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:

1. Enhance their knowledge about the main theoretical perspectives that explain how children learn and develop.
2. Recognise integrated nature of children’s learning.
3. 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.
4. Develop skills and competencies to design effective strategies to support development and learning.
5. Engage in peer learning and further develop team working skills.

The Learning Outcomes are:

1. Describe and constructively critique major theoretical perspectives on children’s learning and development. 
2. Critically evaluate provision and practice and discuss how practitioner’s perspectives and values related to developmental theories impact on children’s learning experiences.  
3. Explain integrated nature of children’s learning and outline how learning in one area can boost development in other areas.  
4. Design effective strategies to enhance children’s development and learning, drawing on major theoretical perspectives and taking into account children’s individual needs.  
5. Develop teamworking, communication and digital 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:

1. Understand the complexities of studying at a degree level and acknowledge challenges of combining study with responsibilities of work/work placement and family commitments.
2. Become aware of their emotional experiences and challenges as students.
3. Develop realistic strategies in terms of time management and target setting.
4. Understand conventions of academic study and academic writing.
5. Recognise importance of evidence-based practice rooted in research.
6. Become familiar with basic research methodology and tools and be able to use these tools to enhance practice.
7. Reflect on their professional values and standards and consider the impact of continuous learning and professional development on their professional identity.

The Learning Outcomes are to:

1. Reflect on their learning and professional experiences to enhance professional identity.  
2. Demonstrate ability to evaluate and plan for development of study skills and monitor achievement.   
3. Demonstrate ability to source and manage appropriate information.  
4. Show competence in referencing other people’s work in a precise and systematic way. 
5. Apply knowledge about major principles and concepts of research to design a coherent and ethically appropriate small-scale research project. 
6. Articulate and critically reflect on the impact of learning on development of their professional values.    

The module aims to enable students to:

1. Understand children’s rights as a context for children’s optimal growth and development.
2. Understand the role of the practitioner to establish a safe environment which will promote health, safety, physical, emotional, and mental well-being of children.
3. Have a clear understanding of impact of abuse and neglect on children’s well-being and develop a professional competence to know when a child is in danger or at risk of harm.
4. To be aware of strategies and multi-agency approaches to protect children.
5. To be familiar with current child protection and health promotion legislation and policy.

Learning Outcomes

1. Identify signs of abuse and neglect and discuss their impact on children’s health, well-being and development.
2. Demonstrate how child protection legislation can be used to develop multi-agency approaches to protect children.
3. Articulate the role of the practitioner in establishing a safe environment which will promote health, safety, physical, mental and emotional well-being of children.
4. Discuss how meeting the rights of children can promote child welfare.

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:

1. Develop awareness and understanding of various special educational needs and disabilities.
2. Understand how the principles and values of inclusive provision for children with SEND developed historically.
3. Study the legal background for inclusive educational provision with respect to national and international policy.
4. Explore key curriculum guidance documents in Ireland with respect to CARPET PATCH differentiation and pedagogical practices.
   1. Aistear, The National Curriculum Framework
   2. Primary School Curriculum
   3. Secondary School Curriculum
5. Explore the key theoretical, pedagogical and best practice models, approaches and frameworks which influence curriculum design and delivery in context of special education.
6. Understand the need to draw on theory and research when planning for inclusive provision and when engaging in reflective practice.
7. 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.
8. Understand and appreciate the role of the child’s voice and choice within inclusive education provision and the ethics of child agency.

The Learning Outcomes are:

1. Examine historical, philosophical and legal underpinnings for development of the inclusive education model in Ireland and situate the Irish education system within a European and global context. 
2. Critically evaluate some approaches to inclusive education and their implications for planning, differentiation, teaching and reflective practice.  
3. Plan, evaluate and justify decisions about practice by drawing on principles endorsed by inclusive education approaches and models. 
4. Articulate the role of the inclusive practitioners in providing empowering learning environments and outline a range of professions and occupations involved in provision of services for children with SEND.  

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:

1. Further develop their critical reflection skills.
2. Enhance and extend their understanding of effective inclusive practice.
3. Evaluate their practice in relation to professional guidance, standards and regulation.
4. Make critical connections between learning across modules and apply their knowledge to professional contexts.
5. Set professional goals and plan for personal growth and development.

