Course Details

This course enables students to work full-time and study this innovative Masters in Inclusive Education and SEN. You will build a comprehensive understanding and critical professional approach to working with children and families with additional physical or intellectual needs and what it means to succeed in terms of equality and inclusion provision.

The next start date for this course is TBC. To register your interest in this course please use the make an enquiry button or contact our course advisor Jennifer by emailing [email protected].

 

Level
Postgraduate
Qualification
Masters Degree
Course Delivery Mode Start Date Duration
Course
MA Inclusive Education and SEN
Delivery Mode
Blended Learning
Start Date
TBC
Duration
2 years

Overview

This contemporary MA in Inclusive Education and SEN is designed for professionals working within Special Educational Needs (SEN), including those who may not be working directly with children or young adults. This Masters programme builds upon knowledge gained during undergraduate studies and experiential learning in the workplace. For those who want to balance learning with work and family commitments, the program offers a flexible delivery mode.

Build your professional practice

The MA in Inclusive Education and SEN offers you an opportunity to build a comprehensive understanding and critical professional approach to working with children and families with additional physical or intellectual needs. You will advance your knowledge, understanding, and professional practice through engagement with current research and thinking. It also involves a reflection on, and analysis of, your own professional practice, supporting your personal development as well as putting you in a strong position for career progression in this sector.

This master’s programme aims to facilitate exploration and understanding of the concepts, issues, policies, and legislation pertaining to inclusive education and supporting disability in care and educational settings, particularly for children with disabilities and additional needs.

Understand social justice in the context of inclusive education

Explore the Capability Approach (CA) and learn that freedom to achieve well-being is to be understood in terms of people’s capabilities, that is, their real opportunities to do and be what they have reason to value. You will develop an understanding of some of the complexities of social justice and education with a particular focus on Special Education and Inclusion and consider to what extent schools, preschools, and care providers include minority groups or children with Special and Additional Needs.

Here are some reasons to choose to study with Portobello:

  • Career-focused qualifications – our courses lead to awards that offer you the opportunity to immediately advance your career.
  • Individualised support – we fit your learning model with support available when you need it throughout your learning journey.
  • Industry expert tutors – our tutors are all experienced in the field of early years care and education connecting research and theory with practice throughout their lectures.
  • Condensed scheduling – we value your time by ensuring your timetable is optimised for delivery, helping you maintain a work/life/study balance.
  • Flexible delivery – we deliver theory sessions online whilst also recording the session simultaneously offering you a choice of when and how you learn.
  • Affordable payment options – all our courses offer you the option to choose an easy payment plan supporting you to spread the cost out over your learning journey.

Why should I study this course?

Portobello Institute’s MA in Inclusive Education and SEN gives you the opportunity to attain a level 9 Masters qualification through a flexible mode of delivery designed to fit learning around your busy working and home life.

Earning a Master’s in Inclusive Education and SEN will help you foster a deeper understanding of the range of disabilities and difficulties, and to explore the implications arising from these difficulties for children to access, and participate in a variety of care and education settings. You will build an awareness of the strategies and interventions which can be implemented to ensure suitable support and provision to enhance children’s participation and wellbeing both physical and mental.

Focus on leadership in inclusive education

As part of the programme you will focus on learning theory and child development, leadership and curriculum design, making you an expert in inclusive education. You can take that knowledge with you into whichever profession you determine suits you after graduation: You will be introduced to new ideas.

Develop your knowledge of equality and diversity

This master’s will strengthen and develop the knowledge you have already gained, exposing you to new, groundbreaking ideas on how children learn and develop and the diversities we work with daily. You will be encouraged to communicate your ideas and learning, disseminating those with others, parents, stakeholders, practitioners, students etc, but even further with other professionals and researchers at conferences and seminars.

Who will recognise my qualification?

Upon successful completion of this programme, you will be awarded an MA in Inclusive Education and SEN. This is awarded by University of Essex and is aligned with a level 9 on the National Framework of Qualifications.

Qualifications Frameworks in Ireland and the UK

The Irish and UK qualifications authorities have collaborated on initiatives that promote the transparency, recognition and mobility of qualifications between our respective jurisdictions. The qualifications authorities in the UK and Ireland have agreed on the qualifications frameworks in operation, Brexit will not impact this agreement. Further guidance on this framework is available here.

What will I study during this MA Inclusive Education and SEN course?

The masters programme aims to provide an overview and general understanding on the topic of ethics and ethical engagement in respect of diversity and inclusion, with a focus on SEN and disability. A commitment to equality, diversity, social justice and advocacy are themes central to this Masters programme. You will develop a detailed understanding of current research and contemporary thinking in the field of special educational needs and inclusive education. You will appraise research and theory continuously and reflect on its impact on provision and practice with an emphasis on your own professional practice.

Developing an understanding of the historical, economic, social, cultural and political contexts which impact the lives of young adults, children and their families is a key benefit of studying this MA in Inclusive Education. You will also develop a comprehensive understanding of, and commitment to, issues of equality and diversity, social justice and advocacy in relation to the field of inclusive education.

