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Inclusive & Special Education

GradDip Inclusive & Special Education
Graduate Taught (level 9 nfq, credits 60)
The Grad Dip Inclusive and Special Education FT provides substantial theoretical and practical continuing professional development for support teachers working with students with additional needs in recognised mainstream and other educational settings. The programme is designed specifically to assist teachers in meeting the learning and psycho-social needs of students, thus enhancing the provision of appropriate education for children and young people with additional needs.

If you have any queries on the Grad Dip Inclusive and Special Education FT , please do not hesitate to contact us at educationenquiries@ucd.ie.

The course is open to teachers with a recognised teaching qualification who are currently teaching in Irish Primary and Post Primary Schools. Selection is by interview, and preference will be given to those with relevant SEN teaching experience. As the course is full-time, teachers in permanent employment who do not receive a place under the conditions of the relevant DES Circular will need to arrange leave of absence with their school authorities.

Please note that the deadline has now passed for applicants applying for DES funding for the Graduate Diploma Inclusive & Special Education FT for the Septemeber 2018 intake. Applications are still open for non DES funded applicants.

Please note that applicants who wish to self fund the course (ie non DES funded applicants) must apply online via www.ucd.ie/apply and do not need to complete the DES paper based application. Applications for self-funded applicants will remain open until early May or until all places on the course have been filled.

Please note that this programme was previously known as the Grad Dip SEN.

Who should apply?
Full Time option suitable for:
Domestic(EEA) applicants: Yes
International (Non EEA) applicants currently residing outside of the EEA Region. No

The course is open to teachers with a recognised teaching qualification who are currently teaching in Irish Primary and Post Primary Schools. Selection is by interview, and preference will be given to those with relevant SEN teaching experience. As the course is full-time, teachers in permanent employment who do not receive a place under the conditions of the relevant DES Circular will need to arrange leave of absence with their school authorities.

Vision and Values Statement
The Graduate Diploma in Inclusive and Special Education FT course seeks to empower teachers to be effective and reflective practitioners who can work with a diversity of students in the most inclusive environment. Through research-informed lectures and site visits, it aims to enhance and develop participants' awareness of new approaches in the definition, provision, education and support of persons with additional needs/disabilities, whether in mainstream or special educational settings. The programme, with its balance of theory and practice, provides teachers with opportunities for receptive critical thinking, active participation and the development of theoretical, philosophical and curricular competencies which are informed by evidence-based practice and research. It offers students a learning environment in which they feel encouraged and supported in constructively challenging their existing personal inclusive values and related practices. 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 teacher 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. A key aspect of the course is continuous professional practice in the teachers' schools in which they are closely mentored, thus supporting them in their leadership and advocacy role and the development of a community of inclusive praxis. The programme uses varied learning and assessment approaches which include: case studies, policy analysis and development, group presentations, group and individual assignments, role play of administration of diagnostic assessments and feedback, work place audits and a professional placement portfolio. It is confidently expected that its graduates will make a significant contribution to essential developments in policy, structure and provision of our national system of education.

Programme Outcomes
The programme, with its balance of theory and practice, seeks to provide teachers with opportunities for receptive critical thinking, active participation and the development of theoretical, philosophical and curricular competencies which are informed by evidence-based practice and research.

It offers students a learning environment in which they feel encouraged and supported in constructively challenging their existing personal inclusive values and related practices. They are encouraged to become active, autonomous learners and critical thinkers who will be agents of personal and systemic change.

A key aspect of the course is continuous professional practice in the teachers' schools in which they are closely mentored, thus supporting them in their leadership and advocacy role and the development of a community of inclusive praxis. The programme uses varied learning and assessment approaches which include: case studies, policy analysis and development, group presentations, group and individual assignments, role play of administration of diagnostic assessments and feedback, work place audits and a professional placement portfolio. It is confidently expected that its graduates will make a significant contribution to essential developments in policy, structure and provision of our national system of education.

Duration

1 year full-time

Number of credits

60

Further enquiries

Contact Name: Sarah Walshe
Contact Number: +353 (01) 716 7948

Subjects taught

The programme is of one year's duration and involves a blended model of delivery incorporating block release from school/centre amounting to a total of eight weeks; four weeks in Semester One (October/November), and four weeks in Semester Two (March). It also involves five Saturdays of collaborative workshops and seminars.

Stage 1 - Core
Exploring Diversity: Assessment, Profiling and Planning for Additional Needs & Disabilities
EDUC40980

Inclusive Pedagogy: Supporting Curricular Access for Students with Additional Needs
EDUC40990

Professional Practice & Portfolio Development
EDUC41420

Inclusive Therapies and Approaches for Additional Needs
EDUC41430

Inclusive Education: Theory and Practice
EDUC41440

Application date

How to apply?
The following entry routes are available:
Graduate Diploma Inclusive & Special Education FT (W424)
Duration
1 Years

Attendance
Full Time

Deadline
Rolling *

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

The course is open to teachers with a recognised teaching qualification who are currently teaching in Irish Primary and Post Primary Schools. Selection is by interview, and preference will be given to those with relevant SEN teaching experience. As the course is full-time, teachers in permanent employment who do not receive a place under the conditions of the relevant DES Circular will need to arrange leave of absence with their school authorities.

Please note that the deadline has now passed for applicants applying for DES funding for the Graduate Diploma Inclusive & Special Education FT for the September 2018 intake. Applications are still open for non DES funded applicants.

Please note that applicants who wish to self fund the course (ie non DES funded applicants) must apply online via www.ucd.ie/apply and do not need to complete the DES paper based application. Applications for self-funded applicants will remain open until early May or until all places on the course have been filled.

Enrolment and start dates

Next Intake: 2019/2020 September

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