The Learning Outcomes are:

1. Demonstrate ability to plan and assess learning experiences and environments according to requirements of professional guidance, standards, and regulation, taking account of children’s diverse needs and backgrounds. 
2. Make critical connections between learning across modules within the professional context of inclusive education practice. 
3. Reflect constructively on their professional learning and set targets for the future development of their professional knowledge and skills. 
4. Produce an e-Portofolio as a tool to support personal and professional development throughout the programme and beyond.  

The module focuses on further development of students’ reflective skills and encourages them to develop practice in context of collaborations with colleagues and peer students. The students will be equipped with tools to reflect on their professional identity and consider how their personal and professional values reflect on their work with stakeholders.

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 year 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.

As a requirement of the module, the students will need to work closely with their peers and pair with another student, preferably doing placement in a different type of setting, in other to get exposure to a range of workplace contexts.

The module aims to enable students to:

1. Further develop their critical reflection skills.
2. Explore how theoretical perspectives and learning across all areas of professional knowledge underpin their personal and professional values, principles and behaviours.
3. Make critical connections between learning across modules, and their work context and wider practice.
4. Experience the socially constructed way of learning. Engage in peer discussions and learn from peer feedback.
5. Build relationships and network with colleagues
6. Learn about work practices in different types of settings and with children with a different range of needs.

Learning Outcomes:

1. Examine values, principles and skills, which relate to understanding of effective practice in inclusive education and care context. 
2. Critically reflect on practice and justify decisions drawing on theory, research and the body of professional knowledge. 
3. Demonstrate ability to learn from peer interactions and work collaboratively to construct and achieve professional goals.   
4. Produce an e-Portofolio as a tool to support personal and professional development throughout the programme and beyond.  

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:

1. Extend their knowledge of legislation and professional guidance related to equality and inclusive provision.
2. Understand the impact of inequality and exclusion on children’s development, sense of identity and life prospects.
3. Evaluate practice and provision through the lens of inclusion and social justice.
4. Acknowledge their role as an agent of change and examine their own beliefs, attitudes and values.
5. Plan for improvements to enhance inclusive practice and provision in their setting.

The Learning Outcomes are:

1. Outline legislation and professional guidance related to equality and inclusive provision.  
2. Justify importance of inclusion for children’s development and life prospects.  
3. Critically reflect on their own role as an agent of change to promote the culture of inclusion.  
4. Examine, evaluate their own practice and workplace environment, and develop strategies to promote inclusion.   

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:

1. Examine disability through a sociological lens.
2. Explore disability as a human rights issue and reflect on dilemmas about their implementation.
3. Consolidate knowledge on international documents that ascertain rights of children and young people with disabilities.
4. 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.
5. 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.
6. Investigate how media can create challenges and opportunities for perceptions of people with disability in society.
7. Develop critical literacy skills and learn how to create representative digital content.

The Learning Outcomes are:

1. Critically evaluate how children and young people with SEND are represented in literature or the media and outline challenges and opportunities arising from engagement with the media. 
2. Discuss the influence of historical, cultural, political, ideological and economic contexts on lives of families of children and young people with SEND. 
3. Demonstrate awareness of disability as a human rights issue and analyse underpinning sociological concepts.  

This module builds on the content studied in module Promoting Holistic Development of Children 0-8 and explores how various development perspectives can be applied to understanding children’s growth and learning in middle childhood and adolescence. There is a focus on supporting children with additional needs attending a range of educational settings.  

 The key theories of middle childhood and adolescence will be explored in tandem with the unique challenges and experiences that arise for young people with disabilities. The impact of transitionary periods in school life, family life and body maturation will be examined, and the role of the inclusive school environment will be considered. This will enable students to effectively plan in line with the requirements of educational authorities and compose individual behaviour plans, individual education plans and personal pupil plans. The implementation of same will also be reviewed considering the theoretical perspectives and best practice guidelines. 

Aims 

The module aims to enable students to: 

1. Study major theoretical perspectives on development in a period known as middle childhood and adolescence.   
2. Explore the concepts of functional age and maturation with regard to learning and understand how they impact teaching in the special education context. 
3. Understand the impact of transitionary periods in children’s lives.  
4. Consolidate ability to critique current strategies and plan for differentiated care and teaching. 
5. Explore the influence of relationships on development of children in middle age and adolescence.  
6. Understand how development of independent living skills can be supported in partnership with children’s families.  

