This module aims to enhance students'¿understanding of inclusion and to develop their capacity to teach inclusively in their classroom and within a whole school framework. Successful inclusion of learners with special educational needs is underpinned by an understanding of the diversity of learning. This is informed by theories and frameworks of disability (both visible and invisible) and concepts such as the Capability Approach. Particular attention is paid in this module to neurodiversity and how Universal Design for Learning (UDL) can support inclusive practice for all our learners. This module places an emphasis on the lived experience of disabled learners and we will engage with experts by experience, advocates, SEN professionals and stakeholders.

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 including 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: Show 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¿ ¿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 while on school placement and develop positive relationships with key stakeholders

On successful completion of this module, students will be able to: Reflect critically¿on¿understandings¿of theories¿and frameworks of¿disability¿such as¿medical/social models and¿the Capability Approach

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 including which will provide students with the opportunity to apply theoretical knowledge to real world issues relevant to special education. It is crucial that teachers get the opportunity to engage with the lived experience of learners therefore 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 [interviews,¿presentations, interactive¿posters,¿annotated bibliographies,¿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.¿¿