Course Details
This BA (Hons) Inclusive Education Practice degree is completed over 3 academic years.
Level
UndergraduateQualification
Honours DegreeCourse | Delivery Mode | Start Date | Duration |
---|---|---|---|
BA (Hons) Inclusive Education Practice |
Blended Learning
|
7th October 2023 | 3 years |
BA (Hons) Inclusive Education Practice (FT) |
Full Time
|
2nd October 2023 | 3 years |
Overview
What will I study during this New – BA (Hons) Inclusive Education Practice course?
This programme will provide you with specialised knowledge and skills to respond to challenges of high quality provision in a context increasing diversity in early childhood education settings, primary, post-primary schools and community care settings. You will reflect on the complex nature of inclusion and engage with philosophical, political, cultural and ethical aspect of education for learners who are vulnerable to exclusion and underachievement due to special education needs and disability.
You will consider a range of local and international perspectives including children’s rights, children’s health and well-being, pedagogical and curriculum approaches, diversity, and inclusion and disability in society.
You will explore a range of disciplines such as psychology, sociology and social policy, education, and health. Learning the links between theory and practice is key to your development as a professional Inclusive Educator.
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Promoting Holistic Development of Children (0-12 yrs)
This module emphasises the integrated nature of children’s learning and development and considers application of a range of developmental perspectives to inform understanding. Throughout this module, students will explore the theoretical underpinnings of children’s development across all domains; personal, social, emotional, physical and language development. This module also centres on the importance of understanding children’s temperaments, different learning dispositions and transitions, which are pivotal in providing quality care and education experiences in early years settings.
The module aims to enable students to:
- Enhance their knowledge about the main theoretical perspectives that explain how children learn and develop.
- Recognise integrated nature of children’s learning.
- Reflect on influences and experiences in the setting which can impact on children’s personal, emotional, social, cognitive, linguistic and physical development and consider how these can be connected to theoretical perspectives.
- Develop skills and competencies to design effective strategies to support development and learning.
- Engage in peer learning and further develop team working skills.
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Becoming an Educator, Academic & Professional Skills
This module provides orientation for students transitioning from further education to higher education level of study (HE). The student will gain an understanding of academic principles. The module considers differences of academic rigour and expectations at higher education. The student will obtain an understanding of various types of assessment, their format and structure, alongside the importance of referencing and how to use the Harvard referencing style. They will learn to use the library service to search for relevant materials, note-take and manage information.
The module aims to enable students to:
- Understand the complexities of studying at a degree level and acknowledge challenges of combining study with responsibilities of work/work placement and family commitments.
- Become aware of their emotional experiences and challenges as students.
- Develop realistic strategies in terms of time management and target setting.
- Understand conventions of academic study and academic writing.
- Recognise importance of evidence-based practice rooted in research.
- Become familiar with basic research methodology and tools and be able to use these tools to enhance practice.
- Reflect on their professional values and standards and consider the impact of continuous learning and professional development on their professional identity.
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Understanding Professional Practice – Placement Portfolio
The module focuses on personal and professional development of students in a work-based context and equips students with tools to construct knowledge about themselves as professionals in the area of inclusive education and SEND. The students will reflect on how they transfer knowledge, skills and abilities to consider individual needs of children to promote their well-being and learning while working collaboratively with parents and other professionals.
The module will require students to undertake placement of a minimum 100 hours. The placement can be completed in in an ELC setting which is availing of the level 7 AIM support, in a special education early years setting, in a primary or secondary school. Placement can be taken as a block or on a weekly basis to suit the needs of students who are combining work and studies. Students who are employed in an inclusive support role can do the placement at their place of work.
The module aims to enable students to:
- Further develop their critical reflection skills.
- Enhance and extend their understanding of effective inclusive practice.
- Evaluate their practice in relation to professional guidance, standards and regulation.
- Make critical connections between learning across modules and apply their knowledge to professional contexts.
- Set professional goals and plan for personal growth and development.
