CARE07049 2022 Inclusive Practice 2 : Disability, Policy and Design
Full Title
Inclusive Practice 2 : Disability, Policy and Design
Transcript Title
Inclusive Practice: Disability
Code
CARE07049
Attendance
80 %
Subject Area
CARE - Social Studies
Department
SOCS - Social Sciences
Level
07 - Level 7
Credit
05 - 05 Credits
Duration
Semester
Fee
€
Start Term
2022 - Full Academic Year 2022-23
End Term
9999 - The End of Time
Author(s)
Deirdre McCaffrey, Maureen Haran, Breda McTaggart
Programme Membership
SG_EEARL_H08 202200 Bachelor of Education (Honours) in Early Education and Care
SG_EEARL_B07 202200 Bachelor of Education in Early Education and Care (exit)
Description
This is a flipped module which aims to equip learners with the knowledge, skills and competencies to help ensure equitable access, participation and inclusion of children with Additional Needs (ANs) by virtue of disability/developmental challenges in one or more of the following categories recognised by (i) the Department of Children, Equality, Disability, Integration and Youth and (ii) the Department of Education: -Physical Disability/Developmental Needs-Social/Emotional Disability/Dev Needs-Challenges in area of attention/listening-Intellectual Disability/Developmental Needs- SLCNs (Speech, Language and Communication Needs). This module also places focus on developing the learner's legal knowledge of relevant international and domestic human rights imperatives for future practice in the specialised area of child disability, envisaging the child as a rights-holder, and thus ensuring equal opportunity and access leading to social inclusion during childhood and moving into adulthood. The module aim is two pronged; working intrinsically with inclusive legal awareness and disseminating pertinent policy and documentation students in the (classroom) will identify integration of specific special educational needs, as well working (on-line) developing inclusive cultures by means of implementing the evidence- based framework Universal Design for Learning (UDL). Students will have the unique opportunity to complete the Universal Design for Learning Digital Badge which is embedded in the content and assessment components of this module. Micro-credentials, or digital badges, offer students recognition for contributions made during their studies. IT Sligo facilitates this digital badge and students will be issued with the digital badge which is designed uniquely to the ECEC Sector. This will be earned through engagement with online learning resources, undertaking of a reflective exercise, utilising Peer Triads for engagement which involves organising participants into small groups (known as triads) to work on activities relating to the course materials as well as a development of a case study outlining how UDL was implemented in their own teaching & learning practice. This integration brings together the core fundamentals that recognises educational differences, educational legal obligation and inclusive educational design and highlights how these fundamentals interrelate for the Early Years Educator.
Learning Outcomes
On completion of this module the learner will/should be able to;
1.
Interrogate models of Disability/Developmental challenge and Inclusion.
2.
Identify how a rights perspective set out in the legal framework (both international and domestic) aims to promote and ensure equal opportunity and inclusion for children with disabilities.
3.
Demonstrate an awareness of how the constitutional and statutory guarantee of equality of treatment aims to achieve non-discriminatory practice in respect to children with disabilities in an early years setting.
4.
Identify the Universal Design for Learning (UDL) principles and their associated affective neurological networks that align with neuro-educational research and reflect on the principles and guidelines of (UDL) that can accommodate individual learning differences and cater for the wide range of diversity in ECEC environments.
5.
Critically reflect and implement an aspiration of Universal Design for Learning (UDL) strategies within a given ECEC group and report on the desired effects of this implementation.
Teaching and Learning Strategies
This module will require the learner to take an active role in their learning experiences. This will be facilitated by learning experiences such as lecture, tutorial, case study, digitally enhanced pedagogy, guest lectures. This will be reviewed annually and updated and adjusted accordingly. The module adopts the principles of UDL.
Module Assessment Strategies
Assessment One: On-line Discussion Forum (30%) – Students will complete a series of Understanding Content Surveys posted in the class Moodle page in relation to (i) understanding of disability terminology and explore a range of disabilities.(ii)models of Disability/Developmental challenge and Inclusion. (iii) evaluating professional working this context of additional needs. (iv.) identify how a rights perspective set out in the legal framework (both international and domestic) aims to promote and ensure equal opportunity and inclusion for children with disabilities. (v.) demonstrate an awareness of how the constitutional and statutory guarantee of equality of treatment aims to achieve non-discriminatory practice in respect to children with disabilities in an early years setting.