During year 2, you may choose between the following modules;

A Critical Underpinning of Ethics for Inclusion and Diversity

OR

Critical Professionalism In Inclusive Environments

  • Facilitating an Inclusive model in Care and Education

    This module looks to build a comprehensive understanding and critical professional approach to working with children and families with additional physical or intellectual needs.  The module is compulsory for all master’s students in the Psychosocial and Psychoanalytic studies and assumes no previous experience of working with children and families with additional needs. This core module aims to facilitate an exploration and understanding of the concepts, issues, polices and legislation pertaining to inclusive education and supporting disability in care and educational settings, particularly for children with disabilities and additional needs.  The module aims to equip students with the knowledge and understanding of inclusive practice in care and education.  They will explore the term additional needs according to relevant Irish Frameworks and Policy documents, which state that children may have additional need by virtue of a disability, family or socio-economic background, ethnicity, physical and mental health.  Students will explore key terms such as access, equality and diversity, participation, and inclusion.  The module will introduce key concepts in relation to strategies of providing an inclusive environment considering suitable programmes and curriculum.  Throughout the module a reflective analysis of practice will be encouraged, with specific emphasis being placed on the importance of including parents in the context of inclusive practice.  The core aim of the module is to introduce students to a range of disabilities and difficulties, and to explore the implications arising from these difficulties for children to access, participate in a variety of care and education settings, and to build an awareness of the strategies and interventions which can be implemented to ensure suitable support and provision to enhance children’s participation and wellbeing both physical and mental.  The focus is on meeting the needs of such students within the most appropriate environment, while maximising their inclusion and wellbeing.

    Aims

    The module aims to:

    • Enable students to work in a cohesive manner with children and young people with additional needs.
    • Encourage students to engage with the philosophical basis of an inclusive approach to their work.
    • Enhance the students understanding of the nature and range of disabilities and additional needs.
    • Demonstrate an awareness of the implications of these and other additional needs for participation in a variety of educational and care provision centres.
    • Gain an awareness of suitable strategies, interventions and teaching approaches which will help to enhance children’s participation and wellbeing, for example mindfulness, sensory experiences, the use of visual tools, PECS, TEACCH, Lamh, ABA and others.
    • Enable students to reflect on themselves in practice and demonstrate an awareness of key concepts of conducting themselves professionally when working in educational and care provision.

    Throughout the module students will gain an understanding of the importance of working openly, critically, collaboratively, and respectfully with all stakeholders within multidisciplinary team.

  • SEN and Inclusion through a Capabilities Approach

    In this core module we will explore some of the complexities of understanding social justice in education and what it means to succeed in terms of equality and inclusion provision. While education systems across Ireland, the UK and many parts of the world embrace equal entitlement to education, and the importance of allowing the child and young person to flourish and attain wellbeing, sometimes what we see is that the actual process of achieving this goal is difficult to determine and agree upon. The module explores changing views throughout history, considering the medical model of disability and how this impacted on children and young people, before moving onto the social model of disability, which again while well intended, impacted greatly on the view and understanding of equality and inclusion.  One approach which has emerged with considerable power and application is the Capability Approach (CA). The CA asserts two core normative claims: first, that the freedom to achieve well-being is of primary moral importance; and second, that freedom to achieve well-being is to be understood in terms of people’s capabilities, that is, their real opportunities to do and be what they have reason to value.

    Aims

    The module aims to instil amongst students

    • Students will develop an understanding of some of the complexities of social justice and education with a particular focus on Special Education and Inclusion.
    • Students will be encouraged to engage in a critical evaluation of what it means to allow children to flourish and attain well-being, with a view to determining the precise context of this goal.
    • The module will explore to what extent schools, preschools and care providers include minority groups or children with Special and Additional needs.
    • Students will be encouraged to apply the Capabilities Approach to SEN and Inclusion and explore the two core normative claims – Firstly – Freedom to achieve wellbeing is of primary moral importance, and Secondly – Freedom to achieve wellbeing needs to be understood in forms of children’s capabilities.
    • Students will be encouraged to assess wellbeing, development, and justice through the ethical framework of the Capabilities Approach and consider the societal impact on their findings.

     

  • Critical professionalism in inclusive environments

    The module encourages students to reflect on their professional identity in context of their role as an advocate for young children and families and focuses on evaluation of practice through the lens of inclusion and social justice. It examines the principles of UNCRC, Equality, Diversity and Inclusion Charter as underpinning professional practice and provides practitioners with a toolkit to advocate for families with children with a range of needs and fosters a comprehensive understanding of strategies and approaches of multi-agency approaches to supporting families and children.   Students will explore their values, beliefs and attitudes as a change agent, role model and leader of anti-discriminatory practice to ensure that they work in an open, collaborative, critical and respectful manner with all stakeholders.

    Aims

    The module aims to enable students to:

    • Enhance their knowledge and understanding of the UNCRC, Equality, Diversity and Inclusion Charter, local and global professional codes of practice which provide guiding principles for professional practice
    • Have a clear knowledge of the range of professionals and agencies providing services for children and families
    • Develop a skill set for effective multi-professional working on behalf of children
    • Critically evaluate practice and their role as an agent of change and a role-model to promote the culture of inclusion
    • Reflect on their professional values and standards applying the lens of inclusion and anti-discriminatory practice.
  • An Introduction to Research with Children and Young People

    An Introduction to Research Methods with children and young people is a compulsory module for all students in the School of Psychosocial and Psychoanalytic studies and assumes no previous experience or knowledge of research methods. The module aims to provide a general research overview while contextualising the broad range of approaches and debates that are evident within contemporary early educational research. Throughout the module students will be provided with an understanding of theory and an appreciation of the differing perspectives that underpin quantitative, qualitative and mixed and complementary methodologies, while gaining an understanding from supporting frameworks and philosophies of knowledge underpinning the different paradigms relevant to social and educational research. Students will gain an awareness of the ethical implications which relate to research in the field of early education, as well as this range of methodological approaches, within which the key theoretical and practical issues will be addressed.

    Throughout the module, students are encouraged to think critically and reflectively about research (including their own) promoting a deeper understanding of the role of reflexivity and reflective practice when engaging with research in early education.