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Safeguarding Health, Well-being & Rights of Children
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Approaches to Inclusive Education
The module considers inclusion from a theoretical and practical point of view. Theoretically the module explores the philosophy of inclusion and inclusive environments while providing knowledge and understanding in relation to practical approaches, frameworks, and models for current and future inclusive education provision. The module examines the term “additional needs” and learning needs arising from different areas of disability are explored and implications of legislation and policy for practice are analysed.
The focus of the module is on critical examination of the theoretical underpinnings of inclusion in the early years, primary and secondary school curricula and evaluation of the practical implications for inclusive education. This includes methodologies, pedagogies and best practice guidelines and their impact on planning, differentiation, and teaching.
The module aims to enable students to:
- Develop awareness and understanding of various special educational needs and disabilities.
- Understand how the principles and values of inclusive provision for children with SEND developed historically.
- Study the legal background for inclusive educational provision with respect to national and international policy.
- Explore key curriculum guidance documents in Ireland with respect to CARPET PATCH differentiation and pedagogical practices.
- Aistear, The National Curriculum Framework
- Primary School Curriculum
- Secondary School Curriculum
- Explore the key theoretical, pedagogical and best practice models, approaches and frameworks which influence curriculum design and delivery in context of special education.
- Understand the need to draw on theory and research when planning for inclusive provision and when engaging in reflective practice.
- Examine the role of other professionals working to provide services for children with SEND with specific reference to the multi-disciplinary team and the processes and products of inclusive education.
- Understand and appreciate the role of the child’s voice and choice within inclusive education provision and the ethics of child agency.
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Understanding Development in Middle Childhood and Adolescence
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Leadership Skills for Inclusive Practice
This module focuses on evaluation and development of practice through the lens of inclusion and social justice. It emphasises legal rights to equality for practitioners and children within the workplace context of educational and care settings and fosters development of skills to demonstrate, model and lead anti-discriminatory practice. The benefits and challenges of working in diverse environments will be examined. Students will explore national and international legislation and official guidance that nurtures equality and inclusion. Students will learn about the impact of inequalities on children’s life prospects and will be introduced to practical strategies for inclusion within their settings such as learning how to implement a listening culture in the classroom and modelling inclusion and anti-bias approaches.
The module aims to enable students to:
- Extend their knowledge of legislation and professional guidance related to equality and inclusive provision.
- Understand the impact of inequality and exclusion on children’s development, sense of identity and life prospects.
- Evaluate practice and provision through the lens of inclusion and social justice.
- Acknowledge their role as an agent of change and examine their own beliefs, attitudes and values.
- Plan for improvements to enhance inclusive practice and provision in their setting.
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Disability in Society
This module considers historical, cultural, philosophical and theoretical perspectives on disability and examines disability as a socially constructed phenomenon and a human rights issue. It explores the influence of dominant ideas about disability on policy, practice and representations of disability and special educational needs, including those in literature and the media.
This module examines disability through a historical and cultural lens within the remit of the sociology of disability. Furthermore, the module considers the philosophical and theoretical perspectives on disability. The social constructions of disability are explored with respect to the historical development of the main models of disability. This links to the legislative context which is examined alongside the human rights perspective on disability. The implications of such on the lives of children and young people with disabilities is critically explored. The module will employ the critical evaluations of these concepts and perspectives to examine the representation of disability in popular and social media. Additionally, the cyclical element of social representations and social experiences will be considered. The term ‘representation’ will be explored and applied to the sociological concepts of disability.
This module aims to enable students to:
- Examine disability through a sociological lens.
- Explore disability as a human rights issue and reflect on dilemmas about their implementation.
- Consolidate knowledge on international documents that ascertain rights of children and young people with disabilities.
- Develop an awareness of interrelationship between political, economic, cultural and ideological contexts in the lives of children and young people with disabilities with respect to the past, present and implications for the future.
- Critically evaluate how children with disabilities are represented in the popular media (TV, online, radio, social media) and discuss the impact of media on policy and practice.
- Investigate how media can create challenges and opportunities for perceptions of people with disability in society.
- Develop critical literacy skills and learn how to create representative digital content.
