Adult, Disadvantage and Intercultural Education

Course details

This module aims to provide a thorough understanding of the concept of numeracy. It will enable the participant to have an in-depth knowledge of assessment procedures with regard to numeracy, and to critically appraise appropriate teaching and learning numeracy strategies and approaches. In addition, it will enable the participant to critically appraise the implications of numeracy in the development of a broad and balanced curriculum, to demonstrate a knowledge and understanding of adaptive reasoning and to critically reflect on factors which influence productive disposition with regard to numeracy.

Student may choose from the following list of modules:

• Adult, Disadvantaged and Intercultural Education (ADI)
• Autistic Spectrum Disorders (ASDs)
• Challenging Behaviour (CB)
• Educational Research Methods
• General Learning Disabilities (GLDs)
• Inclusion for Learning
• Literacy
• Numeracy
• Specific Learning Difficulties 1 (SLD 1) – Communication, Speech and Language Difficulties and Dyslexia
• Specific Learning Difficulties 11 (SLD 11)- Dyscalculia, Attention Deficit/Hyperactivity Disorder and Dyspraxia/Developmental Coordination Disorder

Each module is timetabled for a 6-8 week time-frame. Five modules will be offered per term. Modules will be provided subject to a minimum number of 5 participants per module.

This module will develop an awareness of legislation, policy documents, reports and guidelines pertaining to the areas of Adult, Disadvantaged and Intercultural Education. In addition, to develop an understanding of the inclusion of marginalized young people and adults in the various educational settings and its implications for teaching and learning.

Continuous assessment will apply throughout the programme. It will combine coursework on relevant aspects of Special Educational Needs with e-tivities, discussion boards, portfolio/project-based learning, literature reviews and case studies, which will be carried out within an appropriate educational context during the academic year. The concept of the ‘reflective practitioner’ will be a basic criterion permeating all forms of assessment.

Career Opportunities

The modules attract a wide range of participants from a variety of settings, including:

• Classroom teachers
• Graduates who wish to do a Postgraduate Diploma in Education and area awaiting a place on the programme
• Qualified teachers who are seeking full-time employment
• Employees within the Health Service Executive who work with learners with Special Educational Needs
• Principals, managers and Department Inspectorate
• Employees and Managers within Early Childhood Education sector
• Classroom assistants (including cuntóirí teanga)
• Educational Psychologists
• Learning Support Tutors
• Speech and Language Therapists
• Occupational Therapists
• Physiotherapists
• Parents and Family Members involved in the care of learners with special educational needs
• Any others involved in the training or educational needs of learners with special educational needs