Courses :: Module, INCLUSIVE EDUCATION

	Overview
	Students are introduced to the context of Inclusive and Special Education at an International and National level. There is a particular focus on the New Resource Allocation Model and the implementation of the Continuum of Support in schools.

Overview

Students are introduced to the context of Inclusive and Special Education at an International and National level. There is a particular focus on the New Resource Allocation Model and the implementation of the Continuum of Support in schools.

	Learning Outcomes
	On successful completion of the module, students should be able to: identify key influences, persons and movements in the history of special education in Ireland and elsewhere describe defining features of effective special education demonstrate knowledge of important elements in legislation and policies pertaining to special education in Ireland at primary and post-primary levels outline, explain and discuss legislation and policies that govern the delivery of special education in Ireland today have a familiarity with the NCCA SEN Curriculum Guidelines identify pertinent issues relating to eligibility for special education services

Learning Outcomes

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes Undertake review of Special Ed. needs provision, across a school setting. Is Supplemental Continuous Assessment registration permitted? Written permission from Department Is Supplemental Continuous Assessment capped? No

Autumn Supplementals/Resits

	Additional Reading
	Ainscow, M. & Sandill, A. (2010): Developing inclusive education systems: the role of organisational cultures and leadership, International Journal of Inclusive Education, 14:4,401-416 Byrne, M. (2008) ‘Individual Education Plans in Irish Schools: Implementation: Report of the National Council for Special Education, 2006’. REACH Journal of Special Needs Education, Vol 22: (1), pp3-12 Department of Education (1993) Report of the Special Education Review Committee (SERC). Ireland: Government Publications Department of Education and Science (2000) Learning-Support Guidelines. Dublin: The Stationery Office Department of Education and Science (2001) Report of the Task Force on Autism. Dublin: The Stationery Office Department of Education and Science (2001) Report of the Task Force on Dyslexia. Dublin: The Stationery Office Department of Education and Science (2005) Circular Sp. Ed. 02 / 05. Dublin: DES Devine, D. (2011) Immigration and schooling in the Republic of Ireland- Making a difference? UK, Manchester University Press. Drudy, S. (Ed., 2009), Education in Ireland- Challenge and Change. Dublin: Gill and Macmillan. Drudy, S. & Kinsella, W. (2009): Developing an inclusive system in a rapidly changing European society, International Journal of Inclusive Education, 13:6, 647-663 Dianne L. Ferguson (2008): International trends in inclusive education: the continuing challenge to teach each one and everyone, European Journal of Special Needs Education, 23:2, 109-120 Ireland. (2004) Education for Persons with Special Education Needs Act. Dublin: The Stationary Office Kinsella, W. & Senior, J. (2008): Developing inclusive schools: a systemic approach, International Journal of Inclusive Education, 12:5-6, 651-665 Lerner, J. (2005) Learning Disabilities, Theories, Diagnosis, and Teaching Strategies. Boston / New York: Houghton Mifflin Company National Council for Curriculum and Assessment. (2007) Guidelines for Teachers of Students with Mild General Learning Disabilities. Dublin: NCCA National Council for Special Education. (2006) Guidelines on the Individual Education Plan Process. Dublin: Stationery Office

Additional Reading

Ainscow, M. & Sandill, A. (2010): Developing inclusive education systems: the role of organisational cultures and leadership, International Journal of Inclusive Education, 14:4,401-416

Byrne, M. (2008) ‘Individual Education Plans in Irish Schools: Implementation: Report of the National Council for Special Education, 2006’. REACH Journal of Special Needs Education, Vol 22: (1), pp3-12

Department of Education (1993) Report of the Special Education Review Committee (SERC). Ireland: Government Publications

Department of Education and Science (2000) Learning-Support Guidelines. Dublin: The Stationery Office

Department of Education and Science (2001) Report of the Task Force on Autism. Dublin: The Stationery Office

Department of Education and Science (2001) Report of the Task Force on Dyslexia. Dublin: The Stationery Office

Department of Education and Science (2005) Circular Sp. Ed. 02 / 05. Dublin: DES

Devine, D. (2011) Immigration and schooling in the Republic of Ireland- Making a difference? UK, Manchester University Press.

Drudy, S. (Ed., 2009), Education in Ireland- Challenge and Change. Dublin: Gill and Macmillan.

Drudy, S. & Kinsella, W. (2009): Developing an inclusive system in a rapidly changing European society, International Journal of Inclusive Education, 13:6, 647-663

Dianne L. Ferguson (2008): International trends in inclusive education: the continuing challenge to teach each one and everyone, European Journal of Special Needs Education, 23:2, 109-120

Ireland. (2004) Education for Persons with Special Education Needs Act. Dublin: The Stationary Office

Kinsella, W. & Senior, J. (2008): Developing inclusive schools: a systemic approach, International Journal of Inclusive Education, 12:5-6, 651-665

Lerner, J. (2005) Learning Disabilities, Theories, Diagnosis, and Teaching Strategies. Boston / New York: Houghton Mifflin Company

National Council for Curriculum and Assessment. (2007) Guidelines for Teachers of Students with Mild General Learning Disabilities. Dublin: NCCA

National Council for Special Education. (2006) Guidelines on the Individual Education Plan Process. Dublin: Stationery Office

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Courses / Module

INCLUSIVE EDUCATION

Semester 1

Semester 2