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Leading & Managing Services for Children
The quality of leadership is directly corelated with the quality of provision. The module explores the complexities of leading and managing a setting within the system consisting of different layers: children, parents and practitioners, professionals from external agencies and legislators. The module provides an overview of a range of theories and perspectives on leadership and explores distinctive features of leadership within the sector. Students are encouraged to evaluate their own role in leading and developing effective practice and reflect on their own leadership style. Their practical capacity to lead and manage organisations providing services for children and families will be fostered through in-depth study of the legislative and regulatory requirements in Ireland, both sector specific and those of general application.
The module aims to enable students to:
- Appreciate the importance of good leadership and management for provision of quality services for children and families across all aspects of practice.
- Develop professional knowledge for increased responsibility and accountability to all stakeholders.
- Develop an in-depth knowledge of legislative and regulatory requirements in Ireland, both sector specific and those of general application and be able to comply with relevant reporting and inspection regimes.
- Study the network of organisations involved in monitoring and supporting quality of services in Ireland and work effectively with their representatives.
- Explore alternative tools for assessment of quality for self-evaluation and improvement of practice and provision.
- Examine theories of leadership and management and reflect on their own leadership style.
- Explore underpinning theory and practical knowledge for supporting individual staff members and teams.
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Approaches to Inclusive Education
The module considers inclusion from a theoretical and practical point of view. Theoretically the module explores the philosophy of inclusion and inclusive environments while providing knowledge and understanding in relation to practical approaches, frameworks, and models for current and future inclusive education provision. The module examines the term “additional needs” and learning needs arising from different areas of disability are explored and implications of legislation and policy for practice are analysed.
The focus of the module is on critical examination of the theoretical underpinnings of inclusion in the early years, primary and secondary school curricula and evaluation of the practical implications for inclusive education. This includes methodologies, pedagogies and best practice guidelines and their impact on planning, differentiation, and teaching.
The module aims to enable students to:
- Develop awareness and understanding of various special educational needs and disabilities.
- Understand how the principles and values of inclusive provision for children with SEND developed historically.
- Study the legal background for inclusive educational provision with respect to national and international policy.
- Explore key curriculum guidance documents in Ireland with respect to CARPET PATCH differentiation and pedagogical practices.
- Aistear, The National Curriculum Framework
- Primary School Curriculum
- Secondary School Curriculum
- Explore the key theoretical, pedagogical and best practice models, approaches and frameworks which influence curriculum design and delivery in context of special education.
- Understand the need to draw on theory and research when planning for inclusive provision and when engaging in reflective practice.
- Examine the role of other professionals working to provide services for children with SEND with specific reference to the multi-disciplinary team and the processes and products of inclusive education.
- Understand and appreciate the role of the child’s voice and choice within inclusive education provision and the ethics of child agency.
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Psychology of Learning and Behaviour
The module explores how learning and behaviour of children with SEND can be supported through the knowledge of applied psychology. It provides students with theoretical knowledge and practical skills to develop competence and confidence in their ability to scaffold learning within a variety of contexts and for a variety of capabilities, and approach challenging behaviours from a reflexive, professional and restorative approach.
The main perspectives on behaviour are explored with an emphasis on practical application in the inclusive environment. Students will explore the theoretical underpinnings of behaviour as communication. The module seeks to equip students with the ability to de-centre the behaviour from the child, and thus support the child to achieve positive regulation skills. Socio-emotional strategies to support positive behaviour regulation such as the growth mindset perspective, restorative approaches, differentiated curricula and reflexivity will be examined. Gained knowledge and skills will develop students’ competence to plan and implement interventions.
The module aims to enable students to:
- Develop critical awareness of theories of learning and behaviour. Explore the dominant behavioural perspectives.
- Explore theories of motivation and understand how they shape instructional design and underpin behavioural interventions in the special education context.
- Consolidate their knowledge of behaviour regulation strategies as practitioners and as education professionals.
- Understand functions of behaviour and enhance their knowledge of ways to support positive behaviour. Understand all behaviour as communication.
- Explore the impact of SEND on socio-emotional development and well-being and how these developmental domains may be supported by the behaviour regulation strategies.
