This module aims to develop knowledge and understanding of General Learning Disabilities(GLD) and the implications for teaching and learning. Understandings of GLD are presented and explored in the context of current educational policy and legislation. This module has been prepared in response to the need for specialist knowledge in a broad range of approaches designed to facilitate the inclusion of learners with General Learning Disabilities. The module is underpinned by national and international trends and perspectives in GLD.

1. Critically evaluate theoretical understandings of General Learning Disabilities (GLD) and their implications for policy and practice

2. Appraise the historical context, current legislation, conventions, policies, documents, reports, and guidelines which are relevant to practice

3. Determine the diversity across the continuum of GLDs and the implications for practice

4. Appraise GLD causes and factors contributing to additional learning needs arising from individual differences, social and school environments

5. Appraise the identification and assessment procedures in relation to GLDs

6. Critique a range of evidence-based interventions suitable for use with individuals with GLDs

This module aims to equip the participant with a knowledge and understanding of the development of inclusion, nationally and internationally, considering current legislation, policy and practice. The concept of inclusion is critically analysed with an emphasis on theories and models of good practice. Inclusion is examined in the context of professional practice. The skills, understanding and attitudes of the 'reflective practitioner' are developed. The role of advisor, consultant and manager of the learning environment are critically appraised.

1. Critically evaluate theoretical and conceptual understandings of inclusion and have an understanding of how these impact on policy and practice;

2. Demonstrate knowledge of the historical context and development of the philosophy of inclusion

3. Critically appraise current legislation, conventions, policies, documents, reports and guidelines which are relevant to inclusion nationally and internationally

4. Demonstrate a knowledge and understanding of the development of educational provision for learners with additional needs/learning differences in both the national and wider international contexts

5. Critically examine inclusive practices at school level

This module focuses on developing an in-depth understanding of the concept of literacy. The module provides the participant with an overview of literacy, focusing in particular on the areas of reading and writing, providing the student with an understanding of current innovative research in these areas. It enables the student to develop an understanding and knowledge of literacy assessment procedures and to critically appraise strategies and approaches to developing literacy.

1. Critically evaluate the concept of literacy including theoretical and conceptual understandings of literacy, including digital literacy

2. Critically appraise policies, documents, reports and guidelines which are relevant to literacy practice

3. Critically reflect on factors which influence productive disposition with regard to literacy

4. Critique assessment procedures in relation to literacy (reading and writing)

5. Critically analyse a range of evidence-based literacy interventions and strategies in the area of reading and writing

6. Critically appraise whole school/centre issues relevant to literacy

This module focuses on developing the knowledge and skills required for supporting learners with specific learning difficulties (SLDs) and is underpinned by national and international trends and perspectives in SLDs. It addresses the needs of learners experiencing communication, speech and language difficulties and dyslexia, providing the student with an understanding of the most recent research information in relation to the nature and assessment of SLDs, and the intervention approaches suitable for learners with these difficulties.

1. Critically evaluate theoretical and conceptual understandings of SLDs (Communication, Speech and Language and Dyslexia) and their implications for policy and practice

2. Appraise the historical context, current legislation, conventions, policies, documents, reports and guidelines which are relevant to practice

3. Determine the diversity across the continuum of SLDs and the implications for practice

4. Appraise SLD causes and factors contributing to additional learning needs arising from individual differences, social and school environments

5. Critique identification and assessment procedures in relation to SLDs (Communication, Speech and Language and Dyslexia)

6. Critically analyse a range of evidence-based interventions suitable for use with learners with SLDs (Communication, Speech and Language and Dyslexia)

This module focuses on developing the knowledge and skills required for supporting learners with specific learning difficulties (SLDs). It addresses the needs of learners experiencing Dyscalculia, Attention Deficit/Hyperactivity Disorder and Dyspraxia/Development Coordination Disorder, providing the student participant with an understanding of the most recent research information in relation to the nature, assessment and some of the intervention approaches suitable for learners with these difficulties. The module is underpinned by national and international trends and perspectives in SLDs.

