Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module deals with the principles underpinning inclusive assessment and the various modes and approaches used for students with learning support and special educational needs. It includes a balanced and appropriate range of formal and informal assessments, ethical issues, administration and interpretation of results. It also focuses on the development of a holistic profile of the students’ strengths, interests and needs, leading to the development of learning programmes and individualised planning. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Define speech and language disorder. 2. Identify the main aspects of language functioning likely to be impaired by speech and language disorder. 3. Critically evaluate the protocols and practices associated with special classes for pupils with specific speech and language disorders in the Irish context. 4. Critically evaluate the factors to be taken into account in making decisions about appropriate provision for a pupil with speech and language disorder. 5. Recognise ways in which specific speech and language disorder may impact on the pupils’ learning. 6. Select appropriate strategies to meet the learning needs arising from particular aspects of language disorder, including strategies which they have already used in other contexts. 7. Select appropriate assessment instruments based on their knowledge of pupils’ particular speech and/or language disorder. 8. Evaluate the effectiveness of commercial materials designed for pupils with speech/language disorder. 9. Understand the respective roles of teachers and speech therapists in the functioning of special classes for pupils with specific speech and language disorder. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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 ● An overview of speech and language disorders. ● Language framework for addressing speech and language disorder. ● The language characteristics of children with speech and/or language disorders. ● Planning a framework for structured speech/language intervention. ● Identification and selection of suitable strategies and approaches. ● The impact of specific speech/language disorder across the curriculum. ● Educational provision within the mainstream school. ● The role of the speech and language therapist in diagnosis and therapy. ● Assessment of speech and language disorders by the speech/language therapist, by the teacher. ● Examination of a range of speech/language materials and resources. ● Preparation for classroom based intervention. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books: None Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||