- Work collaboratively with the stakeholders to plan and deliver differentiated curricula which meet individual needs of learners.
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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. -
Professional Development: Sharing the Learning New or revised
The module encourages further extension of professional competence by focusing on interactions between adults and emphasising importance of sharing knowledge and empowering others within the sector to promote quality of provision for children and families.
Aims
The module aims to enable students to:
- Understand the concept of mentorship in educational and care settings.
- Use the opportunities to draw on their knowledge, skills and competence in context of reflective thinking and practice in order to support their colleagues.
- Promote good practice and shared values.
- Develop practical skills of structuring and presenting content in order share to knowledge.
- Evaluate their effectiveness by reflecting on feedback and making judgements about their choices and decisions.
Learning Outcomes
- Critically reflect on implications of mentorship for their own and other educators’ practice and professional development.
- Reflect on their role and responsibility to share knowledge, skills and values in order to link theoretical models and philosophical approaches to practice and present solutions for professional challenges.
- Work collaboratively with the research supervisor and peer learners and use feedback to evaluate progress and plan improvements.
- Produce an e-Portofolio as a tool to support personal and professional development throughout the programme and beyond.
Who will I learn from?
Programme Manager
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 at any time. 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 at any stage 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.
Programme Manager
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 at any time. 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 at any stage 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.
How will I learn?
Delivery Mode
This BA (Hons) Inclusive Education Practice degree has been specifically designed for delivery by blended learning. It is suited to you if you are working full-time with limited spare time, yet you want to achieve your degree qualification. This programme was designed considering our 20-years+ experience of delivering programmes for those working in the field of special educational needs and is underpinned by our staff’s knowledge about teaching and learning strategies and educational design combined with insights and feedback from our past and current students.
Before the induction webinar, you will be given your log-in details to the online portal, ePortobello. Here you will find course notes, reading lists, podcasts, articles of interest and assessment guidelines. The content is structured in an easy format divided into sessions which you can cover at your own pace. You will need basic computer skills such as searching the internet and typing a word document.
Each module commences with an induction workshop, and you will meet your lead tutor during this session. Tutors also organise short webinars and question and answer sessions in the evenings focusing on specific assignments throughout the term. The workshops and webinars are recorded so you may review these later should you be unable to attend at the scheduled time or want to revisit the session again. Before you submit the final version of your assessments, you will have opportunities to receive formative feedback from tutors on whether you are on the right track with your assignment.
Some modules will involve group assignments – this will give help you build closer relationships with colleagues, develop your team-working skills as well as learn from your peers. You will be introduced to fellow practitioners studying the programme in your region and we will support you to set-up study groups with the network of practitioners in your region.
This programme includes placement-based modules each year. You will create a portfolio of work which will be based on reflections on learning and its application in your placement or place of work and will showcase your professional practice. You will be able to use this portfolio after you complete the course, and it will support your professional development throughout the course and beyond.
Webinars & Tutor Support
The webinars are held at the start of each module and mid-way through each module, designed to guide and support you throughout the module. These webinars lay out the module for you and the content you will cover. The assessment and expectations for successful completion are covered in detail as is where and how to access the information on ePortobello. You will be encouraged to connect with fellow students and can create your study network for the duration of your learning journey.
You can email your tutor at any stage during the module to ask a simple query and there will be scheduled opportunities to submit a draft of your assignment. Our programme management team are always 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. 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. This level of one-to-one support is unique to blended learning and is a particular benefit to choosing this mode of study. 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 at every stage of this programme.
Online Learning Portal – ePortobello
During the induction seminar, 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 ePortobello. 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.
Course Structure
This programme is structured for delivery over 3 academic years with 3 semesters per academic year. There are 2 Saturday workshops, and four evening webinars as well as some sessions with your placement tutor. The number of the workshops and webinars will depend on your entry route and the number of modules taken per term.
The Saturday workshops are held online from 10am to 1 pm with breaks throughout. The evening webinars are 1-1½ long and are scheduled between 7 and 9 pm to accommodate students who work full-time. All sessions are recorded so you may review the session at a later stage should you be unable to log-in at the scheduled time.