1. Critically evaluate theoretical understandings of SLDs (Dyscalculia, Attention deficit/hyperactivity disorder and Dyspraxia/development coordination disorder) and their implications for policy and practice

2. Appraise the historical context, current legislation, conventions, policies, documents, reports, and guidelines which are relevant to practice

3. Determine the diversity across the continuum of SLDs and the implications for practice

4. Appraise SLD causes and factors contributing to additional learning needs arising from individual differences, social and school environments

5. Appraise the identification and assessment procedures in relation to SLDs (Dyscalculia, Attention deficit/hyperactivity disorder and Dyspraxia/development coordination disorder)

6. Critique a range of evidence-based interventions suitable for use with individuals with SLDs (Dyscalculia, Attention deficit/hyperactivity disorder and Dyspraxia/development coordination disorder)

This module will support the student to develop the knowledge and skills to provide evidence based positive behaviour support to people who present with behaviours that challenge/behaviours of concern. The module will assist the student in developing knowledge and skills to identify the function of behaviours that challenge. The module will also assist the student to develop the knowledge and skills necessary to implement and evaluate interventions that are based on a multi element approach offering both proactive and reactive strategies.

1. Critically analyse behaviour within a social context

2. Critically discuss the theories of behaviour and behaviour analysis

3. Critically discuss the principles of reinforcement

4. Critically analyse the prevalence, causes and maintenance factors of behaviours that challenge/behaviours of concern

5. Functionally assess behaviours that challenge/ behaviours of concern

6. Apply positive behavioural support for preventing and managing behaviours that challenge/ behaviours of concern

7. Evaluate the impact and effectiveness of selected interventions

8. Critically apply ethical principles when developing and implementing behaviour support plans

This module aims to provide a thorough understanding of the concept of numeracy. It will enable the participant to have an in-depth knowledge of numeracy assessment procedures, and to critically appraise appropriate teaching and learning numeracy and dyscalculia strategies and approaches. It will enable students to demonstrate a knowledge and understanding of adaptive reasoning and to critically reflect on factors which influence productive disposition with regard to numeracy.

1. Critically evaluate theoretical understandings of numeracy including dyscalculia and their implications for policy and practice

2. Critically evaluate the assessment procedures with regard to numeracy and dyscalculia

3. Critically appraise the implications of numeracy in the development of a broad and balanced curriculum

4. Critically appraise appropriate strategies and approaches with regard to numeracy and dyscalculia

5. Critically reflect knowledge and understanding of adaptive reasoning

6. Critically reflect on factors which influence productive disposition with regard to numeracy

This module aims to develop knowledge, skills and understanding in relation to effective teaching of learners with Autism and the theories that consolidate the implementation of a learner-centred philosophy which employs a combined-skills approach to meeting the needs of neurodiverse learners. This module has been prepared in response to the need for specialist knowledge and training in the area of Autism. It recognises the developing trends in Autism nationally and internationally.

1. Critically evaluate theoretical understandings of Autism and their implications for policy and practice

2. Appraise the historical context, current legislation, conventions, policies, documents, reports, and guidelines which are relevant to practice

3. Determine the diversity across the continuum of Autism and the implications for practice with reference to transitions

4. Appraise Autism causes and factors contributing to additional learning needs arising from individual differences, social and school environments

5. Appraise the identification and assessment procedures in relation to Autism

6. Critique a range of evidence-based interventions suitable for use with individuals with Autism

This module will provide a comprehensive overview of behaviour and its implications for schools and learning. The programme will outline the theoretical underpinnings of behaviour so as to increase participants understanding of the dynamic relationships that result in both positive and negative behaviours in school. This knowledge will facilitate students in making a critical assessment of educational policy and practice schools' responses to behaviour. Students will be guided in developing school-wide and individual plans to promote and encourage positive learning behaviour.

1. Understand and evaluate a range of key perspectives on behaviour and its presentation in schools

2. Critically analyse the psychological and social drivers of behaviour in school

3. Examine and appraise historical policy and practice and current approaches and responses to learning, engagement and behaviour in schools.

4. Critically analyse the dynamic relationships that pertain in schools classrooms; student-teacher-curriculum

5. Examine and evaluate approaches and strategies to promote positive behaviour in schools and individuals

6. Apply the programme material to their own professional context in developing school-wide and individual plans to promote positive behaviour

This module will focus on developing initial research knowledge and skills. The module will provide the participant with an overview of research, knowledge of data collection methods as well as an understanding of approaches of data analysis. The concept of research is explored, and consideration will be given to quantitative, qualitative and mixed methods of research.

