Inclusive and special education: developing and analysing practice
About
Enhance your knowledge of inclusive education within the NI education system and reflect upon current practice.
This course offers students a chance to develop their knowledge, skills and awareness of inclusive education which can be applied to classroom practice. The course is relevant as is offers a chance to reflect upon current practice and provision. If you are interested in developing your teaching in line with inclusive approaches and practice it will bring much to your teaching
Term dates
Start date 27 January to May 2025.
This course requires no campus attendance and is fully online, with course material released weekly.
Material is available for students to work through in their own time.
Attendance
All modules are offered fully online. There is no requirement for campus attendance as all content, activities and interactions are integrated and delivered online.
Location
This course is delivered fully online.
Assessment
100% coursework. The module has two equally weighted assignments.
Coursework 1 is worth 50% and Coursework 2 is worth 50% of the overall assessment.
Career Options
This course aims to upskill teaching staff and provide confidence in the area of inclusion, for enhanced classroom practice and potential career progression.
Academic Profile
This module is taught by Professor Una O’Connor.
Further Information
Modules
This is a 30 credit module short course - see the about section for details of content.
This module covers the context, challenges and strategies that SEND and students from marginalised groups may experience within NI education. The aim is to develop more informed, aware and sensitive future educators.
Eligibility
You must be a qualified teacher in primary, secondary or FE.
Places are limited and open to applicants who:
- are over 18 years of age;
- are eligible to work in Northern Ireland;
- are ‘settled’ in Northern Ireland, and has been ordinarily resident in the UK for at least three years; or
- are a person who has indefinite leave to enter or remain in the UK.
- meet the course specific entry requirements. See course pages for requirements.
- meet the Ulster University general entry requirements
Content
Reflective Practice
- Nature and purpose of reflective practice.
- Models of reflection.
- The relationship between personal development and institutional change.
- Experiential learning and professional development.
- Teaching as a research-based profession.
- The principles and practice of action research.
The Collection and Analysis of Evidence
- Evidenced-based practice.
- Context-based practical exercises focusing on participants' own development as reflective practitioners.
- The skills of evidence gathering (eg annotation, diary keeping, journals, log books, audio and video recording, interviewing).
- Quantitative and qualitative approaches to research.
- The history and evolution of special education and social inclusion.
- The remit, engagement and responsibility of schools and associated agencies.
- Trans-disciplinary partnerships and service integration.
- Concepts of Inclusion, Special Education and Integration.
- Analysis of key issues relating to the evolution of inclusion and special education.
- Medical, psychological, social and transactional models of disability.
- Minority rights, social justice, self-advocacy. Models of inclusion. The teacher and inclusive practices.
The Experience of Special Educational Needs
- Sharing professional experiences of the range and efficacy of current provision for children and young people with disabilities or learning difficulties.
- Parent/guardian and student experiences and their contribution to educational discourse.
- Challenges to inclusion.
- Exploring potential strategies for inclusion.
Learning Challenges
- Analysing classroom practice. Inclusive teaching and learning (eg homogeneous/heterogeneous grouping; peer support; mentoring).
- Monitoring, evaluating, recording and celebrating progress and achievements.
Curricular Provision
- The curriculum as a vehicle for inclusion or exclusion.
- Developing a differentiated curriculum.
- Partnerships in learning and shared expertise.
- The role and contribution of professionals in the statutory and voluntary sectors.
- Technologies to support learners with specific difficulties.
