Education - Inclusive Education
MEd Inclusive Education
Graduate Taught (level 9 nfq, credits 90)
The aim of this programme is to enable students to explore and understand the core issues relating to the Inclusive Education of a range of groups of learners who are at risk of exclusion from, or reduced participation within, the education system, whether on basis of (dis)ability, or social, cultural or linguistic background, It also aims to familiarise students with the latest national and international research in relation to Inclusive Education.
It critically explores current discourses in relation to Diversity, Equality, Inclusion, Disability and Additional Educational Needs.
It examines a range of types of disabilities and additional educational needs, in relation to aetiology, characteristics and appropriate inclusive interventions.
It critically examines various approaches to the organisation of provision for students with disabilities/additional educational needs, including an exploration of the role, if any, of special schools within an inclusive education system.
Vision and Values Statement
The course content is informed by the most up-to-date and progressive thinking in relation to Inclusive Education.
It emphasises a systemic approach to Inclusive Education, incorporating a biopsychosocial approach to disabilities and additional educational needs and is informed by Systems Theory and Organisational Psychology.
It focuses on the inclusion of a range of potentially marginalized and minority groups within the education system.
It links theory and practice in relation to Inclusive Education.
It has the potential to inform and enhance the practice of range of professionals within the education system, including mainstream teachers, Special Education Teachers, and management personnel.
Critique contemporary international and national discourses and paradigms in inclusive education and models of educational provision for pupils with disabilities. Demonstrate a comprehensive knowledge of the aetiology, characteristics and diagnostic procedures associated with key disabilities
Honours Primary Degree
Prior qualification and experience in the area of Additional Educational Needs/Inclusive Education desirable.
Students who complete the full-time Graduate Diploma in Inclusive and Special Education have the option of transferring directly into Year 2 of the MEd Inclusive Education and obtaining this qualification by completing one module in Research Methods and a thesis.
We are also offering direct entry to MEd Inclusive Education programme for applicants who hold a Graduate Diploma in Inclusive and Special Education (previously known as the Graduate Diploma in SEN). The course is a one-year part-time course consisting of 30 ECT credits in total with 20 credits allocated to a thesis and 10 credits allocated to core research methods.
The application for this programme has a rolling deadline meaning that applications will close when all places have been filled. For this reason, early application is advised.
This is a two-year part-time programme, delivered in blended/online format, resulting in a 90-credit Masters qualification. Modules will be delivered by synchronous online lectures over two hours at evening time, with some onsite activities organised outside of normal working hours, such as on Saturdays.
The components of this 90- Credit Master's qualification in Inclusive Education are:
Thesis (30 credits)
4 x 10 credit core modules (including Research Methods)
2 X 10 credit option modules, selected from 3 options
Research Methods 1
Research Methods 2
Inclusion and Equality in Education
Inclusive Education for Pupils with AEN
Option Modules: 2 of the following options:
Children's Rights and Participation
Wellbeing of Children and Youth
Equalities and Social Justice
2 years part-time.
Next Intake:2020/2021 September
Post Course Info
Careers & Employability
This Masters qualification in Inclusive Education will further the careers of Special Education Teachers, enabling them to perform a co-ordinating and managerial role in relation to provision for pupils with Additional Educational Needs in schools.
It will enhance the knowledge and expertise of aspiring school leaders at all levels within the school.
It will enable SET teachers to apply for national and regional roles within the National Council for Special Education (NCSE), including, but not confined to, the roles of Special Educational Needs Organisers (SENOs) and Visiting Teachers providing consultative services to schools.