Assessment Two: UDL Digital Badge Case Study (70%) – The digital badge in Universal Design for Learning calls for completion of the following components. Students will complete a case study involving three parts that shape the whole inclusive study, which will meet the digital badge criteria.
Guidance: (Feed forward assessment and feedback approach)
Sociogram: (15%) students will create a sociogram to evaluate student learner profiles that will inform the early years group chosen for their case study.
Reflection: (15%) The reflection essay will consider how students as Early Years Practitioners will set out to include the UDL principles; multiple means of engagement, representation and action & expression within the Early Years setting.
Case Study Report: (40%) Student will write up a case study (choice of formats) outlining the process when analysing and designing inclusive early years learning environments in line with UDL guidelines and detailing the implementation of this design.
Repeat Assessments
Repeat requirements will depend on failed components and a repeat assessment strategy will be developed based on this. The repeat assessment requirements are recorded at the Progression and Award Boards.
Indicative Syllabus
LO 1 Early Years Educators will interrogate models of Disability/Developmental challenge and Inclusion- e.g functional model, social model, medical model, neuro-diversity models, versus more contemporary integrative models, examining their impact on the delivery of inclusive and holistic learning and care. Applying theory to practice - theories of children’s development, of learning and play, socio cultural theories will be explored in the context of developmental change and inclusion. Learners will discuss our understanding of disability terminology and explore a range of disabilities as well as examine the initiatives such as Access and Inclusion Model (AIM) for the Early Years, exploring how this is integrated into early learning and care The importance of evaluating professional work in this context of additional needs, analysing their knowledge/skills and competencies required to support parents/families and communities of children with developmental challenges will be expounded upon. Learners will explore the role of services and professionals which support children with additional needs and their families and consider strategies for supporting children with additional needs.
Relevant Legislative and Policy Context and for Access and Inclusion in ECCE settings (Equi-focus on access versus inclusion and education versus care and context versus competence/skill), Conceptualisation and Theoretical Frameworks of inclusion, participation and access of children with these ANs.
LO 2 - Identify how a rights perspective set out in the legal framework, both international and domestic, aims to promote and ensure equal opportunity and inclusion for children with disabilities.
A range of rights-based entitlements included in the UNCRC (eg Art 2), the Constitution (Art 42) and under the National Disability Strategy such as the Disability Act, 2005 (right to an Assessment of Need) and EPSEN Act, 2004 (right to inclusive education) will be explored by the students to establish how these are designed to meet the child's needs to ensure his/her development, inclusion and participation on a par with a non-disabled child. The student will engage with debate around definitions of disability contained in a range of legal measures and be challenged to rethink historical accepted definitions for a contemporary definition enshrined in the United Nations Convention on the Rights of Persons with Disability (UNCRPD).
LO 3 - Demonstrate an awareness of how the constitutional and statutory guarantee of equality of treatment aims to achieve non-discriminatory practice in respect to children with disabilities in an early years setting.
With the aim of practising in a non-discriminatory manner, a study of the Equal Status Act, 2000-2015, will allow learners recognise the various forms of discrimination prohibited under the Act motivating compliance including the concept of the right to reasonable accommodation. Student swill examine a wide range of legislation, policies and guidelines pertinent to the ECEC Sector.
LO 4 - Identify the Universal Design for Learning (UDL) principles and their associated affective neurological networks that align with neuro-educational research and reflect on the principles and guidelines of (UDL) that can accommodate individual learning differences and cater for the wide range of diversity in ECEC environments.
Student will identify the UDL principles and their associated affective neurological networks that align with neuro-educational research and reflect on the principles and guidelines of UDL through a series of online understanding of content surveys facilitated through Moodle. Engagement in an on-line peer discussion forum facilitated through the VLE Moodle will equip students with the ability to expound upon the knowledge learned on best inclusive teaching and learning practice as a result of evidence-based principles. Students will engage in organised peer groups of three/ four and meet at specific times during the course. These meetings will allow for a set of discussion points/activities for that specific meeting which aim to deepen their learning at appropriate points in the course. Additionally, this method relies on the Triads themselves to verify that each other have met the course criteria and provide feedback on each other’s work.
