Registry
Module Specifications
Archived Version 2023 - 2024
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Description This module introduces the principles of inclusion and inclusive education. It examines Irish policy development relevant to inclusive education in the context of significant international and domestic influences. Socio-cultural factors that impact on the distribution of educational access, participation and advantage/disadvantage are explored and the concepts of equity and equality are interrogated through discourses around inclusion. The role of the post primary language teacher in relation to the establishment of inclusive learning environments and facilitating access to the curriculum for all learners including those with special educational needs is an important focus in this module. | |||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Critique and demonstrate an understanding of inclusive education policy and the relevant legislative framework; 2. Critically engage with the international literature on inclusion; 3. Outline and engage with the process of identification, assessment and support for learners with special educational needs; 4. Critically appraise a diverse post primary student population and determine what inclusive teaching and learning practices, policies and procedures could be implemented by the teacher to support and scaffold students’ educational needs; 5. Identify and demonstrate an understanding of the distinct and complementary roles of professionals involved in support provision from within and outside the school; 6. Evaluate and compare inclusive frameworks to support curricular access for all learners: 7. Identify, reflect upon and critically analyse key issues related to educational (dis)advantage, including: disability; additional needs; diversity and difference; socioeconomic influences; access; marginalising factors; 8. Reflect on the role of the language teacher with respect to the hidden curriculum and interrogate this with respect to inclusion in education and society; 9. Propose policy development to develop and sustain inclusive education environments with particular emphasis on the role of the teacher practitioner. | |||||||||||||||||||||||||||||||||||||
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 1External and internal influences on policy development relevant to inclusive education in Ireland (LO1 & LO7))2International perspectives of inclusion and inclusive education: inclusion in philosophy, theory and practice (LO2 & LO7)3‘Dilemmas and perspectives of difference’, and ‘Models of disability’ (LO2 & LO7))4Meeting the needs of all learners, a process of identification, assessment and support (LO3)5A whole school approach to inclusive education – professional roles and external agencies (LO5)6High incidence and low incidence special educational needs (LO4)7The learner voice space: marginalised voices, and an inclusive framework for listening (LO8)8Inclusive methodologies: curriculum and pedagogy (LO6)9Behaviour and learning: creating a positive climate of learning (LO6, LO7 & LO8)10Language, communication and special educational needs: the role of the language teacher (LO8)11Developing and sustaining inclusive education environments: Challenges and opportunities (LO9) | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 45922, Website, 0, Special Education Support Services, now part of National Council for Special Education (NCSE), https://www.sess.ie/sites/default/files/EPSEN_Act_2004.pdf, 45923, Website, 0, Government of Ireland - legislation, http://www.irishstatutebook.ie/eli/1998/act/51/enacted/en/html http://www.irishstatutebook.ie/eli/2005/act/14/enacted/en/html http://www.irishstatutebook.ie/eli/2004/act/24/enacted/en/html, 45924, Website, 0, Special Educational Support Services (SESS), www.sess.ie, 45925, Website, 0, National Council for Curriculum and Assessment (NCCA), www.ncca.ie, 45926, Website, 0, NCSE, www.ncse.ie, 45927, Website, 0, National Educational Psychologists Services (NEPS), https://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-NEPS-/Resources-Publications.html, 45928, Website, 0, United Nations, http://unesdoc.unesco.org/images/0014/001402/140224e.pdf, 45929, Website, 0, SESS, https://www.sess.ie/sites/default/files/Salamanca%20Statement%201994.pdf, | |||||||||||||||||||||||||||||||||||||
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