Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This core module will seek to develop within course participants a nuanced understanding of key processes involved in the successful and sustainable adoption of change that ensures greater inclusion for diverse learners in educational settings and systems. It also aims to develop in those who undertake it the dispositions, skills and capacities they will need to work effectively and collaboratively with a wide range of stakeholder groups towards this goal. These stakeholders include learners, parents, colleagues, managers, trustees, other professional groups and members of the wider school community. It will prepare participants to work pro-/actively to build momentum for such change and to assist with initiating, sustaining, facilitating, leading, managing and evaluating processes of change at various levels within the educational system. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Work collaboratively with and provide effective leadership to learners, parents, colleagues, other professionals and all stakeholders regarding the sharing of information and the provision of effective education to diverse learners. 2. Empower learner self-advocacy and acting as an advocate on their behalf where appropriate. 3. Discuss and apply the knowledge and skills necessary to engage effectively and collaboratively in curriculum development, differentiation and implementation that takes account of the full range of leaning dispositions to be found in the teaching and learning contexts in which they work. 4. Gather feedback from a range of sources within their teaching and learning environments (especially colleagues, learners and parents) and evaluate this critically within a reflective process that focuses on promoting change towards greater inclusion. 5. Critically analyse different models of organisation deployed in Irish educational contexts in terms of their appropriateness and how effectively they support the inclusion of all learners. 6. Demonstrate a comprehensive understanding of a range of key theories and ideas relating to leadership and change that can usefully inform the development of inclusive practice and provision in educational contexts. 7. Critically evaluate issues surrounding the areas of change and change management at the levels of individual, class, department, school/centre and at the wider system level. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
Indicative Content • Change knowledge and wisdom. • Change advocacy and agentry towards inclusive educational provision. • Leading, managing and facilitating change. • Leadership for Inclusion • Stakeholder Voice. • Effective listening and communication skills. • Contexts for collaboration. • Theories of collaboration and collaborative practice in working with learners, colleagues (e.g. co-/team-teaching), parents, other professionals and stakeholder). | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books: None Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||