LO 5 - Critically reflect and implement an aspiration of universal design strategies within a given ECEC group and report on the desired effects of this implementation.
Students will write up a case study (choice of formats) outlining the process when analysing and designing ECEC environments in line with UDL guidelines and detailing the implementation of this design. Consideration of transitions, concept, theory and practice will form part of this reflection. The case study will address developing, implementing and regularly evaluating routines and procedures consistently promoting children’s physical, social and emotional security, together with their learning, wellbeing and development to ensure high quality systems are in place.
Coursework & Assessment Breakdown
Coursework & Continuous Assessment
100 %
Coursework Assessment
| Title | Type | Form | Percent | Week | Learning Outcomes Assessed | |
|---|---|---|---|---|---|---|
| 1 | On-line Discussion Forum - Content Understanding Surveys | Coursework Assessment | Assignment | 30 % | Week 12 | 1,2,3 |
| 2 | UDL Digital Badge Case Study | Coursework Assessment | Assessment | 70 % | Week 13 | 1,4,5 |
Full Time Mode Workload
| Type | Location | Description | Hours | Frequency | Avg Workload |
|---|---|---|---|---|---|
| Lecture | Lecture Theatre | Lecture | 1 | Weekly | 1.00 |
| Tutorial | Flat Classroom | Tutorial | 1 | Weekly | 1.00 |
| Workshop / Seminar | Online | (UDL Digital Badge) Weekly Online Workshop | 1 | Weekly | 1.00 |
| Independent Learning | Not Specified | IL | 3 | Weekly | 3.00 |
Total Full Time Average Weekly Learner Contact Time 3.00 Hours
Required & Recommended Book List
Required Reading
2013-05-01 Inclusion in the Early Years SAGE Publications Limited
ISBN 1446203220 ISBN-13 9781446203224
2013-05-01 Inclusion in the Early Years SAGE Publications Limited
ISBN 1446203220 ISBN-13 9781446203224
'This book would interest and inform any practitioner from managers to students.'- Early Years Update 'A 'must buy' for anyone interested in inclusive education in the early years' - SENCO Update 'Refreshingly, in this book, inclusion is not about a narrow group of students defined as 'special' but about increasing the participation of everybody involved in early years settings.' - Tony Booth, Professor of Inclusive and International Education Canterbury Christ Church University 'Fascinating reading ... I will be recommending this book to colleagues and adding it to my essential reading list for students' - Nursery World 'A very helpful book which both challenges and informs... [It] brings together important evidence to help us find a positive way forward' - Early Education 'Well-written and accessible... The book is rich with the reported experiences and ideas of educators and provides clear pointers for further research and discussion.' - Support for Learning This insightful text shows how practices in a range of early years settings can be influenced by the attitudes and responses of adults in those settings. The authors argue for a broad definition of inclusion, not limited to those with learning difficulties or impairment, but addressing factors affecting all members of the learning community. The book presents a number of original stories (generated from a recent research project carried out by the authors) of how the lives of practitioners, parents and children have been affected by inclusive and non- inclusive practices. This new and revised edition includes an increased focus on: " inclusion as a political issue " social class " poverty " children's rights " the inclusion of gay and lesbian parents and staff This is an essential text for all early years students, practitioners and researchers who want to become familiar with current research into inclusion and to develop ways of drawing on such studies to inform and develop their own inclusive practices.
Required Reading
2012 Diversity and Equality in Early Childhood Gill Education
ISBN 0717149943 ISBN-13 9780717149940
2012 Diversity and Equality in Early Childhood Gill Education
ISBN 0717149943 ISBN-13 9780717149940
New childcare text that positions diversity and equality as an integral part of early childhood care and education for students, trainers and practitioners in Ireland. New childcare text that positions diversity and equality as an integral part of early childhood care and education for students, trainers and practitioners in Ireland.