    Aims

    Theories of Knowledge and dominant approaches to research with children and young people, including an introduction to qualitative, quantitative, mixed methods and complementary methodologies and how they should be used.

     

    The module aims to:
    • enable students to understand what is meant by social and educational research and develop awareness of its function in creating and interpreting new knowledge;
    • encourage students to engage with the philosophical bases of educational research;
    • help students understand the difference between the main traditions of social research – the positivist and interpretivist paradigms; but to further engage with alternative paradigms which underpin the philosophical stance of research and knowledge.
    • enable students to develop familiarity with a range of methods used in educational research like case study, action research, ethnography etc.;
    • introduce students to some key instruments of data collection like interviews, observations, Focus groups, Questionnaires, Journaling etc.;
    • Highlight the ethical issues relevant to educational research, so that students engage with their research in an insightful manner; All students will be required to obtain ethical approval before commencing in their study.
    • enable students to complete an educational research proposal which will be the basis of their MA Dissertation.

  • MA Dissertation

    This module explores the key concepts in research and supports students to undertake a piece of independent research relevant to their professional discipline. Drawing on the skills and knowledge developed during the Research Methods (SE700RPD) and the theoretical knowledge from other core modules, students are offered the opportunity to develop their abilities in research design, data collection, analysis, and critical interpretation, and to apply these to the investigation of a particular problem or issue within your specialist area. Completing the Dissertation allows you to be awarded an MA.

    The dissertation is the element of your programme that provides you with the opportunity to undertake a substantial piece of original, independent research, building on and focussed on the topic or topics that are of particular interest to you and which you wish to explore in greater depth or from different angles.

    Aims

    The module aims to instil amongst students

    • Engage in appropriate research planning at a post-graduate level (i.e., develop your ability to design and conduct high quality, publishable research)
    • Apply an established process of research to produce a dissertation on a specific research topic related to your programme of study and evaluate the strengths and limitations of both their own research and research by others
    • Develop a deeper understanding of the existing research literature in your chosen research area
    • Develop a critical understanding of research methodology and methods
    • Encourage a critical appraisal of the research literature in your field
    • Develop a sophisticated understanding of ethics as it applies to the field of Research
    • Familiarise you with the task of structuring your research ideas in a logical order: i.e., progression of ideas from initial research questions, through methods used to obtain answers, to presentation of results and discussion and interpretation of findings.
    • Develop knowledge and understanding of Data Analysis software appropriate to the study undertaken.
    • Develop a reflective approach to utilising research findings.
  • Psychology of Development and Emotional Wellbeing

    The module examines the theories that have been put forward about how we develop, and the methods by which these theories have been arrived at.  The module will engage with the systematic understanding of theories of cognitive and social development throughout our life span, with a more refined focus on 0-18yrs. Topics such as the role of gender in development, how we develop a sense of morality, the impact of peer groups, and how children deal with adversity will all be examined and explored.

    This module explores elements of educational psychology and students will be provided with insights into the origins of individual differences in education and learning traits such as cognitive abilities for example IQ; and learning difficulties for example dyslexia; motivation and personality; behavioural and emotional and social functioning.  The module will examine factors that influence both typical and atypical neurodevelopment and the impact this has on children throughout their development. Finally, the module will engage with an overview of learning deficits that individuals with learning disabilities experience, and consideration will be given to the role practitioners play in supporting and enhancing development in all of these instances, and strategies to enhance the experiences of children and young people in their care, including the value and importance of play.

    The module aims to instil amongst students;

    • New and valuable insights into the origins of individual differences in Education and learning traits.
    • An understanding of the integrated nature of children and adolescent development and learning from 0-18yrs.
    • Consideration of how cultural and societal contexts impact on children and adolescent development and learning.
    • Study a variety of developmental perspectives including developmental psychology, neuroscience and psychoanalytical theory and play.
    • Raise awareness of factors that influence both typical and atypical neurodevelopment and the impact on children.
    • Further develop the students’ knowledge and understanding of key theorist and how their concepts inform our understanding of personal, social, emotional, physical, linguistic, and cognitive development.
    • Understand the value of diverse types of play in learning.
    • To facilitate students’ ability to think critically about developmental theories, especially in the context of empirical evidence.
    • The module aims to further develop student’s skills in locating primary sources, to read, understand and critically evaluate and communicate relevant information.

     

Who will I learn from?

Programme Manager

Marguerita Magennis

Position: Course Coordinator Masters in Early Childhood Studies & Lead Lecturer BA Hons degree Early Childhood Studies

About Marguerita

“Education is not the filling of a pail, but the lighting of a fire,” – William Butler Yeats

My early career started in law, but after having my own children, I decided to leave this sector and move into early education and special needs. Having worked and managed my own pre-school for some years, I embarked on the road of educational psychology, and I work for several years in the primary education sector with children who needed that little bit more support.

I have over 20 years’ experience of working in education and higher education as a lecturer and researcher, and work as an International External Authenticator/Standards Verifier for numerous awarding bodies in Ireland and the UK.  I am a registered member of the British Psychological Society (BPS) and have a small psychology service, which in recent years I have extended to offer counselling and psychotherapy to younger members of society on a voluntary basis.

There are lots of experiences and students who will always stand out, students who continue to contact you after they have completed their degree to ask advice and students who will email you a draft of a personal statement to have a read of, as they apply for their master’s qualification, students sending you photos of their baby which they delivered days after submitting an assignment on time; or students who send a video of their wedding day after they graduate. These are the moments which stand out and make it all worthwhile.  Knowing you have helped these people become the person they strive to be.