1. Critically discuss the concept of research.

2. Critically appraise research concepts such as Quantitative, Qualitative, Mixed Methods, Validity, Reliability, primary sources, Variable, Experimental Hypothesis and Controls

3. Critically evaluate ethical considerations when conducting educational research

4. Critically explore questionnaires, interviews and observations as instruments in primary data collection

5. Critically explore experiments, tests, and scales as approaches in primary data collection

6. Critically evaluate approaches to data analyses

Changes to education policy in Ireland have resulted in wellbeing gaining an integral position in schools. All teachers are now charged with the promotion of wellbeing within school curricula and communities. This module addresses the origins, evolution, and critical perspectives on wellbeing from both philosophical and psychological lenses. Key elements of the module inlcude: wellbeing, eudaimonia, happiness, and emotional intelligence, offering a wider vision of education.

1. Explore the philosophical origins and evolution of wellbeing;

2. Outline the emergence of positive psychology and its impact on defining wellbeing;

3. Critically discuss a range of philosophical and psychological perspectives of wellbeing;

4. Compare and contrast a range of wellbeing perspectives;

5. Critically evaluate a range of concepts, as a way of conceptualising happiness.

Learners will consider the complex relationship which exists between education, religion, and society in Ireland. Learners will engage with a wide variety of theories, thinkers, and approaches in order to develop their ability to respond critically to this relationship.

1. Explore the challenging relationship that exists between religion, education, and society in Ireland.

2. Examine the history of the Church-State relationship in Ireland.

3. Consider the implications of this relationship for education.

4. Analyse the complexities associated with the presence of religious education in Irish schools.

5. Critique published articles on the theme religion, education and society.

6. Explore a key theme from the module in detail.

This module explores recent advances in psychology, neuroscience, and cognitive science to deepen understanding on how the brain acquires and stores information and skills. Underpinned by these ever-emerging scientific findings, the module examines psychological concepts, theories, and principles related to learning and memory in educational settings. Consequently, teacher participants are provided with a contemporary framework to enhance and develop their professional practices.

1. Explore the role of psychology in education;

2. Critique various contemporary psychological theories, concepts and principles which underpin learning and memory;

3. Critically assess contemporary psychological theories, concepts and principles in their educational context;

4. Reflect on how psychological theories and evidence can be effectively harnessed to further develop learning and/or memory in the classroom;

5. Identify a range of learning and/or memory strategies, based on contemporary psychological evidence, for use in their own educational context;

The programme introduces participants to the philosophy, structure and methodology of formative assessment and a range of contemporary trends in learning. It allows participants to broaden their repertoire of pedagogy and assessment skills and experience the implementation of methodologies in a specific area.

1. Demonstrate an understanding of a range of contemporary learning and assessment approaches and theory;

2. Investigate a range of high quality, flexible, contemporary trends in learning;

3. Explore a range of formative assessment strategies and approaches;

4. Explore Lesson Study as a model of collaborative professional development and learning;

5. Critique the practice of educators and researchers to further develop their own thinking and to support optimum teaching and learning in the classroom.

This module supports students in selecting and critiquing technologies, in order to maximise the potential for both inclusion and empowerment of the learner. Under the wider context of Social Justice, students engage with the concepts of empowerment and inclusion, critique the development of technologies and the impact of the prevalence and capabilities of technologies on education and wider society. Students are supported to reflect on and incorporate technologies in their pedagogical and professional practices to ensure all learners, in particular those with individual and/or specific learning, emotional, physical and/or social needs are included and empowered to engage, direct and manage their own learning experience.

1. Critique various theoretical and philosophical concepts which foreground the rights of the learner;

2. Critique and justify the suitability of a selection of available technologies which are designed for use in educational contexts, for use in their own educational context;

3. Create, design and evaluate new pedagogical practices which utilise technology and incorporates their chosen conceptual framework;

4. Design, use and evaluate a tool for gathering data on the impact of their modified pedagogical practices for the enhanced inclusion and empowerment of the learner.

Over the course of this module, learners will explore the moral and political implications of the role of the religious education teacher. Learners will also consider the religious education classroom as a 'site' of justice, and the ways in which the teacher can facilitate the creation of such a space.

1. Critique a range of theories and philosophies of religious education.

2. Compare non-denominational, denominational, and multi-denominational models of religious education from a range of national and international contexts.

