MEd Inclusive Education
Graduate Taught (level 9 nfq, credits 90)
The MEd Inclusive Education is a two year part-time course, 90 credits in total.
We are also offering direct entry to MEd Inclusive Education programme for applicants who hold a UCD Graduate Diploma in Inclusive and Special Education W424 (previously known as the UCD 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 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.
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
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.
• Research Thesis
• 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
• An honours Primary Degree is required
• Prior qualification and experience in the area of Additional Educational Needs/Inclusive Education desirable.
• Graduates who achieve a 2.1 degree or higher on the full-time UCD Graduate Diploma in Inclusive and Special Education have the option of applying to transfer directly into Year 2 of the MEd Inclusive Education and obtaining this qualification by completing one module in Research Methods and a thesis.
The following entry routes are available:
MEd Inclusive Education PT (W425)
* Courses will remain open until such time as all places have been filled, therefore early application is advised.
Part Time option suitable for:
Domestic(EEA) applicants: Yes
International (Non EEA) applicants currently residing outside of the EEA Region. No
2 years part-time
Mode of delivery: Face-to-Face
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.