The three-semester structure will ensure you can focus on a small number of modules per term while also working on your professional practice portfolio.
The course will open with a module which will help you to develop the skills which you will need to achieve success at a degree level, such as sourcing credible information, academic writing, referencing, computer skills, basic research methods, time management and planning, emotional aspects of studying and at higher education level and student well-being. Completing the module will build a solid base for your further professional and academic development throughout the programme.
THE ACADEMIC CALENDAR
Academic Year 1
The first year of this course runs from 7th October 2023 – 26th May 2024
Academic Year 2
A similar schedule operates for the second year of this programme.
There are breaks for Christmas and Easter during the academic calendar.
The above dates are offered as a guide and are subject to change.
Assignment submission dates can occur after the published finish date of an academic year.
ATTENDANCE AT WEBINARS
There are online webinars held on 2 Saturdays during each Semester, usually at the start of each semester and midway through and four evenings during the semester.
A schedule of the specific dates is given during induction session.
Attendance at webinars is not mandatory however is recommended for an optimal learning experience and achievement.
Webinars are recorded so you may catch up later should you be unable to to attend.
One to one tutor support is available throughout the programme if you are unable to attend a webinar.
How will I be assessed?
SMART assessments – we use a range of assessments for each module designed to support a broad range of learning styles, giving you the opportunity to excel.
Assessments for this degree are not exam based. Instead, the assessments vary from essays which will demonstrate your knowledge of theory to practice-focused assignments such as child studies and observations, audits, development plans, presentations showcasing your practical skills.
We will encourage you to explore and support you to complete several innovative assessment formats such as presentations, posters, portfolios, podcasts, blogs, which further support development of your creative and digital skills and will give you confidence to share your knowledge with colleagues, parents, and other professionals.
Group assignments will add another dimension to your learning experience – they will help you to break up the isolation of studying online and will provide you with benefits of peer learning.
All these methods are seeking to support you to combine theory with scenario-based learning and encourage implementation into your everyday practice.
Delivery Mode
This programme is delivered full-time; in third level education this means 12- 16 hours of lectures per week. Portobello ensures scheduling of course timetables is considerate of students travel and accommodation arrangements, part-time working and study-life balance. The course timetable is condensed to be delivered with onsite classes 2-3 days per week over 2 semesters. Examinations are held at the end of each semester.
Practical classes are delivered in a fully equipped therapy training room with theory classes taking place in one of the many theory rooms within Portobello Institute.
Tutor Support
You can email your tutor at any stage during the module to ask a simple query and there will be scheduled opportunities to submit a draft of your assignment. Our programme management team are always available to meet you or offer you telephone and email support. For more information about our team, click here. 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.
This level of one-to-one support is unique and is a particular benefit to choosing Portobello Institute. We have invested in a team of programme managers and tutors who are experienced in the field of inclusive education as well as knowledgeable educators. They are available to assist you at every stage of this programme and support you to achieve your personal best.
Online Learning Portal – ePortobello
During the induction seminar, 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 ePortobello. 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.
Course Structure
Students take five modules in Year 1 and six modules in Year 2, including one placement-based module each year. During the final year, you will complete a research project on a subject of interest related to inclusive education practice. The semester structure will ensure you can focus on a small number of modules per term while also working on your professional practice portfolio.
The course will open with a module which will help you to develop the skills which you will need to achieve success at a degree level, such as sourcing credible information, academic writing, referencing, computer skills, basic research methods, time management and planning, emotional aspects of studying and at higher education level and student well-being. Completing the module will build a solid base for your further professional and academic development throughout the programme.
THE ACADEMIC CALENDAR
The first academic year of this course runs from 02/10/2023 – 25/05/2024.
Classes are generally delivered 2-3 days per week and are scheduled mid-week where possible.
The second and third academic years of this course will run on a similar schedule in 2024 and 2025.
How will I be assessed?
SMART assessments – we use a range of assessments for each module designed to support a broad range of learning styles, giving you the opportunity to excel.
