Module Details
Module Code: |
EDUC N7011 |
Full Title:
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Special Educational Needs
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Valid From:: |
Semester 1 - 2019/20 ( June 2019 ) |
Language of Instruction: | English |
Module Owner:: |
Philomena Smyth
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Module Description: |
The aim of this module is to equip the student with the knowledge, skills and practical experience to facilitate the holistic development of the child with special needs.
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Module Learning Outcome |
On successful completion of this module the learner will be able to: |
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Module Learning Outcome Description |
MLO1 |
Outline the history of provision of care and education for young children with special needs in Ireland |
MLO2 |
Define the characteristics of the various developmental disabilities in early childhood and describe their impact on the child’s social, emotional and educational development. |
MLO3 |
Apply the process of identification and referral of the “at risk child”. |
MLO4 |
Explain the theoretical underpinnings of common interventions for children with special educational needs and how to adapt educational practices to provide inclusive educational experiences. |
MLO5 |
Design, facilitate and evaluate appropriate play experiences for a child with special educational needs. |
Pre-requisite learning |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named DkIT module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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No recommendations listed |
Module Indicative Content |
Historical Context of Education & Care for children with Special Needs in Early Childhood
Models of education & care. Inclusive & Specialist provision.
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Special needs in the Family Context
Supporting families. The process for the family of receiving a diagnosis. Diverse Families. Parent, Siblings and Grandparents.
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Ability & Disability
A Strengths Based Approach to Fostering Resilience
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Characteristics of Special Educational Needs
Causes & DSM criteria of Intellectual Disability.
Physical Disability,
Pervasive Developmental Disabilities, Sensory Disabilities &
Attentional Difficulties.
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Interventions for Special Educational Needs
Intellectual Disability.
Physical Disability,
Pervasive Developmental Disabilities, Sensory Disabilities &
Attentional Difficulties.
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Multidisciplinary Approaches
Roles and responsibilities with the multidisciplinary team.
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Working with the Child with Special Needs
Applying Siolta Quality Standards to the Child with Special Needs
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Aistear & Children with Special Needs
Designing Curricula for children with special needs
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Curriculum Area Focus: Self Help
Designing Curricula for children with special needs. Eating, Toileting and Sleeping
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Communication
Communication (verbal/non-verbal) language (receptive/expressive), and speech. Terminology and typical development.
Common childhood communication impairments, delays versus disorders, causes and contributory factors, impact on development.
Naturalistic techniques e.g. Hanen. Augmentative techniques e.g. Lámh/Makaton
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Module Assessment
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Assessment Breakdown | % |
Course Work | 100.00% |
Module Special Regulation |
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AssessmentsPart Time On Campus
Reassessment Requirement |
No repeat examination
Reassessment of this module will be offered solely on the basis of coursework and a repeat examination will not be offered.
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DKIT reserves the right to alter the nature and timings of assessment
Module Workload
This module has no Full Time On Campus workload. |
Workload: Part Time On Campus |
Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
Lecture |
Contact |
Alternating f2f and online lectures |
Every Week |
2.00 |
2 |
Practical |
Contact |
Work Placement (5 days) |
Once per semester |
2.33 |
35 |
Directed Reading |
Non Contact |
No Description |
Every Week |
5.00 |
5 |
Independent Study |
Non Contact |
No Description |
Every Week |
9.30 |
9.3 |
Practical |
Contact |
Placement Officer |
Once per semester |
0.20 |
3 |
Total Weekly Learner Workload |
18.83 |
Total Weekly Contact Hours |
4.53 |
Module Resources
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Recommended Book Resources |
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Deiner, P.. (2012), Inclusive Early Childhood Education: Development, Resources & Practice, Wadsworth, [ISBN: 10: 1111837155].
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Garguilo, R. & Kilgo, J.. (2013), An Introduction to Young Children with Special Needs: Birth Through Age Eight, Wadsworth Publishing, [ISBN: 10: 1133959253].
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Nutbrown, C. & Clough, p.. (2013), Inclusion in the Early Years, 2nd. Sage Publications, [ISBN: 10: 1446203239].
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Mash, E. & Wolfe, D.. (2013), Abnormal Child Psychology, 5th. Cengage Learning, [ISBN: 10: 1111834490].
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Santrock, J.. (2013), Children, 12th. McGraw-Hill, [ISBN: 9780078035128].
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Buckley, B.. (2007), Children’s Communication Skills from Birth to 5 Years, Routledge, London.
| Supplementary Book Resources |
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Bee, H. & Boyd, D. (2012), The Developing Child, 13th. Pearson Education, [ISBN: 13: 9780205844487].
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Berger, K.S.. (2012), The Developing Person Through Childhood, 6th. Worth, [ISBN: 10: 1-4641-0805-6].
| This module does not have any article/paper resources |
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Other Resources |
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Website, http://www.cecde.ie.
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Website, The Department for Education (UK). Early Support Developmental Journal,
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Website, Aistear,
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website, www.iaslt.org.ie.
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website, www.thecommunicationtrust.org.uk.
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website, www.hanen.org.
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Journal, Journal of Speech, Language and Hearing
Research.
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Journal, Child Language Teaching and Therapy.
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Link, Library Catalogue,
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