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University College Dublin

Inclusive Education

MEd Inclusive Education
Graduate Taught (level 9 nfq, credits 90)
The aim of the M.Ed.(Inclusive Education) 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.

Please note that this programme was previously known as the MEd Additional Support Needs.

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.(Inclusive Education) 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.

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

Vision and Values Statement
The Masters Degree in Education (Inclusive Education) 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.(Inclusive Education) 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.Inclusive Education 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
The general purpose of the M.Ed.(Inclusive Education) 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.

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 Graduate Diploma Inclusive & Special Education (previously known as the Postgraduate Diploma in SEN - 60 ECTS Credits) may be eligible to apply for accreditation for prior learning for the qualification previously completed in UCD or another Irish university. Those interested in applying for recognition of prior learning must apply to the programme (W425) online via www.ucd.ie/apply and indicate on their application form that they would like to request recognition of prior learning for their previous Grad Dip SEN qualification. Those who have their recognition of prior learning approved and recognised by the UCD College of Social Sciences and Law Graduate School Board will be required to complete the M.Ed. Inclusive Education in one year (part-time) by completing 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

Number of credits

Further enquiries

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

Subjects taught

The M.Ed.(Inclusive Education) 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.

Stage 1 - Option
Education Sciences: Psychology Applied to Schools
EDUC40310

Inclusive Education for Pupils with Additional support Needs
EDUC40420

Thesis
EDUC40470

Equalities, Social Justice and Children's Learning
EDUC42590

Thesis
EDUC42690

Mindfulness for Schools: Learning from the Inside Out
EDUC42870

Research Methods 1 (Blended)
EDUC42890

Research Methods 2 (Blended)
EDUC42910

Wellbeing of Children and Youth
EDUC43250

Comment

Visiting Lecture Staff
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.