to ethical issues.
13.
14.
15. 3
16. 1E14790E-0AFE-0001-ED2F-F7A624348F10
17. Identify and critique key issues and debates in inclusive and special education (including social justice, social inclusion, disability, disadvantage, poverty, voice, cultural and linguistic diversity) in relation to curriculum and pedagogy.
18.
19.
20. 4


WorkloadFull time hours per semester
TypeHoursDescription
Lecture16Formal engagement with lecturer(s) with student group in lecture/seminar format
Independent Study195Independent pursuit of relevant issues and ideas raised during the module. Participants will be expected to engage in reading and critical review of literature relevant to the module.
Directed learning26Focused engagement with key texts directed by module coordinator and focusing on integration of professional and research contexts
Tutorial8Focused engagement with key literature in a supported group environment.
Assignment Completion130Completion of research paper
Total Workload: 375
Section Breakdown
CRN10022Part of TermSemester 1 & 2
Coursework100%Examination Weight0%
Grade ScalePASS/FAILPass Both ElementsN
Resit CategoryRC1Best MarkN
Module Co-ordinatorAoife BrennanModule TeacherAlan Gorman, Nicola Broderick
Assessment Breakdown
TypeDescription% of totalAssessment Date
AssignmentIdentify a critical issue/an inequity in your current professional practice. Draw on the theoretical position that underpins this practice, your own positionality, and ethical issues pertinent to the area to critically analyse the identified issue/inequity. Consider implications for policy, practice and research to address the inequities. Students can choose the following options: 5000 word essay 8-10 minute video essay (plus written reference list) Please submit a proposal for an alternative idea for an assignment, justifying it in terms of the LOs for the module100%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 Content
Social Justice, Values, Rights, Theories and Issues in Educational Provision for diverse learners: Values, Theories and Issues in Inclusive and Special Education Children’s Rights; Voice and Educational Provision for Diverse Learners. Models of Educational Provision for diverse learners: Models of Provision, Leadership for Inclusion, Teacher Education for Inclusion: An International Perspective; Models of Provision, Leadership for Inclusion, Teacher Education for Inclusion: An Irish Perspective; Curriculum and Pedagogy in Inclusive and Special Education. Conducting Research in Inclusive and Special Education; Perspectives on conducting research in inclusive and special education with examples from practice, illustrating a range of appropriate methodologies and approaches to ethical issues.

Indicative Reading List

Books:
  • Crockett, J. B., Billingsley, B. S. and Boscardin, M. L.: 2012, Handbook of leadership and administration for special education, Routledge, New York,
  • Florian, L.: 2014, The SAGE handbook of special education, 2nd, SAGE Publications, London,
  • Lewis, A. and Norwich, B.: 2005, Special teaching for special children? Pedagogies for inclusion, Open University Press, London,
  • Mathews, E.: 2018, Language, Power, Resistance: Mainstreaming Deaf Education., Gallaudet University Press., Washington D.C.,
  • Ní Bhroin, Ó.: 2017, Inclusion in context: Policy, practice and pedagogy., Peter Lang., Oxford.,
  • Norwich, B.: 2013, Addressing tensions and dilemmas in inclusive education: Living with uncertainty., Routledge Press., Oxon and New York,
  • Angelle, P.: 2017, Global Perspective of Social Justice Leadership for School Principals. Charlotte, Information Age Publishing-IAP., Charlotte, USA.,


Articles:
  • Ainscow, M. and Sandill, A.: 2010, Developing inclusive education systems: The role of organisational cultures and leadership., International Journal of Inclusive Education, 14(4), 401-416., 525596
  • 2015: A review of the values that underpin the structure of an education system and its approach to disability and inclusion., Oxford Review of Education, 41(1), 105 – 121., 525597, 1
  • The conflict within: Resistance to inclusion and other paradoxes in special education.: Disability and Society, 22(1), 63-77., 525598, 1, Grudnoff, L., Haigh, M., Hill, M., Cochran-Smith, M., Eil, F., and Ludlow, L.
  • The Curriculum Journal: 28(3), 305 – 326., 525599, 1, Hardy, I., and Woodcock, S., 2015
  • 19 (2), 141-164: 525600, 1, King, F., 2011, The role of leadership in developing and sustaining teachers professional learning.
  • 525601: 1, King, F., and Robinson, K., 2017, Making Sense of It All: Values, Relationships and a Way Forward., Research in Educational Administration & Leadership (REAL),, 2 (1):128-138.,
  • 1: King, F., Ní Bhroin, Ó., and Prunty, A., 2017, Professional learning and the individual education plan process: implications for teacher educators., Professional Development in Education, 44(5), 607-621.,
  • King, F.: 2017, Evolving Perspective(s) of Teacher Leadership: An Exploration of Teacher Leadership for Inclusion at Preservice Level in the Republic of Ireland., International Studies in Educational Administration ournal of the Commonwealth Council for Educational Administration & Management,, 45(3), 5-22., 525604
  • 2017: Generating change from below: what role for leadership from above?, Journal of Educational Administration, 55(6), 657-670, 525605, 1
  • Developing inclusive schools: A systemic approach.: International Journal of Inclusive Education, 12(5), 651-665., 525606, 1, Mc Keon, D.
  • European Journal of Special Needs Education: 32 (2), 221-237, 525607, 1, Ní Bhroin, Ó., King, F., and Prunty, A., 2016
  • 29 (2):78-90.: 525608, 1, Oliver, M., 2013, The social model of disability: Thirty years on.
  • 525609: 1, Pantic, N., and Florian, L., 2015, Developing teachers as agents of inclusion and social justice., Education Inquiry, 6(3), 333-351,
  • 1: Robinson, K., and King, F., 2017, Introduction to Special Issue., Research in Administration Administration and Leadership (REAL), 2 (1):1-8., http://dergipark.gov.tr/real/issue/31275
  • Pijl, S. J., and Frissen, H.A..: 2009, What policymakers can do to make education inclusive., Educational Management Administration and Leadership, 37(30), 399-377, 525612
  • 2013: International Journal of Inclusive Education,, Developing inclusive practice: teacher perceptions of opportunities and constraints in the Republic of Ireland., 17 (10) 1119-1133., 525613, 1
  • Education, childhood and disability in countries of the South – Re-positioning the debates.: Childhood, 21(3), 293 – 307, 525614, 1, Stevenson, H.
  • Journal of Educational Administration: 45(6), p. 769-781.,
Other Resources

  • 1: Weir, S., Kavanagh, L., Kelleher, C., and Moran, E., 2017, Addressing Educational disadvantage: A Review of Evidence From the International Literature and of Strategy in Ireland: An Update Since 2005., Dublin, Educational Research Centre.
  • 422315: 1, Banks, J., Maître, B., and McCoy, S., 2015, Insights into the Lives of Children with Disabilities: Findings from the 2006 National Disability Survey., Dublin

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