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Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title Policy Development to Policy Enactment
Module Code EDU1170 (ITS: ED9040)
Faculty Inclusive & Special Education School DCU Institute of Education
NFQ level 10 Credit Rating 15
Description

The Policy Analysis module explores the role of history, politics and economics in influencing aspects of policy and practice in the field of inclusive and special education from both a national and international perspective. Theories, concepts and critiques of policy in inclusive and special education at the macro, meso and micro levels are presented for analysis and discussion. The nature of the relationship between policy and research is analysed. Does research inform policy or do other considerations take precedence in policy formation and consequently, in how provision is developed? Key policy issues in inclusive and special education policy, including socio-cultural dimensions (for example political, economic, social and cultural) and socio-political discourse (for example governance, social justice and equity issues, educational standards and regional/national policy) are addressed with reference to the research literature, policy practice. Other key policy issues addressed may include the following areas; conceptualising inclusive education, special education, inclusion, equity in education, teacher professional learning for inclusive and special education, collaborative professionalism for inclusive and special education, student voice and advocacy, specialist/effective teaching, additional support, access and participation across the continuum of education, post education opportunities).

Learning Outcomes

1. Explore the role of history, politics and economics in influencing aspects of policy and practice in the field of inclusive and special education
2. Use a policy analysis framework to analyse and discuss theories, concepts and critiques of policy in inclusive and special education
3. Explore and critique how policy is developed and enacted at the macro, meso and micro levels
4. Evaluate the role of key actors in policy development
5. Analyse the relationship between policy and research
6. Identify, investigate and critique key policy issues in inclusive and special education


WorkloadFull time hours per semester
TypeHoursDescription
Lecture16Formal input by the module coordinator to student group in lecture/seminar format.
Tutorial8Focused engagement with key literature in a supported group environment
Online activity30articipant engagement in synchronous and/or asynchronous online discussion fora hosted on the DCU LOOP system .
Directed learning26Focused engagement with key texts directed by module coordinator and focusing on integration of professional and research contexts
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
Assignment Completion100Completion of research paper
Total Workload: 375
Section Breakdown
CRN11769Part of TermSemester 1 & 2
Coursework0%Examination Weight0%
Grade ScalePASS/FAILPass Both ElementsY
Resit CategoryRC1Best MarkN
Module Co-ordinatorAoife BrennanModule TeacherAlan Gorman, Nicola Broderick
Assessment Breakdown
TypeDescription% of totalAssessment Date
AssignmentIdentify a policy relevant to inclusive and/or special education. Using a policy analysis framework of your choice critically analyse the policy by exploring the key actors and influencing aspects for this policy development, its relationship with research on inclusion/special education and its subsequent (in)enactment and impact at the various macro, meso and micro levels. Based on your analysis of the policy construct an action plan to support the enactment of the policy.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 Content
Policy in Inclusive and Special Education: national and international perspectives. Policy Theories, Concepts, Critiques and Issues in the field of inclusive and special education. Frameworks for analysing policy. How is policy developed and enacted and who are the key actors? Policy impacts on how terminology related to Inclusive and Special is defined: Intended and unintended outcomes. Research in Inclusive and Special Education: Implications for policy Analysis of the relationship between policy and research in Inclusive and Special Education.

Indicative Reading List

Books:
  • Ainscow, M.: 2016, Collaboration as a strategy for promoting equity in education: possibilities and barriers. Journal of Professional Capital and Community, 1(2), pp.159-172.,
  • Bell, L. & Stevenson, H. (2006).: 0, Education policy: process, themes and impact. Leadership for learning. Routledge, London,
  • Bowe, R., Ball, S. with Gold, A. (1992).: 0, Reforming Education and Changing Schools: Case Studies in Policy Sociology. London, Routledge.,
  • DES, (2017): 0, DEIS Plan: Delivering equality of opportunity in schools. Dublin: DES,
  • DES (2017).: 0, Guidelines for Primary Schools Supporting Pupils with Special Educational Needs in Mainstream Schools. Dublin: DES,
  • European Agency for Development in Special Needs Education (EADSNE) (2012): 0, Teacher Education For Inclusion: Profile of Inclusive Teachers. Odense, Denmark: EADSNE,
  • Government of Ireland. (1998).: 0, The Education Act. Dublin: The Stationery Office.,
  • Government of Ireland, (2004).: 0, Education for Persons with Special Educational Needs Act [EPSEN]. Dublin: Stationary Office,
  • Hart, S., Drummond M.J. (2014).: 0, Learning without Limits: constructing a pedagogy free from determinist beliefs about ability. In L. Florian (Ed.), The SAGE Handbook of Special Education: Volume 2 (2nd ed.) (pp.439-45,
  • Humphrey, N., & Squires, G. (2011).: 0, DFE-RR176: Achievement for all: National evaluation. Final report. London: Department for Education.,
  • McCoy, S., & Byrne, D.: 2017, Student Retention in Higher Education,
  • Meltzer, R., & Schwartz, A.: 2018, Policy analysis as Problem Solving: A flexible and evidence-based framework., Routledge,
  • NCSE (2014).: 0, Delivery for students with special educational needs: A better and more equitable way. Trim: NCSE.,
  • Rizvi, F., & Lingard, B.: 2009, Globalizing Education Policy, 9, Routledge.,
  • Squires, G. (2012).: 0, Historical and socio-political agendas around defining and including children with special educational needs. In D. Armstrong, & G. Squires (Eds.), Contemporary issues in special educa,


