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Module Specifications

Archived Version 2021 - 2022

Module Title
Module Code

Online Module Resources

NFQ level 9 Credit Rating 15
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

This module focuses on understanding, acknowledging, accepting and responding holistically to the developing and diverse identities of learners. It aims to enhance teacher participants’ knowledge, skills and awareness of engaging with learners as people to inform their future planning for and practice with them. The module also focuses on the development of holistic profiles of learners’ strengths, interests and difficulties, leading to the development of contextualised, personalised, priorities at this time in their education. As part of the holistic profiling process this module deals with the principles underpinning inclusive assessment and the various modes and approaches used to understand and respond to diverse learners. Holistic profiling begins with getting to know learners followed by the collation, interpretation and contextualisation of existing information on them. Teacher participants will learn to select from a range of formal and informal assessment approaches/tools to further their holistic understanding of learners in context. Holistic profiling, assessment and prioritisation skills will be underpinned by introductions to knowledge and theory in the areas of learner identity, assessment, ethics and personalisation. Strengths Based Approaches and Reflection on module content in context will be emphasised throughout.

Learning Outcomes

1. 1. Demonstrate examination of and reflection on the experiences of learners and how identities are shaped;
2. Explicate their own identities, attitudes and practices in relation to formation of learner identities;
3. Articulate an analysis of the practices and policies in their schools/centres and in the wider educational system in terms of how these impact on the formation of learner identities and on learner wellbeing;
4. Support and nurture identity-development by facilitating meaningful engagement with and benefit from learning in context especially attending to strengths-based approaches and learner voice/view.
5. Develop holistic profiles of learners to include their strengths, interests, difficulties, learning characteristics and current level of educational performance;
6. Interpret, synthesise and analyse all existing information available on learners in a contextualised, critical, accurate and fair manner before beginning any new assessment/testing;
7. Explain the principles of assessment and use these to critically and effectively select and/or devise a balanced and appropriate range of formal and informal assessment approaches (and tools) in order to increase their holistic understanding of diverse learners;
8. Use a range of assessment techniques and tools in a valid, reliable, ethical and authentic manner with particular attention to ensuring that any new assessment of each learner is carefully chosen/justified, kept to a minimum and then accurately administered and interpreted in context.
9. Respond to learner-identities in context by evaluating and critiquing the range of approaches programmes and curricula available as part of the holistic profiling process;
10. Compose and explicate contextualised priorities for learners at this time in their education (as individuals and within their groups/learning communities) based on the holistic profiling process.

Workload Full-time hours per semester
Type Hours Description
Portfolio Preparation375Lectures and Seminars: Campus, Synchronous and Asynchronous online Independent Study Assessing, gleaning, working with learners in school Assignment Assignment compilation in addition to school-based preparation above
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

Assessment Breakdown
Continuous Assessment% Examination Weight%
Course Work Breakdown
TypeDescription% of totalAssessment Date
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
Indicative Reading List

  • Aguilar, E.: 0, Coaching for equity: Conversations that change practice., John Wiley & Sons.,
  • Allen, K.A. & Kern, P. .: 0, Boosting School Belonging: Practical Strategies to Help Adolescents Feel Like They Belong at School, Routledge.,
  • Carter, J.: 2021, SEND Assessment: A Strengths-based Framework for Learners with SEND., Routledge.,
  • Forlin, C.: 2017, Ethics, Equity, and Inclusive Education., Emerald Group Publishing.,
  • Guerin, A.(editor): 2018, Belonging: Rethinking Inclusive Practices to Support Well-Being and Identity., Brill Sense.,
  • Gorski, P.C & Pothini, S.G (2019).: 2019, Case Studies on Diversity and Social Justice Education,, 2nd Edition., Routledge.,
  • Greenstein, L.M.: 2017, Restorative Assessment: Strength-Based Practices That Support All Learners., Sage.,
  • Hamre, B., Morin, A. & Ydesen, C.: 2020, Testing and Inclusive Schooling: International Challenges and Opportunities., Routledge,
  • Jung, L.A, Frey, N., Fisher, D. & Kroener, J: 2019, Your Students, My Students, Our Students: Rethinking Equitable and Inclusive Classrooms., ASCD,
  • Rogers, C.R., Lyon, H., & Tausch, R.: 2013, On becoming an effective teacher: Person-centered teaching, psychology, philosophy, and dialogues with Carl R. Rogers and Harold Lyon., Routledge.,
  • Shulman, J.H. & Mesa-Bains, A.: 2018, . Diversity in the Classroom: A Casebook for Teachers and Teacher Educators,, 1st edition., Routledge.,
  • Sobsey, D., Forlin, C., & Scorgie, K. (Eds.).: 2017, Working with Families for Inclusive Education: Navigating Identity, Opportunity and Belonging., Emerald Group Publishing.,
  • Valle, J.E. & Connor D.J.: 2019, Rethinking Disability: A Disability Studies Approach to Inclusive Practices ., 2nd ed., Routledge:,
  • Wehmeyer, M.L.: 2019, Strength-based Approaches to Educating All Learners with Disabilities : Beyond Special Education., Teachers’ College Press.,
  • Wehmeyer, M.L & Kurth, J.: 2021, Inclusive Education in a Strengths-Based Era: Mapping the Future of the Field., Norton Professional Books.,
  • Zacarian, D., Alvarez-Ortiz, L and Haynes. J.: 2017, . Teaching to Strengths : Supporting Students Living with Trauma, Violence, and Chronic Stress., Association for Supervision & Curriculum Development.,
  • Zacarian, D & Silverstone, M.: 2020, Teaching to Empower: Taking Action to Foster Student Agency, Self-Confidence, and Collaboration, ASCD.,
  • Gonzalez K. & Frumkin, R.: 2021, Trauma Informed Classrooms, BRILL, 9789004465367
Other Resources

45717, Report, Douglas, G., Travers, J., McLinden, M., Robertson, C., Smith, E., Macnab, N., ... & Lacey, P., 2012, Measuring educational engagement, progress and outcomes for children with special educational needs: A review., National Council for Special Education, 45718, Guidelines, Department of Education and Skills, 2010, Behavioural, Emotional and Social Difficulties: A Continuum of Support: Guidelines for Teachers., 45719, Guidelines, Department of Education and Science, 2007, . Special Educational Needs: A Continuum of Support: Guidelines for Teachers. ., 45720, Guidelines, Department of Education and Skills, 2010, A Continuum of Support for Post Primary Schools: Guidelines for Teachers., 45721, Resource Pack, Department of Education and Science, 2007, Special Educational Needs: A Continuum of Support: Resource Pack for Teachers., 45722, Resource Pack, Department of Education and Skills, 2010, A Continuum of Support for Post Primary Schools: Resource Pack for Teachers.,
Programme or List of Programmes