Required Reading
2010-12-29 Special Needs and Early Years SAGE Publications
ISBN 9781849201339 ISBN-13 1849201331
2010-12-29 Special Needs and Early Years SAGE Publications
ISBN 9781849201339 ISBN-13 1849201331
Previous ed.: London: Paul Chapman, 2006.
Required Reading
2013-08-30 Assisting Children with Special Needs Gill Education
ISBN 0717156249 ISBN-13 9780717156245
2013-08-30 Assisting Children with Special Needs Gill Education
ISBN 0717156249 ISBN-13 9780717156245
A comprehensive yet uncomplicated guide providing information on a wide range of special needs, associated legislation and supports, together with key elements of good practice, in an Irish context for NFQ Levels 5 and 6. New to this edition: Accessibility auditing, which forms a major part of the Children with Additional Needs module Additional special needs, such as diabetes in children, which is part of new modules Child protection information based on the new Children First: National Guidance for the Protection and Welfare of Children A chapter specifically on the effective special needs practitioner The concept and principles of behaviour management A section on planning for children with special needs (IEPs). Outlines the historical and legislative perspectives of special needs in Ireland detailing key pieces of Irish legislation and their implications for children with special needs, their families and those working with them. Introduces a range of special needs conditions, detailing their causes, diagnoses and prognoses, as well as providing a case study for each to ground theory in real life situations. Details and positions the role of the special needs assistant in relation to other stakeholders, i.e. family, teachers and other professionals Provides information on resources, services and facilities available in Ireland to children with special needs. Written For: Level 5 Children with Additional Needs (5N2396) Level 5 Special Needs Assisting (5N1786) Level 5 Understanding Special Needs (5N1709) Level 6 Special Needs Assisting (6N1957) as awarded by QQI
Module Resources
Non ISBN Literary Resources
Fulton, D. Individual Education Plans: Implementing Effective Practice. London:
Gill and Mac Millan. Responding to Special Educational Needs: An Irish Perspective. Dublin:
Griffin, S. and Shevlin, M. (2007). Special Educational Needs, Inclusion and Diversity: a textbook. Buckingham: Open University Press.
Novak, K. (2016). Udl Now!. Cast Professional Publishing. ISBN 1930583664 ISBN-13 9781930583665
Meyer, A., Rose, D. & Gordon, D. (2014). Universal Design for Learning: Theory & Practice . First Edition. CAST.
Rose, D., Meyer, A., Strangman N. & Gappolt (2002). Teaching Every Student in the Digital Age: Universal Design for Learning . First Edition.
Journal Resources
International Journal of Inclusive Education.
European Journal of Special Needs Education.
Reactive versus proactive support coordinator roles: an international comparison. European Journal of Special Needs Education, 16, (2), 133-142.
URL Resources
http://www.dcya.gov.ie/documents/cypp_framework/BetterOutcomesBetterFutureReport.pdf
http://www.dcya.gov.ie/documents/policy/RightFromTheStart.pdf
Child Care Regulations (The Child Care Act 1991 (Early Years Services)( Amendments) Regulations 2016.
www.tusla.ie (early years)
www.workplacerelations.ie
www.earlyeducationireland.ie
www.un.org
www.oco.ie
https://www.ahead.ie/udl-digital-badge
https://www.gov.ie/en/policy-information/9bf5d3-inclusive-education/
https://www.teachingandlearning.ie/our-priorities/professional-development/open-access-professional-development-courses/universal-designin-teaching-and-learning/
Other Resources
Department of Education and Science (2000). Learning-Support Guidelines. Dublin: The Stationery Office. Emanuelson, I.
National Council for Special Education (2006).
National Council for Curriculum and Assessment (2002).
Tod, J., Castle, F. and Blamires, M. (1998). Guidelines on the Individual Education Plan Process. Dublin: National Council for Special Education.
Bunreacht na hEireann (Government Publications Office)
United Nations Convention on the Rights of Persons with Disability (UNCRPD) UN Geneva
United Nations Convention on the Rights of Children (UNCRC) UN Geneva
The Equal Status Act, 2000-2015
Additional Information
IT Sligo Centre for Online Learning (Digital Badges)