3. Assess the nature of the relationship between justice, the religious education classroom, and the religious educator.

4. Consider the role religious education plays in the development of learners as responsible global citizens.

5. Analyse the importance of the religious educator’s approach to religious education.

6. Conduct research which explores the idea of the religious education classroom as a ‘site’ of justice.

This module is designed to enable teachers and teacher educators, whether school based, HEI-based or community based, to progress their pedagogical knowledge, thinking and skills. The module will engage participant students in current pedagogical theory with a focus on the promotion of active and participative learning, higher order thinking skills and deep learning. Participants will be afforded opportunities to engage with pedagogical strategies and approaches through peer teaching and classroom observation.

1. Analyse key underpinning pedagogical theoretical concepts and perspectives;

2. Analyse current pedagogical thinking and trends in the context of pedagogical theory and research;

3. Demonstrate competency in using a range of pedagogical strategies aligned to active and participative learning, higher order thinking skills and deep learning;

4. Critically assess the research, trends and pedagogical strategies in their own educational context;

5. Create and justify a suite of pedagogical practices for use in their own educational context.

This module looks at the current research trends in science education with a view to understanding how this research impacts classroom practice. It will be a practice-oriented module for science teachers focused on pedagogical applications and looks at real life experiences of teachers as they become active reflective practitioners in the classroom. There will be a large focus on teacher collaborations and working within professional learning communities in the form of discussion-based workshops as part of the module.

1. Summarise the most current research in science education pedagogy;

2. Describe how the current knowledge influences their own practice in the classroom;

3. Examine how the research reflects the curriculum in Ireland;

4. Compare science education in the Irish classroom with international practice;

5. Explore their own pedagogical content knowledge and how this has advanced over the module;

6. Evaluate the STEAM agenda and how this advances their practice of science in the classroom.

This module introduces students to the known facts, theoretical perspectives and current areas of debate relevant to bilingualism, second language acquisition and models of bilingual education. The concept of bilingualism will be thoroughly explored as will the acquisition of one or more languages in childhood as well as in adulthood. In addition to the exploration of the phenomenon of acquisition as outlined above, the module will offer students an insight into the research methodologies employed in their investigation. Students will be introduced to the fundamental principles of bilingual education and models of bilingual education will be examined in some detail.

1. Analyse general issues, concepts and debates relating to individual and societal bilingualism;

2. Assess research on bilingual acquisition of language and on bilingualism within the education system;

3. Discuss language acquisition within specific contexts (e.g. monolingual, bilingual and multilingual environments as well as second language learning within educational contexts);

4. Provide evidence of a critical awareness of the range of research methodologies used by language acquisition researchers;

5. Examine the history, development and effectiveness of various models of bilingual education and their role in the promotion of bilingualism;

6. Appraise the role of the education system in fostering and facilitating bilingualism.

This level 9 module is designed to enable teachers and teacher educators, whether school based, HEI based or community based, to develop their thinking and capacities to tutor and supervise in higher education contexts. The module aims to engage participant students in current pedagogical, andragogical and assessment theory and practice for working with learners in higher education.

Participant students are facilitated to broaden and deepen their repertoire of appropriate andragogical, pedagogical and assessment capacities for supervising and tutoring both academic and practicum components in higher education. This will be supported by affording participants developmental opportunities in; meeting/session planning, supporting/scaffolding students and advancing assessing, evaluating and reporting skills while maintaining the highest level of quality assurance.

1. Analyse key underpinning andragogical theoretical concepts and perspectives as they apply to tutoring and supervising in higher education;

2. Analyse key underpinning pedagogical theoretical concepts and perspectives as they apply to tutoring and supervising in higher education;

3. Analyse key underpinning assessment theoretical concepts and perspectives as they apply to tutoring and supervising in higher education;

4. Explore tensions in supporting and scaffolding students in academic and research endeavours and the cocreation of knowledge;

5. Demonstrate competency in selecting and using a range of pedagogical, andragogical and assessment strategies aligned to active and participative learning, higher order thinking skills, deep learning and quality research in a tutoring and/or supervisory role;

6. Critique the practice of educators and researchers to further develop their own thinking and to support optimum teaching and learning in the tutoring and supervisory space in higher education contexts;

7. Participate in discussions on student learning and research in higher education through effective supervising and tutoring as a community of scholars.