Module Details
Module Code: |
CHLD C3703 |
Module Title:
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Educational Needs
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Title:
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Educational Needs
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Module Level:: |
7 |
Module Coordinator: |
Janette Davies
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Module Author:: |
Teresa Mulhern
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Module Description: |
To give students an understanding of a range of educational needs and their effects on children and their families. To develop the student’s knowledge of best practice and contemporary issues regarding educational and specific needs and to engage in self-reflection and self-evaluation of their own practice.
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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Learning Outcome Description |
LO1 |
Critically examine the medical and social models of care. Discuss and consider the application of relevant legislation, social policies, and contemporary issues regarding children with educational and specific needs in Irish society |
LO2 |
Define and discuss a range of educational and specific needs and their effects on children. Identify and evaluate the range of approaches to use and develop strategies for working with children and their families to best meet their needs. |
LO3 |
Analyse the benefits of a multi-disciplinary approach and critically evaluate the range of services and the role of other professionals in meeting the needs of the child and family. |
LO4 |
Critically evaluate the role of play for children with educational and specific needs in an early childhood education service. |
LO5 |
Reflect upon experience as a learner in practice to highlight and develop best practice, in supporting parents and guardians as the primary caregivers. |
Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
Additional Requisite Information
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No Co Requisites listed
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Indicative Content |
Educational Needs: Definations and Classifications
Definitions • Physical health and development • Intellectual or cognitive development • Language and communication • Emotional and social development • Complex conditions and syndromes • Gifted children
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Educational and Care Approaches
Social and medical model of care • Approaches and strategies • Teaching strategies • Communication strategies • IEP Process • Individual plans • Use of technology • Strategies involving play
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Role of Other Professionals and Services
AIM specialist •The National Council for Special Education • Special Education Needs Organiser (SENO) • The National Educational Psychological Service (NEPS) • State Examinations Commission (SEC) • Special needs assistants • Better start Mentor • Physiotherapy/ speech and language therapists etc • Medical professionals • Social workers • Community care teams etc • Multi-disciplinary team workers
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Working with parents and families
Best practice • Meetings and communication with parents and guardians • Principles of effective partnership and valuing parental involvement
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Contemporary Issues
Anti-bias Education • Inclusion • Discrimination • Advocacy • Social policy and Legislation • EPSEN Act 2004 • Disability Act 2005 • UN Convention Rights of the Child • Irish Constitution • Aistear • Síolta • Code of Professional Responsibilities and Code of Ethics for Early Years Educators
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Module Content & Assessment
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Assessment Breakdown | % |
Continuous Assessment | 50.00% |
End of Module Formal Examination | 50.00% |
AssessmentsFull Time
End of Module Formal Examination |
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Reassessment Requirement |
Exam Board
It is at the discretion of the Examination Board as to what the qualifying criteria are.
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SETU Carlow Campus reserves the right to alter the nature and timings of assessment
Module Workload
Workload: Full Time |
Workload Type |
Workload Category |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
Lecture |
|
Contact |
No Description |
12 Weeks per Stage |
2.00 |
24 |
Independent Learning Time |
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Non Contact |
No Description |
15 Weeks per Stage |
6.73 |
101 |
Total Weekly Contact Hours |
2.00 |
Workload: Part Time |
Workload Type |
Workload Category |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
Lecture |
|
Contact |
No Description |
12 Weeks per Stage |
1.50 |
18 |
Independent Learning Time |
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Non Contact |
No Description |
15 Weeks per Stage |
7.13 |
107 |
Total Weekly Contact Hours |
1.50 |
Module Resources
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Recommended Book Resources |
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Cederman, K. Synergy: an exploration of high-quality early intervention for children with special needs in diverse Early Childhood Care and Education settings, executive summary, 2006. CECDE, Dublin.
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Griffin, S. and Shevlin, M.. (2011), Teaching Children and Young People with Special Educational Needs and Disabilities, Gill & Macmillan, Dublin.
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Martin-Denham, S. (2015), Teaching Children and Young People with Special Educational Needs and Disabilities, Sage, London.
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Ring, E., O’Sullivan, L., Ryan, M. and Daly, P. ). Leading Inclusion from the Inside Out; A Handbook for Parents and Early Childhood Teacher in Early Learning and Care, Primary and Special School Settings. [online], https://www.mic.ul.ie.
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Quigley, U., Moloney, M. and Mc Carthy, E.. (2010), ). 'What difference?’: working effectively with children who have special needs in early years settings: resource book., Limerick: Curriculum Development Unit, Mary Immaculate College, Limerick City Childcare Committee.
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B. White. Essays in the History of Irish Education, Palgrave Macmillan, England, [ISBN: :1137514825,].
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Winebrenner, S. (2009), Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented., Hawker Brownlow Education, [ISBN: 1862999996, 9].
| Supplementary Book Resources |
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Flood, Eilis. (2013), Assisting children with special needs: An Irish perspective, Gill Education, Dublin.
| This module does not have any article/paper resources |
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Other Resources |
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Journal of Autism and Developmental
Disorders,
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Journal of Applied Behaviour Analysis,
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Contemporary Issues in Early Childhood,
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International Journal of Disability,
Development and Education,
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'International Journal of Early Years
Education,
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National Council for Curriculum and
Assessment,
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Access and Inclusion Model,
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The National Council for Special
Education,
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