I started working for Portobello over nine years ago and it is like a home from home, the support and comradery that is shared within the college. It was throughout this role that I felt I had found my niche, working with adults who had come back to education bringing with them a wealth of knowledge and experience, but needing the certification to go with that. I think this resonates with me most, having come a similar route myself, and after leaving law; embarking on my academic career with Queen’s University, subsequently completing Bachelor of Arts Honours, Master’s and PhD level education, for which I was awarded the Post Grad award for Doctoral Research.

Throughout my career I have had the pleasure of meeting and working with some fantastic and renowned authors and researchers in the field of early education.

Dr Barbara McConnell my supervisor at master’s level, and a good friend since that time; Dr Colette Gray, Mary Maloney a good friend, and past colleague, Professor Jim Deegan, the most intellectual gentleman I have had the pleasure to chat with on numerous occasions, and whose most memorable saying is “go for it!”, a sentiment which has driven my own research career for some years.  David Whitebread, who I met while studying my PhD, and who has since then shared some insightful thinking’s about Vygotsky and play.  Dr. Zsuzsa Millei, a friend and mentor and editor of our book, Childhood and Nation.  John Siraj Blatchford and Prof Bob Stake, both helped me refine my research throughout the years; and Prof Judith Green, California who I met at a conference many years ago, the most enlightening person I have ever had the pleasure to encounter, and at the ripe age of 79 was still deeply engrossed in research and teaching.  She has become a very good friend, and mentor.  All of whom have greatly influenced me in my career and research.

Marguerita’s Teaching Philosophy 

As a lecturer it is important to make conscious decisions around the module content and pedagogy with the students experience in mind, as I believe our students possess knowledge skills, values and experiences which help them deal with their different employment opportunities.

I believe part of my role is to help them understand through the engagement with these courses, who they are and what they can contribute to the heterogeneity that they will encounter in their vocation to work with and educate young children. They are the advocates for the sector, ambassadors for early education in Ireland. And as such I think it is vital that we more than anything else help them develop skills like critical thinking, intellectual curiosity, analytical reasoning, reflexivity and communication skills, becoming leaders in their field, involved in research to further and benefit the sector in it’s entirety. I don’t believe it is my role to teach my students the practical aspects of early education, as it is they who bring that knowledge and experience with them; but rather it is my role to encourage them to apply the theoretical underpinnings to those practical skills.

As a philosophical stance on adult education, it is important to realise that understanding is not something that is transferrable from one person to another; rather understanding is constructed by each student, based on their prior knowledge and experiences; it is my philosophical stance that the role of the lecturer is to nurture, challenge and extend that knowledge.

As a lecturer it is vital to listen to the student’s voice, engage with them and support them, scaffolding the pathways to further learning. In order to achieve this it is important to encourage the students to engage and interact during tutorial sessions, as we all learn from each other, and in adult education the student is as vital to that learning experience as the lecturer. Discussion and debate are key, therefore I expect my students to respond, contribute and critique so that the understanding becomes deeply rooted.

It is also important to keep abreast of changes in the sector and up to date with up and coming research. I try to achieve this by engaging in research topics every 12/18 months if possible, and have had some of these contributions published to date. Attendance at conferences is a beneficial means of networking, raising awareness of current debates and issues in the sector, which are vital to ensuring the learning experience for the student is relevant and reflective of their own experiences.

As a reviewer for several journals, SAGE, Contemporary Issues, Global Childhood Studies and Early Childhood studies, I help to ensure that publications are peer reviewed and of the highest standard, and subscribing to these journals ensure that I always have access to suitable reading materials to supplement the course materials for my students.

Research Interests and contributions:

  • Special Educational Needs
  • Autism
  • ICT in Early Education
  • Wellbeing in Early Education
  • Curriculum Design and Leadership
  • Conceptual Development
  • Innovation and Diversities in Early Edcuation
  • Outdoor environments
  • Forest Schools
  • Risky Play in Early Education

Research / Industry Participation

  • SELB (2008) Autism Awareness Report
  • SELB (2010) Autism Intervention Support
  • Queens University Belfast (2010) Workshop Presentation: Research in the early years (Sole presenter)
  • Mary Immaculate College (2013) Workshop Presentation: Observation in Research: complementary methods (Co-presenter)
  • University of Limerick (2013) Workshop Presentation: Developmental Psychology; theory to practice (Sole Presenter)
  • Magennis, M. (2013) Digital Natives and Cultural Tools, Paper presented at Diversities in Literacy, Maynooth: Ireland (Conference Paper)
  • IRMSS – International Research Methods Conference (2014) MIC – Presented paper – June 2014.
  • Magennis, M. (2014) “Developing Leadership for a sustainable future: Enhancing ICT in the Curriculum” (conference paper)
  • OMEP International Conference (2014) UCC “Cross-border perspectives on digital technologies as a catalyst for creative learning and innovative teaching in early education”
  • Magennis, M. (2015) “National Symbols and Practices in the Everyday of Irish Education”, in Millei, Z. & Imre, R. (2015)
  • Magennis, M. (2015) Enhancing Literacy Concepts: Digital Natives and Cultural Tools.
  • BORDERS V111 Conference on Cultural Studies, Oulu Finland, 3-4 December 2015, Book Launch  – Virtual Presentation and Workshop.
  • Magennis, M. (forthcoming) “outdoor environments and Risky Play – Early educational strategies”
  • Dr. M’s Thoughts blog: https://childhoodmentalhealth.com/

Personal Academic Tutor

Each student is assigned a personal academic tutor to support you throughout your learning journey. They are available to offer you telephone and email support. You can arrange to meet them for further one-to-one guidance at a time convenient to you.

