Registry
Module Specifications
Archived Version 2019 - 2020
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Description This module aims to provide a foundation in the key principles of inclusion and inclusive practice. Specifically, this module will focus on (a) inclusion of children with special/additional educational needs and (b) social inclusion, with a view to developing student teachers’ understanding of the factors that underpin and influence the creation of inclusive environments for all children. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critique legislation and policy in relation to the inclusion of students with Special Educational Needs to identify possibilities for and challenges to inclusion of these children across the school system with reference to the role and responsibility of key stakeholders (e.g. schools/teachers/policy makers/other professionals etc). 2. Identify, discuss and critique key issues in relation to inclusion of children with special needs e.g. (a) Range of educational settings and curricula available for children and young people with SEN; (b) Implications for inclusive practice of current issue and changes in the educational system; (c) life-span perspective for people with SEN. 3. Explain and critique the role of the Individual Education Plan (IEP) in effectively enabling the inclusion of children with SEN, and construct an IEP based on a case study. 4. Understand the policy contexts underpinning key schemes in DEIS schools and wider communities. 5. Critically engage with issues for future reforms in the area of early school leaving prevention and are aware of international good practice in the area of social inclusion in education. 6. Critically interrogate key principles and frameworks for social inclusion in education in Ireland and internationally. | |||||||||||||||||||||||||||||||||||||
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 OverviewThe courses and indicative content for module ED404 are described below. Throughout this module, explicit links will be made within and across both courses in order to address the learning outcomes identified previously. Additionally, efforts will be made to support students to connect the content of this module with learning across the BEd programme to maximise their awareness of the factors that influence the creation of inclusive learning environments for all children.Special and Inclusive Education (SIE)Legislation and Policy for Inclusion: Relevant legislation and policy governing practice relating to the inclusion of pupils with special educational needs (SEN) in Irish schools. Curricular Inclusion: Analysis of the role of the curricula other than the Primary School Curriculum in terms of curricular inclusion of children with SEN e.g. Curriculum Guidelines for Pupils with General Learning Disabilities; Post-Primary programmes etc. Role of Individual Education Plans in providing curricular inclusion for children with SEN. Use of Universal Design for Learning in planning for curricular inclusion. Life Span Perspective: Implication of the life-span perspective of children with SEN i.e. parents/siblings, dual enrolment, transitions (pre-school / post-primary / adult opportunities and services) with reference to relevant legislation and policy. Current Issues: Examination of current issues impacting on policy and practice in schools in terms of inclusion of pupils with SEN e.g. changes to role of NCSE; new legislation, policy, budgetary decisions; teaching children for whom English is an additional language; deaf education; and, so on. Case studies will be used through which analysis of the issues raised above will be discussed and examined. Students who have taken the SIE specialism will be given an opportunity to co-teach some of the IEP workshop sessions so as to differentiate their engagement in this module, taking into account their prior learning. Additional opportunities for differentiation for this group of students will be taken as they arise.Poverty and Social InclusionThe focus of this course is to provide insights for working in DEIS schools and the wider communities in which they are located. It includes analysis of the various schemes and services for such schools and communities, including a focus on policy and practice gaps for pupil supports. Students will be engaged in a range of understandings of key principles and frameworks for social inclusion in education and for early school leaving prevention based on both Irish and international research. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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