This module provides a foundation in the principles and concepts that underpin the provision of inclusive and special education to meet the diversity of learners with additional learning needs/learning differences. In particular, the module critically examines the history of inclusive and special education, the terminology and concepts of educational disability and additional learning needs/learning differences, international conventions, national legislation, policy, and practice in Irish and international contexts. In addition, key factors in developing effective inclusive practices are explored including managing support, roles and responsibilities, effective staff collaboration, whole-school approaches and working with parents and professionals. Students critically reflect on their own and others' attitudes to inclusion. The module content is grounded in empirical evidence, ensuring that students have the necessary professional knowledge, understanding, skills, practices, values, competencies and attitudes necessary to support the education of learners with diverse learning needs. Students will be able to critically evaluate their knowledge of inclusive practices in the context of their own professional practice.

1. critically evaluate theoretical and conceptual understandings of inclusive and special education and understand how these impact on policy and practice;

2. demonstrate knowledge of the historical context, current legislation, conventions, policies, documents, reports and guidelines which are relevant to practice as special education teachers;

3. 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;

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

5. Implement appropriate systems of educational provision for learners with diverse and additional needs in the context of a whole school/educational institution approach

6. Communicate and work effectively with parents of children with additional learning needs, colleagues, professionals in external support services and agencies

This module examines current theoretical and practice-based knowledge and understanding of assessment, teaching and learning approaches to support learners with special educational needs/learning differences. It focuses on the application of the skills and knowledge by the reflective practitioner to the teaching and learning context. Students will assess learners and interpret this data using appropriate assessment tools, determine learning strengths and differences, and devise, and implement programmes of work. Critical reflection is a key tenet underpinning this module.

1. Determine individual holistic learning strengths and differences using relevant data gathering methods including educational assessments

2. Devise Student Support Plans including profiles, student support files, short term planning and evaluation mechanisms, applying knowledge of individual potential of learners, dispositions towards learning, varying backgrounds, identities, experiences and learning styles

3. Implement/Employ effective inclusive teaching and learning programmes (including alterative and differentiated curricula) using a variety of empirically based teaching strategies, feedback techniques and resources (including digital and assistive technology) to meet learners learning differences using a whole school/educational institute approach

4. Display teaching competencies appropriate to the diverse learning differences of learners

5. Demonstrate the skills, understanding and attitudes of the reflective and reflexive practitioner by critically evaluating the effectiveness of programmes and their own practice, based on knowledge of relevant theory and research, amending where appropriate using a consultative approach

This module examines further current theoretical and practice-based knowledge and understanding of assessment and pedagogical approaches to equip students with the necessary knowledge, skills, competencies, and attitudes to holistically support learners with additional and diverse needs (academic, social and emotional) building on learning acquired in Module 4. As adaptive professionals, they will execute their role in planning, implementing, and evaluating programmes of work.

Students demonstrate effective collaboration with stakeholders including learners, colleagues, parents, external agencies, professionals in professional learning communities engaging in reflection, learning and practice in meeting the needs of learners with additional and diverse needs/learning differences, while fulfilling the role of advisor, consultant, and manager of the learning environment within their professional context.

1. Compile learners holistic learning strengths and differences using relevant data gathering methods including educational assessments

2. Devise Student Support Plans including profiles, student support files, short term planning and review mechanisms

3. Implement evidence-based interventions, pedagogical educational approaches and assess learners progress including effective feedback techniques taking cognizant of learners strengths and differences

4. Display teaching competencies appropriate to the social, emotional and academic needs of learners

5. Demonstrate the skills, understanding and attitudes of the reflective and reflexive practitioner by critically evaluating the effectiveness of programmes and their own practice, based on knowledge of relevant theory and research, amending where appropriate using a consultative approach

6. Engage effectively with stakeholders including learners, colleagues, parents, external agencies, professionals in professional learning communities engaging in reflection, learning and practice in meeting the needs of learners with additional and diverse needs/learning differences

7. Fulfil the role of advisor, consultant, and manager of the learning environment within their professional context, working collaboratively and liaising with teaching colleagues, SNAs, parents/guardians, relevant professionals and agencies

This module provides students with knowledge and understanding of effective inclusive pedagogical practices. Students will investigate in depth, an intervention, incorporating learner agency, for example, the development of language and communication, literacy, numeracy, issues of general curricular access, assistive technology, social and emotional development and will apply their learning through an action research project. Through researching current theory and empirical evidence-based approaches, and planning, implementing, and evaluating an intervention, students will demonstrate thorough knowledge, skills, competencies and critical reflection of their practices.

1. Appraise current educational research on empirical based interventions and approaches for learners with additional learning needs/learning differences.

2. Determine appropriate data gathering techniques (including holistic and inclusive assessments), taking cognizance of ethical issues for determining individual learners learning strengths and differences at that time in their education

3. Plan, implement and evaluate an appropriate intervention to address the holistic learning needs of one learner taking cognisance of the environment in the context of a whole-school approach.

4. Critically analyse and integrate new knowledge regarding the intervention, teaching methods and assessment into their practice

5. Demonstrate professional knowledge, skills, understanding, values and attitudes of a reflective and reflexive practitioner/professional/researcher in their own practice

6. Execute a Practitioner Research Project using an action research approach, facilitating maximum inclusion and access to learning and curriculum

This module develops students' knowledge, understanding and skills in facilitating learners with special educational needs/learning differences for example, specific learning difficulties (SLD), autism, behaviours of concern, general learning disabilities (GLD), sensory needs. Students will develop an embedded knowledge of the evidence-based literature informing these areas. Students will engage in critical review analysis, evaluation and synthesis of current research in the relevant areas.

1. Critically evaluate theoretical and conceptual understandings of additional needs (social, emotional, academic), for example, specific learning difficulties, autism, behaviours of concern, general learning disabilities, sensory needs.

2. Critically examine core issues arising from engagement with secondary research.

3. Demonstrate knowledge and understanding of the research process involved in reviewing the literature including presenting a rationale, devising a research question/hypothesis, developing a research proposal.

4. Develop an appreciation of reliability, validity, dependability, credibility in research.

5. Exhibit knowledge and understanding of relevant ethical issues aligned with a literature review and how they will be addressed.

6. Complete a literature review.