Many of our past graduates have found it is the opportunity to ask a simple question, seek direction and submit a draft of their assessment that supported them most to successful completion. Emailing your tutor during your programme to ask a query or submit a draft of your assessment supports you to achieve your personal best throughout your studies with Portobello.

This level of one-to-one support is a particular benefit to choosing Portobello as your Institute of choice to complete your studies.


Criona Blackburne

Dr Criona Blackburne has worked in education for over 30 years, specialising in early childhood for almost 20 years.

As an owner of an early years setting, a lecturer and an early years specialist she has a strong understanding of early childhood and is a strong advocate for inclusion.

Criona believes that the realisation of high-quality inclusive early childhood environments lies in the skills, attitudes and education of the early years educator.

Her doctoral studies highlighted the need for an increased focus on Orientation Quality, which highlights the critical role the educator plays in quality development and how the education, dispositions, attitudes, skills and well-being of the educator need to be nurtured.

This has led to her work advocating for Orientation Quality through using the Capabilities Approach.

Criona has a strong passion for supporting the development of early years educators through her work as an owner, lecturer and specialist.

She believes that educators need opportunities to extend their learning and skill sets through accredited learning opportunities, CPD and Communities of practice, where they can engage in theoretical frameworks, critical discussions and reflection on practice to position them to respond effectively to the complex dynamics of early years classrooms.  

“My life has been dedicated to education, having worked and qualified at all levels, initially as a secondary school teacher and for the predominant part of my life in early childhood.

“I opened my own early years setting in 2006 and since that time have expanded my interest in early childhood through ongoing engagement in training, CPD opportunities, networking culminating finally in a Doctorate in Education having previously completed a Masters in Early Childhood Education. 

“My understanding of the sector has been deepened through lecturing, tutoring, presenting and delivering workshops in various modules and topics relevant to early childhood practice, and through my work as an Early Years Specialist, where I have had the opportunity to interact and engage in critical discussions with a very passionate early years workforce from very diverse contexts.

“These interactions have contributed to my strong interest in the impact of policy on practice and the need to highlight the importance of the much-overlooked area of Orientation Quality and consider the impact of value, well-being, functioning and capabilities on the early childhood workforce. 

“I’m currently writing papers with colleagues and individually focusing on valuing the early years educator and inclusion in early childhood settings. I am also involved in module development in Leadership in Home Visiting Programmes,” she said. 

Colm O’Donovan

Position: Tutor/lecturer MA in Inclusive Education and Special Educational Needs

“The purpose of adult education is to help people to learn, not to teach them all you know and thus stop them from learning,” – Carl Rogers.

About Colm O’Donovan

I am a committed educator with fifteen years of experience working in a DEIS primary school in Dublin 12. In my time there I have been placed in a variety of roles including class teacher, Special Education Teacher, Home School Community Liaison (HCSL) and Deputy Principal. Working in a DEIS school is hugely rewarding even if it has its own challenges. Among the many benefits are that the staff are exposed to professional development in a wide variety of areas such as emotional regulation, behaviour strategies and a huge scope of literacy and numeracy programmes beyond the reach of traditional primary education.

In particular, my time as an HSCL meant I worked much more with parents and the wider school community and through this, I gained true insight into the importance of parental involvement in children’s education. Through this role, I developed a greater interest in adult education.

In 2021/22 I completed a Post Graduate qualification in Inclusive and Special Education and was exposed to a huge amount of knowledge and skills both from my lecturers and tutors and my fellow adult learners. It brought a completely new perspective to my work and for the current school year, I took a career break from my school to explore that further.

I am now enjoying increasing my exposure to different areas in the field of education and am currently working as a lecturer/tutor with Portobello Institute and School Placement Tutor with Hibernia College among other roles.

Before becoming a teacher I worked a variety of different jobs in my 20s including four years as a sports journalist with a number of national newspapers.

Colm’s Teaching Philosophy

I am very early in my career in third-level education but I am learning a huge amount all the time from my colleagues and the adult learners I have had the privilege to teach in my courses. I aim to be a collaborative teacher at this level, and given the wealth of experience and the level of commitment any adult choosing to do a course has already shown, it would be foolish to be anything else.

I try to bring elements of my varied experience to the table and to help learners to identify their own strengths and weaknesses so we can move forward together.

Qualifications 

  • Higher Diploma in Primary Education, Hibernia College
  • Post Graduate Diploma Inclusive and Special Education, UCD
  • Graduate Certificate in Literacy, DCU
  • Master of Journalism and Applied Communication, NUIG
  • Bachelor of Arts, UCD
  • Trained Parents Plus Facilitator, Trained in Incredible Years, Rainbows Programme, Pax Behaviour, Words their Way spelling among others

Marguerita Magennis

Position: Course Coordinator Masters in Early Childhood Studies & Lead Lecturer BA Hons degree Early Childhood Studies

About Marguerita

“Education is not the filling of a pail, but the lighting of a fire,” – William Butler Yeats

My early career started in law, but after having my own children, I decided to leave this sector and move into early education and special needs. Having worked and managed my own pre-school for some years, I embarked on the road of educational psychology, and I work for several years in the primary education sector with children who needed that little bit more support.

I have over 20 years’ experience of working in education and higher education as a lecturer and researcher, and work as an International External Authenticator/Standards Verifier for numerous awarding bodies in Ireland and the UK.  I am a registered member of the British Psychological Society (BPS) and have a small psychology service, which in recent years I have extended to offer counselling and psychotherapy to younger members of society on a voluntary basis.

