Successful inclusion of students with special educational needs is underpinned by an understanding of the diversity of learning from theories and frameworks of disability and inclusion and a capacity to differentiate appropriately. This module aims to enhance students' understanding of inclusion and to develop their capacity to teach inclusively within their classes and within a whole school framework. As part of this module, the students will contribute to their professional portfolio by reflecting and revising their previously written teaching philosophy in light of their newly acquired knowledge of inclusion and diversity and their second-year school placement experience.

Knowledge of key national and international policy and legislative documents that pertain to special educational needs in Ireland including the Resource Allocation Model and the continuum of support (post-primary); knowledge of the full continuum of SEN such as the exceptionally able; learning about identification, assessment and intervention approaches; understandings of key theories and frameworks of disability including incorporating a Capability Approach; knowledge of inclusive practice to support neurodiverse learners with a focus on UDL approaches; knowledge and application of evidence-based strategies in the area of SEN; understanding and support of SEN within a whole-school framework; collaboration with key stakeholders (e.g. parents/students).

On successful completion of this module, students will be able to: Demonstrate a knowledge of policy and legislation in the area of SEN and determine the impacts of statutory and policy-making frameworks on classroom practice Demonstrate a knowledge of neurodiversity including Specific Learning Difficulties (SpLDs): autistic spectrum disorders (ASD), dyslexia, dyspraxia/DCD, Attention Deficit Hyperactivity Disorder (ADHD), Tourette's Syndrome Reflect critically on understandings of theories and frameworks of disability such as medical/social models and Capability Approach Evaluate strategies of differentiation drawn from the evidence-base in the area of special educational needs Embed individual SEN strategies within a whole-school approach to special education support in post-primary schools and develop positive relationships with key stakeholders

On successful completion of this module, students will be able to: Reconsider their own teaching philosophy in light of the new insights gained from both inclusion and diversity modules and their school placement experience.

On successful completion of this module, students will be able to: Demonstrate proficiency in a piece of assistive technology/software with an emphasis on UDL principles of accessibility/usability

This research-driven module prepares students to take an active professional role in the educational support of students with additional learning needs. On completion learners will demonstrate a strong capacity to cater for students with special educational needs cognisant of the national and international literature relevant to inclusive education. A range of mediums will be utilised in order to ensure student learning is maximised in a positive and interactive learning environment. The module will be taught using a variety of student-centred pedagogical approaches (problem-based learning and case studies) which will provide students with the opportunity to apply theoretical knowledge to real world issues relevant to special education. There will be the opportunity to engage with experts by experience and SEN professionals such as SNAs and advocates. Students will be expected to take a proactive approach in exploring recent developments in the area of special education and will utilise contemporary research findings to inform their knowledge base on best practice in teaching students with special educational needs. A range of formative and summative assessments [e.g. interviews, presentations, interactive posters, discussion forums] are designed to provide students with the opportunity to articulate their approach to supporting students with special educational needs and to demonstrate creative solutions to relevant classroom practice issues.