Articles:
  • Ball, S. (1998).: 0, Big Policies/Small World: an introduction to international perspectives in education policy. Comparative Education, 34(2): 119-130., 519578
  • 2015: What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism, European Journal of Education Research, Development and Policy., https://onlinelibrary-wiley-com.dcu.idm.oclc.org/doi/10.1111/ejed.12109, 519579, 1
  • Leadership for social justice and equity: Evaluating a transformative framework and andragogy. Educational Administration Quarterly, 42(5), 700-745.: 519580, 1, Florian, L. & Linklater, H. (2010).
  • 519581: 1, Florian, L. and Spratt, J. (2013)., 0, Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 23 April 2014-119-135.,
  • 1: Hargreaves, A., & O'Connor, M. T. (2017)., 0, Cultures of professional collaboration: their origins and opponents. Journal of Professional Capital and Community, 2(2),74-85, https://doi.org/10.1108/JPCC-02-2017-0004,
  • Kehm, B.: 2015, Higher Education as a Field of Study and Research in Europe, European Journal of Education Research, Development and Policy., https://onlinelibrary-wiley-com.dcu.idm.oclc.org/doi/10.1111/ejed.12100, 519584
  • 0: Understanding continuing professional development: The need for theory to impact on policy and practice. Professional Development in Education, 40(5), 688-697., 519585, 1
  • Evaluating the impact of teacher professional development: an evidence-based framework. Professional Development in Education, 40 (1), 89-111.: 519586, 1, King, F., & Nihill, M.
  • Irish Teachers' Journal: 7, 16, 519587, 1, King F. (2016). ., 0
  • 519588: 1, Stevenson, H., 2007, A case study in leading schools for social justice: when morals and markets collide., Journal of Educational Administration, 45(6), 13,
  • 1: Taylor, S. (1997)., 0, Critical policy analysis: Exploring contexts, texts, and consequences. Discourse: Studies in the Cultural Politics of Education, 18(1), 23-35.,
  • Taylor, S. (2004).: 0, Researching educational policy and change in ‘new times’: using critical discourse analysis. Journal of Educational Policy, 19(4), p. 433-451, 519591
  • 0: Policies on special needs education: competing strategies and discourses. European Journal of Special Needs Education, 21(4), 363-379., 519592, 1
  • What is the problem? A critical review of social justice leadership preparation and development.: Professional Development in Education, In Press, https://www.tandfonline.com/eprint/NVNF6IAWRZWRSWQGQWTP/full?target=10.1080/19415257.2020.1787198,
Other Resources

  • 1: Hick, P., Matziari, A., Mintz, J., Ó Murchú, F., Cahill, K., Hall, K., Curtin., C., & Solomon, Y., 2019, Initial Teacher Education for Inclusion Final Report to the National Council for Special Education, Trim, NCSE
  • 416441: 1, Department of Justice and Equality, 2017, National Strategy for Women and Girls 2017-2020: creating a better society for all,
  • http://justice.ie/en/JELR/National_Strategy_for_Women_and_Girls_2017_-_2020.pdf/Files/National_Strategy_for_Women_and_Girls_2017_-_2020.pdf: 416442, 1, Global Inclusivity Report 2020, Emerald Publishing, 2020, The Power of Diverse Voices
  • https://www.emeraldgrouppublishing.com/global-2020-inclusivity-report: 416443, 1, National Council for Special Education (NCSE), 2019, Policy Advice on Special Schools and Classes An Inclusive Education for an Inclusive Society?
  • NCSE: https://ncse.ie/wp-content/uploads/2019/11/Progress-Report-Policy-Advice-on-Special-Schools-Classes-website-upload.pdf, 416444, 1, NCSE, 2016
  • Trim: NCSE, 416445, 1, Travers, J., Balfe, T., Butler, C., Day, T., Dupont, M., McDaid, R., O’Donnell, M., & Prunty, A. (2010).
  • Addressing the challenges and barriers to inclusion in Irish schools : Report to Research and Development Committee of the Department:

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