There are lots of experiences and students who will always stand out, students who continue to contact you after they have completed their degree to ask advice and students who will email you a draft of a personal statement to have a read of, as they apply for their master’s qualification, students sending you photos of their baby which they delivered days after submitting an assignment on time; or students who send a video of their wedding day after they graduate. These are the moments which stand out and make it all worthwhile.  Knowing you have helped these people become the person they strive to be.

I started working for Portobello over nine years ago and it is like a home from home, the support and comradery that is shared within the college. It was throughout this role that I felt I had found my niche, working with adults who had come back to education bringing with them a wealth of knowledge and experience, but needing the certification to go with that. I think this resonates with me most, having come a similar route myself, and after leaving law; embarking on my academic career with Queen’s University, subsequently completing Bachelor of Arts Honours, Master’s and PhD level education, for which I was awarded the Post Grad award for Doctoral Research.

Throughout my career I have had the pleasure of meeting and working with some fantastic and renowned authors and researchers in the field of early education.

Dr Barbara McConnell my supervisor at master’s level, and a good friend since that time; Dr Colette Gray, Mary Maloney a good friend, and past colleague, Professor Jim Deegan, the most intellectual gentleman I have had the pleasure to chat with on numerous occasions, and whose most memorable saying is “go for it!”, a sentiment which has driven my own research career for some years.  David Whitebread, who I met while studying my PhD, and who has since then shared some insightful thinking’s about Vygotsky and play.  Dr. Zsuzsa Millei, a friend and mentor and editor of our book, Childhood and Nation.  John Siraj Blatchford and Prof Bob Stake, both helped me refine my research throughout the years; and Prof Judith Green, California who I met at a conference many years ago, the most enlightening person I have ever had the pleasure to encounter, and at the ripe age of 79 was still deeply engrossed in research and teaching.  She has become a very good friend, and mentor.  All of whom have greatly influenced me in my career and research.

Marguerita’s Teaching Philosophy 

As a lecturer it is important to make conscious decisions around the module content and pedagogy with the students experience in mind, as I believe our students possess knowledge skills, values and experiences which help them deal with their different employment opportunities.

I believe part of my role is to help them understand through the engagement with these courses, who they are and what they can contribute to the heterogeneity that they will encounter in their vocation to work with and educate young children. They are the advocates for the sector, ambassadors for early education in Ireland. And as such I think it is vital that we more than anything else help them develop skills like critical thinking, intellectual curiosity, analytical reasoning, reflexivity and communication skills, becoming leaders in their field, involved in research to further and benefit the sector in it’s entirety. I don’t believe it is my role to teach my students the practical aspects of early education, as it is they who bring that knowledge and experience with them; but rather it is my role to encourage them to apply the theoretical underpinnings to those practical skills.

As a philosophical stance on adult education, it is important to realise that understanding is not something that is transferrable from one person to another; rather understanding is constructed by each student, based on their prior knowledge and experiences; it is my philosophical stance that the role of the lecturer is to nurture, challenge and extend that knowledge.

As a lecturer it is vital to listen to the student’s voice, engage with them and support them, scaffolding the pathways to further learning. In order to achieve this it is important to encourage the students to engage and interact during tutorial sessions, as we all learn from each other, and in adult education the student is as vital to that learning experience as the lecturer. Discussion and debate are key, therefore I expect my students to respond, contribute and critique so that the understanding becomes deeply rooted.

It is also important to keep abreast of changes in the sector and up to date with up and coming research. I try to achieve this by engaging in research topics every 12/18 months if possible, and have had some of these contributions published to date. Attendance at conferences is a beneficial means of networking, raising awareness of current debates and issues in the sector, which are vital to ensuring the learning experience for the student is relevant and reflective of their own experiences.

As a reviewer for several journals, SAGE, Contemporary Issues, Global Childhood Studies and Early Childhood studies, I help to ensure that publications are peer reviewed and of the highest standard, and subscribing to these journals ensure that I always have access to suitable reading materials to supplement the course materials for my students.

Research Interests and contributions:

  • Special Educational Needs
  • Autism
  • ICT in Early Education
  • Wellbeing in Early Education
  • Curriculum Design and Leadership
  • Conceptual Development
  • Innovation and Diversities in Early Edcuation
  • Outdoor environments
  • Forest Schools
  • Risky Play in Early Education

Research / Industry Participation

  • SELB (2008) Autism Awareness Report
  • SELB (2010) Autism Intervention Support
  • Queens University Belfast (2010) Workshop Presentation: Research in the early years (Sole presenter)
  • Mary Immaculate College (2013) Workshop Presentation: Observation in Research: complementary methods (Co-presenter)
  • University of Limerick (2013) Workshop Presentation: Developmental Psychology; theory to practice (Sole Presenter)
  • Magennis, M. (2013) Digital Natives and Cultural Tools, Paper presented at Diversities in Literacy, Maynooth: Ireland (Conference Paper)
  • IRMSS – International Research Methods Conference (2014) MIC – Presented paper – June 2014.
  • Magennis, M. (2014) “Developing Leadership for a sustainable future: Enhancing ICT in the Curriculum” (conference paper)
  • OMEP International Conference (2014) UCC “Cross-border perspectives on digital technologies as a catalyst for creative learning and innovative teaching in early education”
  • Magennis, M. (2015) “National Symbols and Practices in the Everyday of Irish Education”, in Millei, Z. & Imre, R. (2015)
  • Magennis, M. (2015) Enhancing Literacy Concepts: Digital Natives and Cultural Tools.
  • BORDERS V111 Conference on Cultural Studies, Oulu Finland, 3-4 December 2015, Book Launch  – Virtual Presentation and Workshop.
  • Magennis, M. (forthcoming) “outdoor environments and Risky Play – Early educational strategies”
  • Dr. M’s Thoughts blog: https://childhoodmentalhealth.com/

How will I learn?

