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INCLUDING EVERY CHILD 2

Module code: EDF329
Credits: 2.5
Semester: 1 and 2
Department: FROEBEL EDUCATION
International:
Coordinator: Deirdre Forde (FROEBEL EDUCATION)

	Overview
	In this module students explore issues pertinent to the teaching of pupils with a range of low-incidence disabilities. Knowledge of the characteristics associated with particular disabilities and of specific methodologies and specialist resources/equipment is a core element of this module. This module will incorporate principles of informal assessment, examples of assessment tools and practical skills of assessment in the area of Special Educational Needs and learning difficulties. Through workshops students will be provided with opportunities to develop their knowledge of the planning and teaching of learning based on assessments of needs and devising profiles and educational plans. To further underline the integrative nature of this course, students will spend one week on placement in a Special Education Setting in Year 3 and an additional 4 weeks on placement in a Special Education Setting in Year 4. Placement will ensure effective application of best practice in relation to; assessment, planning and evaluation for children with special educational needs and learning difficulties; and to develop knowledge understanding and skills of reflection.

Overview

In this module students explore issues pertinent to the teaching of pupils with a range of low-incidence disabilities. Knowledge of the characteristics associated with particular disabilities and of specific methodologies and specialist resources/equipment is a core element of this module. This module will incorporate principles of informal assessment, examples of assessment tools and practical skills of assessment in the area of Special Educational Needs and learning difficulties. Through workshops students will be provided with opportunities to develop their knowledge of the planning and teaching of learning based on assessments of needs and devising profiles and educational plans. To further underline the integrative nature of this course, students will spend one week on placement in a Special Education Setting in Year 3 and an additional 4 weeks on placement in a Special Education Setting in Year 4. Placement will ensure effective application of best practice in relation to; assessment, planning and evaluation for children with special educational needs and learning difficulties; and to develop knowledge understanding and skills of reflection.

	Learning Outcomes
	On successful completion of the module, students should be able to: Be familiar with the range of supports and services available to different groups of children with SEN. Describe the main characteristics and learning styles of pupils presenting with a range of low incidence disabilities Demonstrate knowledge of key theories and specific interventions associated with the particular low incidence disability groups studies Carry out informal assessment for the purposes of informing educational planning for children with special educational needs Devise SMART targets and suitable interventions for pupils with SEN based on the priority needs identified from the outcomes of informal assessment tools and teacher observation.

Learning Outcomes

Teaching & Learning methods

Assessment

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes University scheduled written examination (Autumn): 60 minutes Is Supplemental Continuous Assessment registration permitted? No Is Supplemental Continuous Assessment capped? No

	Additional Reading
	Harwell, J. and Jackson, R. W. (2008) The Complete Learning Disabilities handbook: Ready to use Strategies and Activities for Teaching Students with Learning Disabilities. San Francisco: Wiley McCausland, D. (2005) International Experience in the Provision of Individual Education Plans for Children with Disabilities. Dublin: National Disability Authority. Mitchell, D. (2008) What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies. London: Routledge. Mortimer, H. (2000) Developing Individual Behaviour Plans in the Early Years. Tamworth: NASEN National Council for Curriculum and Assessment. (2007) Guidelines for Teachers of Students with Mild General Learning Disabilities. Dublin: NCCA National Council for Curriculum and Assessment. (2007) Guidelines for Teachers of Students with Moderate General Learning Disabilities. Dublin: NCCA National Council for Curriculum and Assessment. (2007) Guidelines for Teachers of Students with Severe & Profound General Learning Disabilities. Dublin: NCCA National Council for Special Education. (2006) Guidelines on the Individual Education Plan Process. Dublin: Stationery Office Reid, G. (2005) Dyslexia and Inclusion: Classroom Approaches for Assessment, Teaching and Learning. London: David Fulton.

Additional Reading

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INCLUDING EVERY CHILD 2

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