Registry

Module Specifications

Current Academic Year 2012 - 2013
Please note that this information is subject to change.

Module Title	Special Needs Education
Module Code	ES458
School	School of Education Studies
Online Module Resources
Module Co-ordinator	Semester 1: Geraldine Scanlon Semester 2: Geraldine Scanlon Autumn: Geraldine Scanlon
Module Teacher	Geraldine Scanlon
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

The primary aim of this module is to assist students to develop the critical skills for identifying and supporting pupils in mainstream post-primary education with Special Educational Needs. Students will learn how to identify the individual needs of their pupils and develop Individual Education and Behavioural Plans where appropriate. A secondary aim of the module is to examine student behaviour in mainstream classrooms in order to assit the development and the promotion of inclusionary educational practice

Learning Outcomes

1. Identify individual needs within an educational context across social, emotional and cognitive domains
2. Examine the relationship between cognitive, social and emotional difficulties on academic attainment.
3. Develop Individual Education Plans to support pupils indvidual needs in mainstream settings
4. Cricially evaluate the impact of pupil behaviour on academic outcomes
5. Develop an Individual Behavioural Support Plan to promote inclusionary practices
6. Critically evaluate the contribution and impact of teacher behaviour in mainstream classrooms

Workload	Full-time hours per semester
*Type*	*Hours*	*Description*
Lecture	18	Weekly
Group work	18	Subject Specialist
Clinical laboratory	18	Testing SEN Pedagogies under supervision
Library	50	Researching and Planning for Assignment
Independent learning time	21	Reflection on Theory and Practice
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

None

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Course Work Breakdown
Type	Description	% of total	Assessment Date
Portfolio	The portfolio will be presented as a case study and will include the following: Identification of individual needs; development of an Individual Education and Behavioural Plan( where appropriate) ; Implementation of both;recording of behaviour and academic outcomes; recording of student (i.e. teacher) behaviour, reflective journal on teaching experience	100%	n/a

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
This module is category 1

Indicative Reading List

Cooper. P.: 2001, We can work it out. What works in educting pupils with Social Emotinal and Behavrioural Difficuties outside mainstream classrooms?, Guildrod Press, London,
Olsen., J. & Cooper. P.: 2001, Dealing with Disruptive Students in the Classroom., London,
Timimi. T.: 2005, Naughty Boys; anti-social behviour, ADHD and the role of culture., palgrave McMillan, London,
Griffin., S & Shevlin.M.: 2007, Responding to Special Educational Needs: An Irish Perspective, Gill & Macmillan, Dublin,
Lovecky. A.: 2004, Different Minds: Gifted Children with AD/HD, Asperger Syndrome and Other Learning Deficits, Jessica Kinglsey, London,
Pressley., M. & McCormic, C.B.: 2007, CHild and Adolescent Development for Educators., Guilford Press, London,
Nelson, J., Gregory, J., & Mooney. P.: 2008, Instructional practices for Students with Behavioural Disorders: Strategies for Reading Writing and Math, Guilford Press, London,
Delfos., Martine. F.: 2004, Children and Behavioural problems. Anxiety, aggression, depression and ADHD- A biopsychological model with guidelines for diagnostics and treatment., Kinglsey, London,
Frederick, L., Deitz, M., Brycleand, A. & Hummel, J: 2000, Behaviour Analysis, Education and Effective Schooling., Context Press, Nevada,
Meaney, M., Kierna, N., & Monahan. K.: 2005, Special Educational Needs and the Law, Thomson Round Hall, Dublin,
Miller., David, Linn., Robert. & Grounlund, N.: 2009, Measurement and Assessment in Teaching, 10th, Pearson International, USA,
Stevens., P, & O'Moore. M.: 2009, Inclusion or Illusion? Educational Provision for Primary School Children with Mild General Learning Disabilities, Blackhall Publishing, Dublin,
Gregg. Noel.: 2009, Adolescents and Adults with Learning Disabilities and ADHD: Assessment and Accomodation, Guilford, London,
Lalor., K, de Roiste., A, & Devlin. M.: 2007, Young People in Contemporary Ireland, Gill & MacMillan, Dublin,
Frederickson., N. & Cline. T.: 2009, Special Educational Needs, Inclusion and Diversity, Open University Press, London,
Rathvon. Natalie.: 2008, Effective School Interventions: Evidence-Bassed Strategies for Improving Student Outcomes, 2nd, Guilford Press, London,
Bar-On., R, Maree., J.G. & Elias, Maurice, J.: 2007, Educating People to Be Emotionally Intelligent, Praeger, USA,
Kearney. Albert.: 2008, Understanding Applied Behaviour Analysis: An Introduction to ABA for parents, Teachers and other Professionals, Jessica Kingsley, London,