| Module Code | BAHPSY 306 | |
| Module Title | Special Education: Inclusion and Diversity | |
| Parent Programme/Stage | BA(Hons) Psychology | Stage Three/Award |
| Delivery Mode | FT/PT Blended | |
| NFQ | Irish National Framework of Qualifications /Level 8 | |
| EFQ | European Qualifications Framework /Level 6 | |
| ECTS | 5 | |
| Workload (hours per week) | 3 hours per week 2 x lec/1 x tutorial | |
| Description | Exploration of key concepts in the study of Special Needs Education, a core component in the health, care and education of human beings and an applied area in psychology. This module links psychology to special needs education and addresses the principles and issues relating to the inclusion of children with special needs. Enables students to recognise, through the exploration and analysis of evidence–based research, the complex processes involved in responding to and supporting the diverse needs of people with special educational needs. Lectures/tutorials/ independent study/use of Moodle for directed self–study tasks | |
| Assessment | CA: 100% Ongoing | |
| Learning Outcomes: On successful completion of this module the learner will be able to: | ||
| 306A: | Trace the history of Special Education in Ireland and identify current national and international policies, practices and debates informing diversity and inclusive education. | |
| 306B: | Outline the characteristics of assessed syndromes and specific and general learning difficulties. | |
| 306C: | Integrate knowledge of the core areas of psychology into the study of disability, special education, inclusion and diversity. | |
| 306D: | Evaluate the effectiveness of a variety of bio–psychosocial evidence–based approaches to supporting people with diverse needs including special educational needs. | |
| 306E: | Assess the contribution of Montessori philosophy to the concepts of inclusion and diversity in education. | |
| Indicative Content: | ||
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Introduction to Special Education: – Historical context: national and international policy and practice Prevalence: – Biological, cognitive, social and environmental related causes (developmental theories, cognitive theories, personality theories and brain function) Identification and Assessment – Developing observation skills for early identification; Syndromes (Down’s Syndrome, Fragile X, Prader Willi) – Physical disabilities (Spina Bifida, Cerebral Palsy) – Autistic Spectrum Disorder (ASD) – Global Learning Disabilities – Emotional Disturbance/Behaviour Difficulties – Sensory Impairment – Specific Learning Disabilities – Dyslexia, Dyspraxia and Dyscalculia – Attention Deficit Disorder (ADHD) Bio-psychosocial Interventions – Evidence-based bio-medical interventions – Evidence-based behaviour interventions – The role of the IEP process, devising SMART targets and differentiation – Introduction to communication strategies for pre-verbal / non-verbal children – Educational interventions and the influence of the Montessori method in supporting children with special educational needs – Technologies: ICT and Assistive Technology Theories of Diversity and Inclusion: – Definition of diversity and Inclusion Diversity and Inclusion in practice – Effective partnership: working with children, parents and families, clinicians, educators, and multidisciplinary professionals – Individual and Interpersonal perspectives i.e., accepting oneself; intercultural competence – Organisational and Societal perspective i.e., inclusive workplace and inclusive human resources management – Fostering Inclusion from the Outside In: Engaging diverse and cultural minorities in decision making |
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