Education - Leadership & Inclusion
Graduate Taught (level 9 NFQ, credits 90)
This is a two-year part-time programme, delivered in blended/online format, leading to a This is a two-year, part-time programme, delivered in blended/online format, leading to a unique combined 90-credit Masters qualification in Leadership Education and Inclusive Education. 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. For those unable to attend onsite, recordings of the inputs will be made available.
The aim of this programme is to bring together two strands of postgraduate education for teachers which, traditionally have been offered very separately. It aims to combine the development of leadership skills with the enhancement of an inclusive mindset for aspiring school leaders. It aims to place the organisational aspects of inclusive education at the centre of organisational development and, hence, school development. It aims to place the effective inclusion of pupils, who are potentially vulnerable to exclusion, at the centre of overall school effectiveness. Such vulnerability can arise on the grounds of (dis)ability, or social, cultural or linguistic backgrounds or other minority status.
It aims to familiarise students with the latest national and international research in relation to Leadership Education and Inclusive Education.
• Critically explores and interrogates prominent leadership theories and applies these theories to address a variety of organisational issues and problems, including enhancing school inclusiveness.
• Reviews and evaluates a range of policy measures and initiatives and critique these in the context of school improvement and inclusive education.
• Develops a thorough understanding of key theories of organisational behaviour and change, with a view to applying these theories in organisational settings.
• It critically explores current discourses in relation to Diversity, Equality, Inclusion Disability and Additional Educational Needs.
• Critically examines Irish equality and disability legislation, in comparison with legislation in other jurisdictions.
• Enhances knowledge of the causes and characteristics of, and interventions for, a range of disabilities and additional educational needs.
• 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.
• It emphasises a systemic, organizational approach to Inclusive Education, with a focus on schools as learning organisations and is, thus, informed by Systems Theory and Organisational Psychology.
• It has the potential to inform and enhance the practice of Special Education Teachers and both current and aspiring school leaders at all levels of management within the school system.
The components of this 90- Credit Masters qualification are:
Thesis (20 credits)
6 x 10 credit core modules (including Research Methods)
1 X 10 credit elective module selected from 2 options
School Leadership for Quality Teaching and Learning
Inclusion and Equality in Education
Inclusive Education for Pupils with AEN
Inclusive Teachers; Inclusive Classrooms
Elective Modules: 1 of the following options:
Leading a Learning Organisation
An honours undergraduate degree (NFQ Level 8 or International equivalent) is required and esxperience in teaching contexts.
Applicants whose first language is not English must also demonstrate English language proficiency of IELTS 6.5 (no band less than 6 in each element) or equivalent.
The following entry routes are available:
Master of Education Leadership & Inclusion PT (W488)
Deadline: Rolling *
* Courses will remain open until such time as all places have been filled, therefore early application is advised.
2 years part-time
Mode of Delivery: Blended
Post Course Info
Careers & Employability
This Masters in Education qualification has the potential to further the careers of a range of educators, including mainstream class teachers, special education teachers and both current and aspiring school leaders.
It will enhance recruitment opportunities with a range of agencies that support schools.
It 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 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.