Assessments for this degree are not exam based. Instead, the assessments vary from essays which will demonstrate your knowledge of theory to practice-focused assignments such as child studies and observations, audits, development plans, presentations showcasing your practical skills.
We will encourage you to explore and support you to complete several innovative assessment formats such as presentations, posters, portfolios, podcasts, blogs, which further support development of your creative and digital skills and will give you confidence to share your knowledge with colleagues, parents, and other professionals.
Group assignments will add another dimension to your learning experience – they will help you to break up the isolation of studying online and will provide you with benefits of peer learning.
All these methods are seeking to support you to combine theory with scenario-based learning and encourage implementation into your everyday practice.
Career prospects
The career opportunities upon completion of this degree are broad and diverse.
The course itself will prepare you to work with children with Special Educational Needs and Disabilities (SENDs) in a variety of settings.
Additionally, this programme will equip the graduate with the skills and adaptability require in this rapidly changing sector.
A degree in inclusive education will allow the graduate to work with children and young people that experience a variety of educational, emotional, behaviour and care-based needs.
The knowledge, skills, and practical experience developed throughout this programme will develop existing competence and confidence in experienced practitioners.
Additionally, those new to the sector will benefit from an experienced team of tutors, engaging and practical content, and advanced start to their career as an inclusive practitioner.
This degree will challenge and support you in enhancing your learning, develop new skills and strategies, and learn to approach behavioural regulation support in a reflexive, professional and restorative manner.
The versatility of this degree will enable the graduate to work in a variety of professional sectors. This includes early years settings, and primary and secondary schools as Special Needs Assistants.
Further progression in study can lead to graduates obtaining primary and secondary teaching degrees with a focus on inclusive education.
Existing practitioners will find the programme supports progression to more diverse.
For example, as a specialist for the Better Start programme which coordinates AIM, roles in community and charity organisations, as well as government bodies such as the National Council for Special Education.
Graduates of this programme may also transition into education policy via the Irish Civil Service. Additionally, many practitioners branch into private and residential care supporting children, teenagers and their families in invaluable ways.
The area that you go to work in can depend on your interests or perhaps what you specialised in while carrying out your degree.
For more information read What are the Career Opportunities for a BA (Ord) Inclusive Education Graduate?
Further Study Pathways
You can progress, with one further academic year of study, to a level 8 BA (Hons) Inclusive Education with Portobello Institute upon completion of this level 7 degree.
Portobello Institute also offers the opportunity to continue to Masters level with an MA Inclusive Education and SEND, also available through blended learning.
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, the employment prospects and possible progression routes to Masters 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

How do I apply?
Entry to this course is by direct application to the college.
We have developed a flexible system of entry points and exemptions to recognise our applicants’ prior qualifications.
Exemptions for Recognised Prior Learning
Applicants who hold a minor award at QQI level 6 in Special Needs Assisting will get an exemption from this module;
- Understanding Professional Practice in Year 1.
Applicants who hold a major award at QQI level 6 in Early Childhood Care and Education will get an exemption from the following modules:
- Promoting Holistic Development of Children 0-12 – Year 1
- Safeguarding Health, Well-being and Rights of Children – Year 1
- Understanding Professional Practice – Year 1
A specific delivery schedule has been designed for holders of the QQI level 6 ECCE major award – please visit this course here BA (Ord) Inclusive Education Practice – Upskill from ECCE 6
Entry Options
Entry Option 1 | Common Entry
Modules – All 6 Modules of Year 1
Course Price €3,385.00 + Exam Body €335 – Total €3,720.00
Easy Payment Plan
Payment Option: 33% deposit payment (€1,348.05), followed by 8 scheduled payments (€342.12 ) 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
For booking forms and to begin the booking process click here
Entry Option 2 | Module Exemption
Modules exempt from – Understanding Professional Practice – Year 1
Course Price €3,000.00 + Exam Body €335 – Total €3,335.00
Easy Payment Plan
Payment Option: Deposit of 33% (€990) Balance payable in 8 equal instalments (€338.75) commencing the 1st of the month after the course commences. Includes one one-off instalment fee of €365 applied to the instalment plan.
