Module Details

Module Code: EDUC7021
Title: Partnerships for Inclusion
Long Title: Partnerships for Inclusion
NFQ Level: Intermediate
Valid From: Semester 1 - 2023/24 ( September 2023 )
Duration: 1 Semester
Credits: 5
Field of Study: 1420 - Education Studies
Module Delivered in: 1 programme(s)
Module Description: Partnerships for Inclusion prepares students to work effectively with children; families; and
the wider community in line with Montessori philosophy. It highlights the role of positive partnerships in developing inclusive attitudes and practice. By creating proactive partnerships educators recognise, respect and value all contributing members in a child’s life. This module includes the completion of 30 hours of observational placement, in order for students to integrate the theoretical aspect of this module with professional practice.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Evaluate strategies in building positive partnerships between educators, parents and children.
LO2 Analyse how children benefit from inclusive partnerships in educational settings.
LO3 Appraise mutual benefits of inclusive partnerships for families and educators.
LO4 Examine the challenges and barriers to positive partnerships and formulate strategies to overcome them.
LO5 Discuss the Irish legal and policy context for partnership in Irish early years and primary school settings.
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).
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.
No requirements listed
 
Indicative Content
Strategies in building partnerships in ECEC and primary school context
Examine strategies in building positive partnerships in ECEC. Value diversity. Promote inclusion. Recognise the importance of home languages, family heritage, practices and culture in terms of identity and learning. Enabling environment. Critically evaluating practice observed in relation to the use of partnerships in inclusive practice.
Benefits of inclusive partnerships
Outline how children, families and practitioners mutually benefit from inclusive partnerships. Holistic approach to addressing a child's needs. Make a child's home life visible in setting. Get parents’ expert knowledge of their child/ren and support parents/families in understanding their child’s learning and development.
Challenges and Barriers to positive partnerships.
Communication skills. Attitudes and expectations of parents and educators. Social inequality
Putting inclusion and Partnerships in context
Understanding the child in the context of the family. Montessori perspective. Children’s participation within partnerships. The Irish legal and policy context for partnership in ECEC and primary school settings(including, but not limited to, 'First 5' Government Strategy. Parent Associations. Wider context.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Written Report % of Total Mark 60
Timing Week 8 Learning Outcomes 1,2,3,4,5
Assessment Description
Irish legal and policy context for partnership in ECEC and primary school
settings.
Assessment Type Presentation % of Total Mark 40
Timing Week 13 Learning Outcomes 1,2,4
Assessment Description
Individual Presentation - critical evaluation of the use of partnerships with parents in providing inclusive practice (based on placement experience).
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.

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 Theory and Discussion Every Week 3.00 3
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 Theory and Discussion Every Week 3.00 3
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
  • Barnardos. (2006), Parental involvement - A handbook for childcare providers, Barnardos Resource Centre, Dublin, [ISBN: 9781906004019].
  • Katie Kissinger. (2017), Anti-Bias Education in the Early Childhood Classroom, Routledge, New York, [ISBN: 9781138651593].
  • Wilson, T.. (2016), Working with Parents, Carers and Families in the Early Years, Routledge, New York, [ISBN: 9780415728744].
Supplementary Book Resources
  • Crozier, G. and Reay, D.. (2005), Activating Participation: Parents and teachers working toward partnership, Trentham Books, Stroke on Trent, [ISBN: 9781858563251].
Recommended Article/Paper Resources
Supplementary Article/Paper Resources
  • Central Statistics Office. (2014), 2012 Quarterly National Household Survey Parental Involvement in Children’s Education.
  • Markose and Simpson. (2014), ‘I want them better than me’: Pedagogical strategies employed by four immigrant parents in the face of perceived forms of exclusion by school authorities, Race Ethnicity and Education,
    http://dx.doi.org/10.1080/13613324.2014. 885423
  • Xin Ma, Jianping Shen, Huilan Y. Krenn, Shanshan Hu and Jing Yuan. (2015), A Meta-Analysis of the Relationship Between Learning Outcomes and Parental Involvement During Early Childhood Education and Early Elementary Education, 28 (771–801).
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HMOED_8 Bachelor of Education (Honours) in Montessori Education 5 Mandatory