Registry
Module Specifications
Archived Version 2019 - 2020
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Description • Inform students of the background and history of the development of special education internationally and in Ireland; the range of special educational needs, issues pertaining to designation of SEN categories and the core issues relating to special education (e.g. role of parents, legislation, rights, values, policy, provision). • Review and define the concepts of inclusion and integration in education and examine the origins of inclusive education and current debated and dilemmas associated with this movement. • Acquaint students with the key principles of inclusive education and the essential practices associated with successful inclusions based on research findings and best practice. • Examine the current literature on early intervention in terms of its rationale and efficacy and examine the wider policy context supporting early intervention initiatives. • Introduce students to the principles and purposes of assessment, planning and recording. • Encourage students to foster a collaborative ethos and holistic approach to working in their schools and with all those involved with their pupils with special educational needs. • Assist students in the selection and adaptation of suitable approaches and methodologies with particular reference to differentiation for individual pupil needs. • Encourage students to examine the implications arising for teaching and learning in order to effectively deliver the curriculum. • Guide students in devising a suitable individual education plan (IEP), in collaboration with others, and to incorporate a system of recording and evaluating pupil progress. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Use their knowledge of the core issues, background and history of special education to inform their study, discussions and work. 2. Demonstrate their understanding of the concepts of inclusion and current debates on the issue by stating their considered personal perspectives. 3. Discuss the key principles of inclusive education and the factors associated with the successful practice of inclusion. 4. State the rationale for early intervention and the factors which determine its efficacy. 5. Apply their knowledge of the principles of assessment when carrying out diagnostic assessments on their pupils with learning difficulties. 6. Promote, develop and foster collaborative partnerships with all those working with their pupils with SEN. 7. Use a variety of teaching and learning strategies, structure appropriate learning contexts and select resources, adapting where necessary, to suit the individual needs of the pupils they teach. 8. Plan and teach programmes for their pupils in the specified curricular areas which are suited to the abilities and needs of pupils. 9. Write IEPs for their pupils in collaboration with pupil, parents, support/class teacher and all those involved in the pupil’s education identifying strengths, needs, priority learning needs, specific learning targets, appropriate teaching methods and resources and evaluating progress. | |||||||||||||||||||||||||||||||||||||
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• Background and history of the development of special education. • Contextual issues: role of parents, legislation, rights, values, policy, provision. • Key principles and perspectives on inclusion. • Early identification and intervention. • Principles of assessment. • Whole school collaborative planning, management and teamwork. • Teaching methodologies, modifications and accommodations. • Effective teaching practices. • Devising and using IEPs in the inclusive classroom. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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