The Masters of Education in Autism (MEdA) is a unique, part-time, blended, two-year programme focusing on the needs of educators working with children and young people with autism. Open to educators working in primary and post-primary schools, in special schools, classes or in other recognised educational centres, this part-time course is delivered in a blended format to make it accessible and sustainable for practicing teachers working in schools.
- Learners will develop a deep understanding regarding the strengths and profiles of pupils with autism, with an understanding of the role of whole school approaches in supporting inclusive education.
- Gain practical support and expert guidance in using assessment to inform accurate pupil profiles and facilitate individualised planning to support inclusive education.
- Learners will master a range of relevant research methods and complete a level 9 dissertation.
- Fee scholarships available for entrants and graduates of relevant postgraduate qualifications may be considered to enter the 2nd year.
The School of Inclusive and Special Education offer a Graduate Diploma in Inclusive, Learning Support and Special Education. It runs from September to June and involves a blended model of delivery incorporating block release from school/centre for eight weeks, on-line learning and attendance on four Saturdays during the year. In order to participate in the programme, teachers will need access to a computer and broadband internet access. Particular expertise has been developed within the programme that relates to the inclusion of students in primary, post-primary and special schools (for example, those with severe and profound general learning disability) and other education centres.
|Principles and concepts of inclusive and special education|
|Assessment, profiling and planning|
|Teaching, planning and learning for all|
|Learner identity and educational implications|
|Collaboration and leadership|
|Reflective practice and enquiry|
|Choice of elective modules|
Delivery of the Programme
The course is a one-year, part-time postgraduate diploma programme delivered in a blended model eight weeks of block-release during the academic year at the course venue, four Saturdays of face-to-face tuition and online learning.
Lecture Blocks for 2021-2022
The course will begin with a joint session for Principals & Participants on the afternoon of 10th September 2021.
Thereafter participants are required to attend three blocks of lectures (in their entirely). DES-funded substitution is available to the schools/centres of all those who are offered a place on the programme to allow this to occur.
The dates of mandatory lecture blocks are as follows:
- Block 1 - Mon 13th September - Fri 8th October 2021 (4 weeks)
- Block 2 - Mon 10th January - Fri 21st January 2022 (2 weeks)
- Block 3 - Mon 28th February - Fri 11th March 2022 (2 weeks)
Lectures are normally held continuously from 9.00am to 3.45pm each day in the DCU, St Patrick’s Campus, Drumcondra. Course organisers reserve the right to schedule some face-to-face tuition on campus on a number of Saturdays during the year. There will also be in excess of 10 on-line sessions scheduled in the evening time (usually on Monday evenings) during the year. Access to reliable broadband is an essential prerequisite for satisfactory engagement with the GDILS programme.
The Masters in Special Educational Needs (MSEN) is a blended programme open to qualified experienced teachers working in primary and post-primary schools, in special schools or classes or in other recognised educational centres. Applicants must already have completed a recognised postgraduate diploma programme of continuing professional development for teachers involved in learning support, inclusive or special education. The aim of the programme is to develop teachers' knowledge and skills in analysing, critiquing and applying research literature in the area of special and inclusive education and in carrying out research relevant to children and young people with learning difficulties or special educational needs.
The philosophy underlying the Graduate Certificate/Diploma is embodied in the overall aim of the course:
to develop the knowledge, skills and expertise of teachers thus enhancing the provision of appropriate education for children and young people with special educational needs. This is a one-year, part-time programme consisting of three modules, delivered through distance learning modes and on-site learning at St Patrick’s Campus. The programme is based on participants being released from their schools to attend the course venue for up to three weeks over the academic year. The Distance Learning elements of the course include online lectures and a Discussion Forum. Content of the course will focus specifically on theory and practice related to Autistic Spectrum Disorder.
The Professional Certificate/Diploma in Special and Inclusive Education is designed to equip mainstream teachers to respond effectively to the diverse needs of pupils in today’s inclusive schools and classrooms. Serving the needs of pupils with diverse special educational needs is now the responsibility of all teachers and all schools and no longer the sole remit of specialist teachers. This flexible online course facilitates access regardless of geographical or other constraints. Having completed a foundation module on special and inclusive education, teachers will then choose from a range of specialist elective modules, which includes topics such as Understanding Autism: Effective Management and Teaching Strategies, Dyslexia, Mild General Learning Disabilities and Understanding Behaviour as Communication.
Course Information » DC841(Sept)
This programme addresses three core areas of knowledge and practice: (i) Understanding the development of language and literacy across the continuum; (ii) Identifying and assessing specific learning difficulties/dyslexia and planning and (iii) managing curriculum based interventions and evidence based practice and support.
The M Ed in SpLD/Dyslexia aims to build capacity in schools in the area of SpLD/Dyslexia and to develop teachers who would be expected to: Select, administer and interpret detailed diagnostic assessments and use appropriate psychometric tools; Effectively identify and use appropriate strategies, interventions and approaches to support learners with dyslexic-type difficulties and also to provide expert advice to parents and professionals in different settings and at all levels.
The programme has dual accreditation - MEd in SpLD/Dyslexia and Associated Membership of the British Dyslexia Association (AMBDA). With AMBDA and an Assessment Practitioner Certificate, the dyslexia specialist teacher is internationally recognised to undertake assessment and specialist teaching. The two-year part time programme reflects the competences, knowledge and professional skills identified by the International Dyslexia Association and the International Literacy Association.
Year 1: Language, Literacy and Learning; Dyslexia in context; Assessment and Analysis; Supporting learners with SpLD/Dyslexia; Becoming a Reflective Practitioner; Research Methods for Professional Practitioners
Year 2: Assessment of Learners with SpLD/Dyslexia; Integrating Assessment and Practice; In the second year of the programme students complete a Professional Practice Portfolio. They also undertake a research project – ‘Meeting the Needs of All’.
Specialist teaching is an integral part of M Ed SpLD/Dyslexia and this includes a total of 30 hours of evaluated, individual and/or small group teaching throughout the programme.
The MEd SpLD/Dyslexia reflects the competences, knowledge and professional skills identified by the International Dyslexia Association and the International Literacy Association. The programme has dual accreditation - M Ed in SpLD/Dyslexia and Associated Membership of the British Dyslexia Association (AMBDA). With AMBDA and an Assessment Practitioner Certificate, the dyslexia specialist teacher is internationally recognised to undertake assessment and specialist teaching.