Learning Outcomes 

1. Critically analyse implications for inclusive practice in response to key theories on development in middle childhood and adolescence. 
2. Plan for differentiated developmental care and teaching while analysing current strategies and techniques. 
3. Discuss and evaluate the impact of transitions on learning in primary and secondary school.  
4. Scrutinize the role of inclusive school environment in fostering personal, social and emotional development of children. 

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:

1. Develop critical awareness of theories of learning and behaviour. Explore the dominant behavioural perspectives.
2. Explore theories of motivation and understand how they shape instructional design and underpin behavioural interventions in the special education context.
3. Consolidate their knowledge of behaviour regulation strategies as practitioners and as education professionals.
4. Understand functions of behaviour and enhance their knowledge of ways to support positive behaviour. Understand all behaviour as communication.
5. 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.
6. Work collaboratively with the stakeholders to plan and deliver differentiated curricula which meet individual needs of learners.

The Learning Outcomes are:

1. Demonstrate a critical awareness of theories of learning and motivation and evaluate their impact on development of differentiated curricula. 
2. Evaluate individual needs and identify a range of differentiated solutions while implementing strategies for restorative behaviour support and the scaffolding of emotional and social development.  
3. Demonstrate a critically reflective approach to integrated working on development and delivery of individual student plans and programmes.  
4. Select and examine a specific aspect of a learning or motivational theory and explore its implications in the SEND context.  
5. Critically reflect on knowledge, skills and learning developed in collaboration with peer learners.

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:

1. Understand the concept of mentorship in educational and care settings.
2. Use the opportunities to draw on their knowledge, skills and competence in context of reflective thinking and practice in order to support their colleagues.
3. Promote good practice and shared values.
4. Develop practical skills of structuring and presenting content in order share to knowledge.
5. Evaluate their effectiveness by reflecting on feedback and making judgements about their choices and decisions.

Learning Outcomes

1. Critically reflect on implications of mentorship for their own and other educators’ practice and professional development.
2. 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.
3. Work collaboratively with the research supervisor and peer learners and use feedback to evaluate progress and plan improvements.
4. Produce an e-Portofolio as a tool to support personal and professional development throughout the programme and beyond.

The module focuses on facilitating the students to draw on research in their practice and contribute to development of research base for the sector. Students’ practical research skills are fostered as they learn to plan, deliver and collate an individual research project relating to an area of their particular interest. Students will study academic literature and review different perspectives on their chosen topic of interest. Students will learn how major research methodologies and research tools can be used and subsequently, will learn how to design their own research project. Students will then discover how to gather and interpret data through different processes of data analysis and relate such findings to classical and contemporary literature. Ethical considerations are key to quality research. Students will learn about the importance of ethics in research and how to address these ethical considerations when conducting their own pieces of research. As well as developing their academic writing skills, students will also learn how to present their research and share the results of   their project with  colleagues and peers.  

Aims 

The module aims to enable students to: 

1. Develop further professionally by pursuing a line of enquiry arising from their personal or professional interest. 
2. Develop a critical understanding of the relationship between research and practice. 
3. Exercise autonomy and judgement in applying professional knowledge and skills in context of professional practice and study. 
4. Develop knowledge about research theory and research methodology relevant to educational research.   
5. Develop an understanding of stages involved in the research process and be prepared to deal with uncertainties and ambiguities of research. 
6. Consider ethical frameworks and challenges when designing a piece of research and apply ethics throughout the research process. 
7. Gain a practical experience in designing a piece of research, selecting appropriate methodology and research tools, gathering and analysing data. 
8. Prepare for entry to post-graduate programmes.  

Learning Outcomes 

1. Formulate research questions and set clear and realistic research aims related to the context of children and childhood.  
2. Apply ethical frameworks throughout the research process and act as an advocate for children and families. 
3. Describe, analyse and constructively critique research, theoretical perspectives. historical, social, political, cultural and philosophical context related to the research question(s) drawing on a wide range of appropriate sources.  
4. Demonstrate competence in research skills through selecting appropriate tools of data gathering consistent with the chosen research methodology. 
5. Discuss research findings using theory to analyse data and develop credible arguments. 
6. Demonstrate an ability to communicate and share knowledge by structuring and presenting content effectively.