Courses :: Module, INCLUDING EVERY CHILD 2

	Overview
	To cultivate a democratic responsibility to the inclusion of children who are neurodiverse. This module encourages student teachers to critically analyse theoretical and pedagogical principles and strategies of teaching, learning and assessment in providing effective, enriching and inclusive assessment, teaching and learning for children with diverse needs and abilities. This module supports student teachers in assessing, profiling and planning, using strengths based approaches, to meet the needs of neurodiverse pupils. To further underline the integrative nature of this module, student teachers spend one week on placement in a Special Education School in Year 3 and an additional 4 weeks on placement in a Special Education Team/Department of a mainstream school developing their professional identity as a teacher of all learners.

Overview

To cultivate a democratic responsibility to the inclusion of children who are neurodiverse.

This module encourages student teachers to critically analyse theoretical and pedagogical principles and strategies of teaching, learning and assessment in providing effective, enriching and inclusive assessment, teaching and learning for children with diverse needs and abilities. This module supports student teachers in assessing, profiling and planning, using strengths based approaches, to meet the needs of neurodiverse pupils. To further underline the integrative nature of this module, student teachers spend one week on placement in a Special Education School in Year 3 and an additional 4 weeks on placement in a Special Education Team/Department of a mainstream school developing their professional identity as a teacher of all learners.

	Learning Outcomes
	On successful completion of the module, students should be able to: Demonstrate knowledge and understanding of the unique role of the Special Education teacher as professional in providing for the holistic development of pupils. Show an understanding of the Continuum of Support as well as the theory, concepts and methods pertaining to effective teaching, learning and assessment. Use a range of strategies and methodologies including new and emerging technologies for teaching and learning to support, monitor and assess pupils� approach to learning and their progress. Conduct a systematic, holistic assessment of pupil strengths, abilities, talents and needs. Collaborate with Special Needs Assistants in the provision of support to pupils. Apply knowledge of the individual potential of pupils, dispositions towards learning, varying backgrounds, identities, experiences and learning styles to planning for teaching, learning and assessment. Develop effective communicative and collaborative relationships with parents of children who have additional needs and other relevant professionals.

Learning Outcomes

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

Autumn Supplementals/Resits

	Additional Reading
	Florian, L. (ed.) (2014) The SAGE Handbook for Special Education. Second Edition. New York: Sage Publications. Frederickson, N. and Cline, T. (2009) Special Educational Needs, Inclusion and Diversity. Second edition. Buckingham: Open University Press. Griffin, S. and Shevlin, M. (2011) Responding to Special Educational Needs � An Irish Perspective. Second edition. Dublin: Macmillan. Lewis, A. and Norwich, B. (eds). (2004) Special Teaching for Special Children: A Pedagogy for Inclusion. Maidenhead: Open University Press. Vaughn, S., Bos, C., and Schumm, S.J. (2010) Teaching Students Who are Exceptional, Diverse, and at Risk in the General Education Classroom. Sixth edition. London: Pearson.

Additional Reading

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Courses / Module

INCLUDING EVERY CHILD 2

Semester 1

Semester 2