Registry

Module Specifications

Archived Version 2022 - 2023

Module Title
Module Code
School
Online Module Resources
NFQ level	99	Credit Rating	15
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

The Social Movements 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. 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.
2. 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
3. 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.
4. 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.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	16	Formal engagement with lecturer(s) with student group in lecture/seminar format
Independent Study	195	Independent 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 learning	26	Focused engagement with key texts directed by module coordinator and focusing on integration of professional and research contexts
Tutorial	8	Focused engagement with key literature in a supported group environment.
Assignment Completion	130	Completion of research paper
Total Workload: 375

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.

Assessment Breakdown
Continuous Assessment	%	Examination Weight	%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
Unavailable

Indicative Reading List

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.,

Other Resources

45236, 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., 45237, Banks, J., Maître, B., and McCoy, S., 2015, Insights into the Lives of Children with Disabilities: Findings from the 2006 National Disability Survey., Dublin, National Disability Authority and ESRI,

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