For booking forms and to begin the booking process click here
Entry Option 3 | Module Exemptions
Modules exempt from – Promoting Holistic Development of Children 0-12 , Safeguarding Health Well-being and Rights of Children, Understanding Professional Practice
Course Price €2,500.00 + Exam Body €335 – Total €2,835.00
Easy Payment Plan
Payment Option: Deposit of 33% (€1,056.00) Balance payable in 8 equal instalments (€268.00) commencing the 1st of the month after the course commences. Includes one one-off instalment fee of €365 applied to the instalment plan.
For booking forms and to begin the booking process click here
Requirements
With a Leaving Certificate
The applicants must have a Leaving Certificate with six recognised subjects at a pass level or equivalent.
Without a Leaving Certificate
Applicants must meet one of the following criteria;
- QQI level 5 major award preferably but not essentially in early years care and education or a social science discipline.
- Alternative early years or social science discipline qualification.
- An undergraduate degree in another subject.
- Experiential Learning in SEND or related field with QQI Level 5 & 6 SNA awards.
- Mature entry at 21 years. Mature student applications are reviewed on a case by case basis and entry is via interview. Those who do not meet any of the above criteria, must complete a QQI Level 5 Special Needs Assistant or equivalent course to confirm academic capability. The QQI Level 5 Special Needs assistant course is available through Portobello Institute and is delivered frequently through various modes of study.
Application Process
Step 1
Complete the online application form.
Step 2
Applicant’s application will be reviewed by the Portobello enrolment team.
Step 3
Applicant’s application will be reviewed by the Portobello enrolment team to confirm place on the course or look for more information.
Please note places are only confirmed once tuition fees have been received.
Fees & Payment Options
Fees
Course Price
Year 1 base fee
Exam Body Reg. Fee
Overall Course Price
Total amount due
Easy Payment Plan
Payment Option 1
33% deposit payment (€1,348.05), 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.
- €342.12 due in month 1
- €342.12 due in month 2
- €342.12 due in month 3
- €342.12 due in month 4
- €342.12 due in month 5
- €342.12 due in month 6
- €342.12 due in month 7
- €342.12 due in month 8
Year 2
Course Price: €3385
Exam Body: €335
Overall Course Price: €3720
Year 3
Course Price: €3385
Exam Body: €335
Overall Course Price: €3720
Fees
Course Price
Year 1 base fee
Exam Body Reg. Fee
Overall Course Price
Total amount due
Easy Payment Plan
Payment Option 1
40% deposit payment (€2,410.00), followed by 6 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 €295.
- €602.50 due in month 1
- €602.50 due in month 2
- €602.50 due in month 3
- €602.50 due in month 4
- €602.50 due in month 5
- €602.50 due in month 6
Payment Option 2
40% deposit payment (€2,292.00) due on application of your course. Final balance (€3,438.00) due before the course start date.
Year 2
Course Price: €5,395
Exam Body: €335
Overall Course Price: €5,730
Year 3
Course Price: €5,395
Exam Body: €335
Overall Course Price: €5,730
Available Courses
Course | Delivery Mode | Start Date | Duration | Fees Per Year | |
---|---|---|---|---|---|
BA (Hons) Inclusive Education Practice |
Blended Learning
|
7th October 2023 | 3 years | €3,720.00 | |
BA (Hons) Inclusive Education Practice (FT) |
Full Time
|
2nd October 2023 | 3 years | €5,730.00 |
Apply
Hooray! One small step for you, one giant leap for your future! Enter your email and you will be redirected to our application platform, where you can complete your application in your own time. Here's what to expect:
- Enter your email
- You'll be redirected to our Application platform
- Start your application
- Choose your preferred payment option
- Submit your application
- One of our course advisors will review and be in touch
Apply
Hooray! One small step for you, one giant leap for your future! Enter your email and you will be redirected to our application platform, where you can complete your application in your own time. Here's what to expect:
- Enter your email
- You'll be redirected to our Application platform
- Start your application
- Choose your preferred payment option
- Submit your application
- One of our course advisors will review and be in touch