Module Details
| Module Code: |
EDUC7014 |
| Title: |
Inclusion: Additional Needs
|
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Long Title:
|
Inclusion: Additional Needs
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| NFQ Level: |
Intermediate |
| Valid From: |
Semester 1 - 2022/23 ( September 2022 ) |
| Field of Study: |
1420 - Education Studies
|
| Module Description: |
This module furnishes learners with the knowledge, skill and competence to work with young children with additional needs and disabilities, as well as developing an understanding of the broader context.
|
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Discuss a range of additional needs and disabilities in terms of both indicative features and level. |
| LO2 |
Understand the development of inclusion of young children with additional needs in education from a rights-based perspective |
| LO3 |
Explain appropriate pedagogy and differentiated learning strategies/methodologies to support inclusion. |
| LO4 |
Distinguish the use of TEACCH, Lámh, PECS and Social Stories as effective communication strategies |
| LO5 |
Review a range of assistive technology when working with children in inclusive environments. |
| Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
|
| No incompatible modules listed |
Co-requisite Modules
|
| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
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| No requirements listed |
| Indicative Content |
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Disability awareness and perspectives
Reflection of attitudes, values and beliefs towards inclusion and disability. Brief history and development of inclusive education. Understanding of the significance and implications of policy and legislation: EPSEN Act (2004), UNCRC (1989), UNCRD (2006), Diversity, Equality and Inclusion charter (2016), AIM (2016) & First 5 (2019).
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Additional Needs and Disabilities
Details a range of additional needs and disabilities - Autism Spectrum Disorder, general learning disability, exceptional or gifted learners, specific learning disability, emotional/ behavioural issues, sensory impairment and physical disability. Explores implications for inclusion with comprehensive, practical guidance for educators.
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Inclusive Strategies
Ability to use a range of learning strategies, adapt pedagogical approaches, IEP's and differentiated assessment methods to support inclusion. Applied behavioural analysis. Positive behavioural support. Application and linkage to the curricular framework Aistear.
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PECS, TEACCH, Lámh and Social Stories
Six phases of Picture Exchange Communication System (PECS): How to Communicate; Distance and Persistence; Picture Discrimination; Sentence Structure; Answering Questions; Commenting. TEACCH (Treatment and Education of Autistic and related Communication handicapped Children). Lámh: Alternative and augmentative communication (AAC).
Brief history and development; Lámh signing environment. Social stories design and implementation.
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Assistive Technology (AT)
Learning about the advantages and application range of assistive technology when working with children. Developing literacy and numeracy skills as well as social interactions and group work.
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Module Content & Assessment
|
| Assessment Breakdown | % |
|---|
| Coursework | 100.00% |
Assessments
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
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The University reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Lecture |
Every Week |
2.00 |
2 |
| Lab |
Contact |
Practical |
Every Week |
1.00 |
1 |
| Independent Learning |
Non Contact |
Independent study |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| Workload: Part Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Lecture |
Every Week |
2.00 |
2 |
| Lab |
Contact |
Practical |
Every Week |
1.00 |
1 |
| Independent Learning |
Non Contact |
Independent study |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
|
Module Resources
|
| Recommended Book Resources |
|---|
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Deiner, P.. (2012), Special needs conditions and impairments, Inclusive Early Childhood Education, development, resources, and practice, Cengage Learning., [ISBN: 9781111837150].
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Flood, E. and Kirby, A.. (2021), Assisting Children with additional needs in ELC, Boru Press Ltd, [ISBN: 97818384134].
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Gray, C.. (2015), The New Social Story Book: Revised and Expanded, Future Horizons Firm, [ISBN: 10-194176516].
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Griffin, S., & Shevlin, M.. (2011), Responding to Special Educational Needs: An Irish Perspective, 2nd. Gill & MacMillan, Dublin, [ISBN: 9780717149988].
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Moloney, M. and McCarthy, E.. (2018), Intentional Leadership for Effective Inclusion in Early Childhood Education and Care: Exploring Core themes and strategies., Routledge Taylor & Francis Group, [ISBN: 9781138092884].
| | Recommended Article/Paper Resources |
|---|
-
Burne, B., Knafelc, V., Melonis, M.,
& Heyn, P.. (2011), The use and application of assistive
technology to promote literacy in early
childhood: a systematic review, Disability and Rehabilitation: Assistive
Technology, 6(3),
-
Department of Education and Skills. (2017), Guidelines for Primary Schools
Supporting Pupils with Special
Educational Needs in Mainstream Schools,
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Early Childhood Ireland. (2015), Children with Additional Needs - A Model
of Provision, Inclusion of Children with Additional
Needs.
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Kenny, N. McCoy, S. & Mihut, G.. (2020), Special education reforms in Ireland:
changing systems, changing schools, International Journal of Inclusive
Education.
| | Supplementary Article/Paper Resources |
|---|
-
Stembridge, E.. (2019), AIMing for the Target: How has Policy on
Inclusion Evolved since the 1990’s in
Ireland., Student Teacher Educational Research
e-Journal.
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Barnardos. (2012), Early Childhood Care and Education
(ECCE) - Providing for Children with
Additional Needs, Child Links Issue 3,
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Department of Health. (2018), Estimating Prevalence of Autism Spectrum
Disorders (ASD) in the Irish population:
A Review of Data Sources and
Epidemiological Studies.
| | Other Resources |
|---|
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Website, Access and Inclusion Model,
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Website, Diagnostic and Statistical Manual of
Mental Disorders (DSM-5-TR),
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Website, First 5: A Government Strategy for
babies, young children and their
families 2019-2028,
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Website, Lámh Communication,
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Website, NDA. Disability, National Disability Authority,
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Website, National Council for Special Education,
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Website, Sound Advice: Hearing meets Technology,
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