Registry

Module Specifications

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

Module Title Special Needs Education
Module Code ES558
School School of Education Studies
Online Module Resources

Module Co-ordinatorSemester 1: Geraldine Scanlon
Semester 2: Geraldine Scanlon
Autumn: Geraldine Scanlon
Module TeacherGeraldine 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
Lecture18Weekly
Group work18Subject Specialist
Clinical laboratory18Testing SEN Pedagogies under supervision
Library50Researching and Planning for Assignment
Independent learning time21Reflection 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 Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
PortfolioThe 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 experience100%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,
Other Resources
None
Array
Programme or List of Programmes
GDEDGraduate Diploma in Education
Timetable this semester: Timetable for ES558
Date of Last Revision29-SEP-10
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