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Additional Support Needs

M.Ed.(Additional Support Needs) programme is to develop and enhance participants’ knowledge of discourse, policy and best practice for persons with disabilities and additional needs, whether in mainstream, special education, clinical or other settings.
-External contributions to the programme include inputs from expert practitioners working in a variety of professional settings such as the HSE, NEPS and SESS.
-This multidisciplinary emphasis reflects current and accelerating changes in the legal, political, educational, medical, therapeutic and organisational contexts of additional needs provision, both nationally and internationally.

Who should apply?
Part Time option suitable for:

Domestic(EEA) applicants: Yes

International (Non EEA) applicants currently residing outside of the EEA Region. No

The programme is designed for teachers and other professionals involved in the education and care of persons with disabilities and additional needs. The general purpose of the M.Ed.(Additional Support Needs) programme is to develop and enhance participants’ knowledge of discourse, policy and best practice for persons with disabilities and additional needs, whether in mainstream, special education, clinical or other settings.

If you have any queries on the MEd ASN, please do not hesitate to contact us at educationenquiries@ucd.ie.

Vision & Values Statement:
The Masters Degree in Education (Additional Support Needs) is a postgraduate degree programme which is designed for professionals involved in the education and care of persons with disabilities and additional needs. The general purpose of the programme is to develop and enhance participants’ knowledge and awareness of new approaches in the discourse, policy and best practice for persons with additional needs/disabilities, whether in mainstream, special education, clinical or other settings. The specific aim of the course is to prepare teachers and other professionals to work with a diversity of students in the most inclusive and least restrictive environments. The core defining characteristic of the M.Ed.(ASN) is that it is multidisciplinary in its approach to the education and care of children and youth. The multidisciplinary nature of the programme is unique among higher degree programmes in additional support in Ireland and is defined by and reflected in research-informed inputs from practicing professionals in their respective fields. External contributions to the programme include inputs from expert practitioners working in a variety of professional settings such as the HSE, NEPS and the SESS. This multidisciplinary emphasis reflects current and accelerating changes in the legal, political, educational, medical, therapeutic and organisational contexts of additional needs provision, both nationally and internationally. The M.Ed.ASN offers students a supported learning environment in which they are encouraged to become active, autonomous learners and critical thinkers who will be agents of personal and systemic change. In order to facilitate participative and transformative learning experiences and develop knowledge, skills and expertise, a variety of inclusive pedagogical and assessment practices including lectures, tutorials, collaborative group-work presentations and problem-based learning approaches are employed. The programme uses varied learning and assessment approaches which include: policy analysis, development, group presentations and group and individual assignments. It is confidently expected that its graduates will make a significant contribution to essential developments in policy, structure and provision of inclusive educational systems.

Programme Outcomes:
On completion of the programme, students should be able to: 1. Critique contemporary international and national discourses and paradigms in inclusive education and models of educational provision for pupils with disabilities/additional needs.
2. Demonstrate a comprehensive knowledge of the aetiology and characteristics as the diagnostic procedures associated with the main learning difficulties and conditions encountered in schools.
3. Have a greater understanding of the key systemic and personal factors influencing mental health, behaviour and learning and be familiar with appropriate evidence-informed school-based interventions.
4. Appreciate and have an enhanced understanding of the systemic and multi-faceted influence of the family, school and community on child development and attainment and confidently act as advocates for children with additional needs and their parents
5. Formulate person-centred, holistic educational, behavioural, social and care plans for students with additional needs in varied educational settings.
6. Be familiar with models of counselling, parent-professional relationships and family support.
7. Become familiar with the most appropriate assistive, augmentative and information technology for persons with disabilities and additional needs .
8. Appreciate the contribution that Psychology can make to an understanding of the dynamics of school life and of the school as an organisational system.
9. Be confidently proficient in qualitative and quantitative research methodologies and have the ability to communicate the results of their research and professional learning to both specialist and non-specialist audiences.
10. Have an informed awareness of ethical considerations underpinning both research and professional practice.
11. Enrich their own practice by developing and demonstrating the capacity to be informed, reflective and critical practitioners and leaders within the framework of research and professional knowledge related to their field of study.
12. Engage with, and where appropriate, influence national policy developments and the practice of professionals in relation to the delivery of an inclusive, democratic education system.

Entry requirements

Applicants should be graduate teachers, preferably with a qualification in special needs education, or graduate professionals who work in other areas with persons who have disabilities/special educational needs (for example, speech and language/behaviour support specialists/SNAs).

Candidates must have obtained an honours classification in either their primary degree or in a subsequent qualification; non-graduates may be considered as special cases. Short listing of applicants for interview will occur. In judging applicants’ suitability, account will be taken of academic qualifications and professional experience.

Graduates of the Postgraduate Diploma in SEN may be eligible to apply for accreditation for prior learning for the M.Ed.(Additional Support Needs), which is a one year, part-time course of 30 ECT credits, 10 of which are allocated to two core research methods modules and the remainder to a thesis.

Duration

2 years part-time.

Further enquiries

Sarah Walshe
Tel: 353 1 716 7948

Subjects taught

The M.Ed.(Additional Support Needs) programme is of two years’ duration. The first year of the programme comprises two twelve-week teaching semesters, of which one week per semester is free for independent study, reading and research. During the first year, the attendance requirement is two evenings per week, with lectures from 5.00-7.00 pm. During the second year, students attend lectures two evenings per week during the first semester (September-December). A research project/thesis is completed during the second year.

Comment

External contributions to the programme include inputs from expert practitioners working in a variety of professional settings such as the HSE, NEPS and SESS. This multidisciplinary emphasis reflects current and accelerating changes in the legal, political, educational, medical, therapeutic and organisational contexts of additional needs provision, both nationally and internationally.

Application date

Deadline: Rolling *

* Courses will remain open until such time as all places have been filled, therefore early application is advised

Enrolment and start dates

Next Intake:2018/2019 September.

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