Delivery Mode

This MA in Inclusive Education and SEN has been specifically designed for delivery by online learning, with one-to-one tutorial support and modular webinars designed specifically to prepare you to complete the module. It is very suited to you if you are working full-time with limited spare time yet you want to achieve your Masters qualification.

Each module commences with an induction webinar and you will meet your lead lecturer during this session.  You will be able to log-in and “attend” the lecture even if you are off-site or you can re-visit the lecture at a later date through our online portal. You can upload your assessments and your lecturer will give you feedback on whether you are on the right track before you submit the final version. Blended learning allows you to study at your time with support available throughout your learning journey.

What is a webinar?

A webinar, in the context of online learning, is a lecturer delivering a presentation or class online to a group of students. We use specifically designed e-learning software so you can participate in the class just as if you were present in the same room. You can ask a question of the lecturer at any stage during the class.

Interactive break-out rooms

The software is designed with “break-out rooms” where you can discuss a topic or complete a group exercise with a smaller group from your class. You will need a computer, laptop, tablet, or smartphone that has internet connection, an audio facility so you can hear and speak during the class and a camera so your lecturer and fellow class participants can see you.

Secure online learning environment

The webinar is a secure online environment and only those permitted entry by the lecturer can gain access to the “classroom”. Webinars are recorded during each session and should you miss a session, you can catch up with the recorded session at a later date. You will only be able to access Webinars of the group you are assigned to.

Tutor Support

You can email your tutor during the module to ask a simple query or submit a draft of your assessment. Our programme management team is available to offer you telephone and email support and if you need to, you can arrange to meet them for further one-to-one guidance.

For more information about our team, click here. Portobello Institute has invested in a team of programme managers and tutors who are experienced early years practitioners as well as qualified and knowledgeable educators. They are available to assist you during your learning journey through this programme.

Online Learning Portal

During the induction webinar, we will show you how to navigate and find what you need with all of the information you need to complete this programme uploaded on to the learning portal. The content of this programme is set out in an easy to follow format with a combination of notes, articles, podcasts and other materials that will help you to understand the subject and complete your assessment. You will need basic computer skills to search the internet and type a word document to complete your assignment.


Course Structure

This course is delivered over 2 academic years with supported webinars held during scheduled weekends. This programme consists of five core modules. You will complete one module in each semester and the final module, your dissertation project, will be completed throughout year 2. Each student is assigned a Dissertation Supervisor who will act as their personal academic support tutor for the research-based module that is the dissertation project.

Each module has 1 – 2  one day webinars designed to support the student to complete the modules scheduled for that semester. Webinars are generally held on a Saturday from 10 am to 4 pm. There are also 3 – 4 webinars held on evenings scheduled throughout the semester. Attendance at webinars is recommended for an optimal learning experience and achievement. Webinars are delivered with the purpose of introducing the module lecturer and setting out the learning outcomes, content, assessment strategy, and expectations for skills/knowledge development.

All of the course material is held on an online learning portal which is an easy to use online platform specifically designed for online learning programmes. During the induction, students will be introduced to the platform with a practical demonstration of how to use the portal and access lessons quickly and easily. To complete this course, students must have a basic knowledge of using a computer and searching the internet for research purposes.

Peer to Peer Support

Learning from the experience of other students is often cited as an integral part of any learning journey through a programme. This programme is conducted primarily online and to achieve peer to peer learning, we create study groups. This is a group of students either with a similar research interest or located regionally for ease of “meeting up”. Many graduates tell us that the relationships they build in their study group, offers them a professional network to tap into throughout their careers as well as some lifelong friendships.


How will I be assessed?

Assessments for this masters degree are through course work and a dissertation. The assessments vary from practice based assignments to researching a topic you are interested in. We encourage you to reflect on your knowledge gain with a number of assignments designed to explore your learning journey. All of these methods are seeking to support you to combine theory with scenario based learning and how to practically implement these methods into your every day practice.

Downloads

Course Delivery Mode
Course
MA Inclusive Education and SEN
Delivery Mode
Blended Learning
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Career prospects

As our society has become more diverse, there is a growing awareness of the importance of inclusive education and its provision not just to children and families but also to society as a whole. This has resulted in a growth in the number and variety of job positions available, some of these are new roles not previously imagined.

Broaden your career opportunities with a Masters

A Masters in Inclusive Education and SEN can open up a range of job opportunities for you both in and out of the special educational needs environments that you may not have previously considered or even been eligible for.

Consider areas of administration, working as part of the inspectorate, tutoring on level 7 degree programmes, policy development, and research; The opportunities are much wider than you possibly are aware of and all of these opportunities put your expertise and experience to good use, enhancing your career opportunities.

Be a leader in inclusive education

With an MA in Inclusive Education and SEN, you have the opportunity also to lead and enhance provision of inclusive education to children and young adults. You will continue to have an impact on children at a critical part in their lives, but you can develop how and where you do this; by taking on advisory and consultation roles, lecturing roles, and inspectorate roles.

Elevate your employability

A Master’s degree will immediately increase your earning potential due to the wider range of career opportunities that will now be open to you. This Master’s in Inclusive Education and SEN will elevate your employability and give you the opportunity to command a higher pay scale than your less qualified peers.

What will a Masters mean to me in practice?

