Registry
Module Specifications
Archived Version 2021 - 2022
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Description The aim of this module is to develop students' knowledge, skills and understanding in relation to approaches to curriculum and pedagogy for pupils with special educational needs. Building on prior learning in relation to the Primary School Curriculum, the module will focus on introducing students to different views of curriculum and pedagogy developing their understanding of the concepts of special, additional and individual needs and exploring how these can be addressed in the context of a common curriculum for all. This module builds on the three preceding specialist modules in Year 2 and is jointly taught and assessed with module SI301. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Identify models of and approaches to curriculum for pupils with special educational needs. 2. Explain the role of curriculum and pedagogy in enabling appropriate, inclusive education for all. 3. Articulate the need for all pupils to experience a curriculum which is broad, balanced, relevant and differentiated. 4. Modify and differentiate curriculum to take account of the group/individual characteristics and needs of all pupils. | |||||||||||||||||||||||||||||||||||||
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- Examination of definitions and conceptual models of special needs, disability, curriculum and pedagogy and the implications of these for teaching and learning. - Overview of models of curriculum for SEN e.g. developmental, functional, common/entitlement. - Analysis of the elements of pedagogy (e.g. planning, organisation, lesson development, strategies and assessment for and of learning) in relation to curriculum design and differentiation. - Examination of key documents in relation to curriculum e.g. specialist guidelines, early years, post primary and further education curricula. - Appraise supplementary curricula using these to modify curriculum, plan for, differentiate and assess learning. - Evaluate how specialist approaches can contribute to supporting inclusive curriculum design for specific groups of pupils. - Illustrate the key role of curriculum in enabling inclusion taking account of formal, informal and hidden curriculum. - Integrate individual education planning for groups or individuals with special educational needs with the provision of a broad and balanced curriculum for all.Teaching Approach:- Direct teaching will be utilised in the first instance to set the context, tease out key concepts with the students. - This will be enhanced using group work, workshops, and structured independent study to allow students to engage with the issues together in small peer groups and individually. Key concepts will be illustrated throughout using examples from practice. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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