Courses :: Module, INCLUDING EVERY CHILD 1

	Overview
	This module encourages student teachers to engage with the concept of inclusion at a systemic, organisational level, to explore what it means to be an inclusive teacher, within an inclusive classroom, within an inclusive school. Inclusion in this context is taken to refer to children who are potentially vulnerable to reduced participation in education such as pupils from linguistic, cultural and ethnic minorities, pupils from disadvantaged communities, but with a particular focus on pupils with disabilities or neurodiverse pupils. This module addresses responsive teaching in the form of Universal Design for Learning Approaches for all learners in a diverse classroom. Student teachers critically analyse effective ways of communicating and collaborating with all parents for the benefit of the each child.

Overview

This module encourages student teachers to engage with the concept of inclusion at a systemic, organisational level, to explore what it means to be an inclusive teacher, within an inclusive classroom, within an inclusive school. Inclusion in this context is taken to refer to children who are potentially vulnerable to reduced participation in education such as pupils from linguistic, cultural and ethnic minorities, pupils from disadvantaged communities, but with a particular focus on pupils with disabilities or neurodiverse pupils. This module addresses responsive teaching in the form of Universal Design for Learning Approaches for all learners in a diverse classroom. Student teachers critically analyse effective ways of communicating and collaborating with all parents for the benefit of the each child.

	Learning Outcomes
	On successful completion of the module, students should be able to: Understand the impact of equality and diversity issues among students within the inclusive classroom. Support the assessment, teaching and learning of all children, regardless of background, identity, experiences and needs. Cater for all learning abilities through multiple means of engagement, representation, action and expression. Analyse theoretical and pedagogical principles and strategies of assessment in providing effective and inclusive teaching and learning for children with diverse needs and abilities. Support the holistic development of all children by developing effective collaborative and communicative relationships with parents and other professionals.

Learning Outcomes

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes

Autumn Supplementals/Resits

	Additional Reading
	Griffin, S. and Shevlin, M., (2011) Responding to Special Educational Needs: An Irish Perspective. Dublin: Gill & MacMillan R. Rose (Ed.), Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Education, pp75-87. London: Routledge. Kenny, M., Shevlin, M., Noonan-Walsh, P, & McNeela, E. (2005) Accessing mainstream: Examining the struggle for parents of children who have learning difficulties. In Journal of Research in Special Educational Needs, 5 (1) pp11-9. O�Donnell, M. (2012) Teachers� efficacy beliefs for including pupils with special educational needs in Irish mainstream primary schools. In T. Day, & J. Travers (Eds.) Special and Inclusive Education: A Research Perspective. Oxford: Peter Lang Peters, S. J. (2003) Inclusive Education: Achieving Education for All by Including those with Disabilities and Special Needs. London: World Bank Disability Group. Shevlin, M., Winter, E, & Flynn, P. (2013) Developing inclusive practice: Teacher perceptions of opportunities and constraints in the Republic of Ireland. In International Journal of Inclusive Education 17 (10) 1119-1133 Shevlin, M., Winter, E., Rose, R, & O�Raw (2013) Investigating perceptions of the assessment process for pupils with special educational needs within an Irish context. In Irish Educational Studies 32 (2) 121-137 Travers, J., Balfe, T., Butler, C., Day, T. Dupont, M., McDaid, R., O�Donnell, M., & Prunty, A. (2010). Addressing the challenges and barriers to inclusion in Irish schools: Report to the Research and Development Committee of the Department of Education and Skills. Dublin: St Patrick�s

Additional Reading

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INCLUDING EVERY CHILD 1

Semester 1

Semester 2