Registry
Module Specifications
Archived Version 2021 - 2022
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Description The aim of this module is to prepare students to work collaboratively with others to include pupils with special educational needs effectively as outlined in the Education and EPSEN Acts (Government of Ireland, 1998, 2004) and in policy documents (DES, 2000, 2005; NCSE, 2006, NEPS, 2007). The module will focus on the need for adult-adult, adult-child and child-child collaboration within schools, with parents/guardians and with outside agencies and will build on the knowledge base established in the module 'Introduction to Teaching Pupils with Special Educational Needs' (year 1) and the preceding modules in this specialism. Students will integrate and apply this learning within other modules in the programme for example 'Teacher as Professional', 'Schools and Community' and within the Leadership Module of the major specialism (4th year) and in practice (school placement). This module is jointly taught and assessed with module SI302. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Understand and justify the need for a collaborative approach to working in schools and with others involved in the education of pupils with special educational needs. 2. Identify the key characteristics of and requirements for effective collaboration with others in the context of effectively including pupils with special educational needs. 3. Reflect on and describe the impact of collaboration on your own professional development and learning in the context of teaching, learning and assessment for all pupils including those with special educational needs. 4. Reflect on and describe the process of collaboration in the context of teaching, learning and transition for pupils with special educational needs. 5. Read and critique a journal article and apply knowledge and understanding to the development of a presentation and literature review. | |||||||||||||||||||||||||||||||||||||
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- Identification and exploration of the characteristics of collaboration with others in effective teaching and learning for all pupils including those with additional/special educational needs. - Consideration of theories of collaboration and the concept of a continuum of collaboration. - Examination of the role of the teacher as team member and team leader in collaborative work. - Examination of interpersonal problem solving as a context for professional collaboration. - Exploration of key legislative and policy documents in relation to the requirements for teachers to collaborate. - Identification of the implications and challenges for teachers of collaborative practice including the difficulty of time management. - Identify and describe strategies for finding and effectively utilizing time for planning and participating in collaborative activities. - Examination of journal articles related to collaboration. - Exploration of the role of Teacher as Professional in the context of exploring the impact of collaboration of teacher professional development and learning. - Examination of the role of practitioner inquiry (and other models of inquiry) as a problem-solving model for exploring difficulties in learning rather than deficits in learners. - Identification and exploration of contexts for collaboration in mainstream and specialist settings including collaborative planning, models of co-teaching, working with SNAs, parents and families, therapists, nursing and care staff. - Exploration of models of inclusive practice and evaluation of same through engagement with the Inclusive Education Framework (NCSE, 2011), and various co-teaching questionnaires, e.g. Gately and Gately (2001). - Exploration of interactionist/ecological model (also known as the biopsychosocial model) for identifying and providing an appropriate education for all pupils including those with additional/special educational needs. - Reviewing video examples of classroom and school teamwork.Teaching ApproachWhile there will be some direct teaching utilized, the main teaching approach will be to utilize workshop format to engage students in examination of case studies (including those developed from students themselves based on previous teaching practice) to explore issues around collaboration. The use of peer learning and collaborative tasks etc will be enabled by structured facilitation. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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