Gaining a Masters qualification in Inclusive Education and SEN, offers you a graduate qualification that will enhance your career prospects and professional knowledge in the area of Special Needs and Inclusive Education.  This programme provides expert knowledge to support educators and those working with the increasing diversity of children with additional learning needs; but to further enhance the knowledge and understanding of the psychology and underpinning concepts in respect of Inclusion and SEN in the context of early education, Primary and post-primary education; and also from a parenting perspective, providing an understanding of the key principles which underly children’s physical, intellectual, mental health and wellbeing, and strategies and resources to help build inclusive environments in which these children can thrive.

The knowledge you will gain throughout this programme will enhance previously existing knowledge and will be beneficial for those working with children in early education, Special Needs, Primary education, Occupational Therapy, Speech and Language Therapy and specialists in mental health awareness and other specialisms.  The Masters will provide valuable insights into strategies to support a range of disabilities, and you will develop an understanding of some of the complexities of social justice and education with a particular focus on Special Education and Inclusion.  You will be encouraged to engage in a critical evaluation of what it means to allow children to flourish and attain well-being.

Throughout the programme you will be encouraged to engage with consideration of how cultural and societal contexts impact on children and adolescent development and learning, articulate the impact of social, cultural, and environmental contexts on the development of babies and children into adolescents and demonstrate the importance of providing appropriate resources reflecting the diversity of cultures and languages for the children with whom you will be working.

Completion of this programme will build upon your existing skills and competencies, enhancing the quality of education, and provision for children with additional needs in a variety of settings, thus opening up numerous career opportunities for those interested in working in this sector, for example in consultancy work, Lecturing in Higher Education, Management, non-governmental organisations, supporting the wellbeing of children and young people with additional needs, as well as developing your personal skills and academic knowledge.

Exit points on this Masters

After completing the two modules delivered in the first year of this course you will be awarded a Post Graduate Certificate in Inclusive Education should you wish to exit the programme and not continue to second year. If you wish to exit the programme after completing a further two modules (four in total), you will be awarded a Post Graduate Diploma in Inclusive Education. Students who complete four modules and the required dissertation project will be awarded a Masters in Inclusive Education.

Related Courses

Speak to an expert

Choosing a course that will lead you to your career of choice is a significant decision. Understanding the delivery modes, supports available, career opportunities and further study options are all key considerations when making your choice. Our course adviser team are experts in the courses Portobello offers and the employment prospects of each of our programmes – they will guide you through the detail and support you with any queries you may have.

It is important you make the right choice for you and choose the Institute and course that will best suit your needs.

Your Consultant

Jennifer Matteazzi

My name is Jennifer Matteazzi and I am the Enrolment Team Leader.  An investment in knowledge pays the best interest and I am part of the team who helps learners achieve their education goals.
 

 

How long are you working in Portobello?

I have been working for Portobello Institute for over 5 years now.

What do you enjoy about working in Portobello?

I love the interaction with students.  Every day I get to meet different individuals and learners who are looking to change their lives and I get to be the person who advises them on the best programme to take. It is a fantastic feeling to be part of their journey.  For many learners this is a huge decision and I get to be the person who supports them in making that decision.  There is an incredible sense of pride when I see our learners graduate and achieve their education goals.

What inspires you about working in education?

I believe that education is impowering and it can often change people’s lives.  It increases the learner’s confidence and it allows the learner to reach their full potential. Coming back to education hugely lifts the learner’s self esteem.

Have you a story that you recall that touched you/made you laugh/made you cry?

One particular lady struggled with dyslexia all her life.  Her disability really affected her years in school, her career choices and when this learner approached Portobello Institute I worked with her to establish the best way forward, the right course for her was without a doubt in childcare.  This lady registered on the course and she needed a lot of hand holding throughout her studies from both myself and the academic team.  I recall that the day of her graduation, she received the “Student of Year” award.  We were all thrilled and delighted for her!  This learner has since gone on to open a very successful Montessori setting.

How do you feel when you have helped a student reach a decision on their course choice?

I am there to be the deciding factor for our learners.  We support people in making the right choice of programme for them.  We reassure them the whole way and we support them throughout.  It is a very rewarding feeling to be part of this process.

Book a consultation

How do I apply?

Entry to this Masters is by direct application to Portobello Institute.

There are entry criteria available to students with differing qualifications however students must hold a relevant honours degree (at least 2:2) and it is preferable you work in a special educational needs role.

Application Process

Step 1

Complete the online application form.

Step 2

Applicants will be contacted for confirmation/evidence of meeting the entry criteria and year of entry will be confirmed.

Step 3

Confirmation of a place will be given to applicants immediately meeting the criteria.

Applicants who do not meet the criteria, may be eligible for advanced entry into the BA (Hons) in Inclusive Education. This programme is available through Portobello Institute.

Please note places on this course are restricted and places only confirmed once tuition fees have been received. Early Application is advised.

Fees & Payment Options

Fees

Course Price

Year 1 base fee

€4,315

Exam Body Reg. Fee

€435.00

Overall Course Price

Total amount due

€4,750.00

Easy Payment Plan

Payment Option 1

33% deposit payment (€1,687.95), followed by 8 scheduled payments on the first of each month, commencing the 1st of the month after the start date of the course. Includes one off instalment fee of €365.

  • €428.38 due in month 1
  • €428.38 due in month 2
  • €428.38 due in month 3
  • €428.38 due in month 4
  • €428.38 due in month 5
  • €428.38 due in month 6
  • €428.38 due in month 7
  • €428.38 due in month 8

Available Courses

Course Delivery Mode Start Date Duration Fees Per Year
Course
MA Inclusive Education and SEN
Delivery Mode
Blended Learning
Start Date
TBC
Duration
2 years
Fees Per Year
€4,750.00

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