Special Educational Needs: Inclusive Approaches

No Prerequisites

This course presents an overview of current special education issues as they relate to inclusive practices. Candidates will gain an understanding of the challenges faced by exceptional students and analyze the responsibilities of educational professionals in addressing these challenges. The philosophy of inclusion will be emphasized through identifying collaborative strategies, tools and approaches that will assist in making the general education classroom more inclusive for all students. Students will therefore learn how to identify and provide appropriate learning opportunities for children with diverse needs and become sensitive to social, emotional, behavioural, cognitive, and cultural differences; the need to work with families, and the importance of early intervention to prevent or ameliorate disability.

UNIT 1: Foundations of Special Education: Inclusion as a philosophy for educating exceptional students in general education settings; Legal & Ethical Premise for teaching all students

UNIT 2: Special Education Referral & Assessment Special education identification process

UNIT 3: Collaboration Models; Creating Collaborative Relationships Comprehensive planning team through effective collaboration and communication strategies

UNIT 4: The Classroom Environment: Strategies for Classroom Organization and Management

UNIT 5: Low Incidence Disabilities Working with advanced students - Learning disabilities - ADHD - emotional & behaviour challenges

UNIT 6: High Incidence Disabilities Autism & ASD Spectrum Disorders, Intellectual Disabilities - FASD/FASE

UNIT 7: Other Students with Special Needs Communication Disorders - Hearing loss - Vision & Blindness - Physical Disabilities

UNIT 8: Instructional Adaptations; Differentiating Instruction Strategies to enhance learning, motivation, and social development

UNIT 9: Evaluating Student Learning Strategies for evaluating student progress in general, modifying the evaluation methods used to assess student progress, developing differentiated assessment practices, and using alternative grading practices.

UNIT 10: Strategies for Independent Living Working with Families of Students with Exceptionalities

By the end of the course, the candidate will:

• Demonstrate an understanding of laws, regulation, and policies that pertain to the development of educational programs for students with special needs, including major categories of disabilities.
• Discuss the concept of least restrictive alternatives and examine the research and rationale(s) for inclusive education.
• Demonstrate an understanding of the role and responsibilities of the general educator in the design of Individual Education Programs (IEP), including identification, referral, IEP development, and implementation.
• Discuss principles of educational assessment for special populations, including testing bias, sensitivity to cultural and language factors, and the importance of adaptations for English Language Learners (ELL).
• Demonstrate an understanding of the characteristics and effective applications of collaboration, including working with families and paraprofessionals in the design and implementation of assessment and instructional programs for students with disabilities.
• Analyze classroom and student needs in organizing and planning instruction for special populations, including the design of accommodations and the use of assistive technologies.
• Demonstrate an understanding of appropriate instructional materials and methods for students with low incidence disabilities and the accommodations that can be made for them in general education classrooms.
• Demonstrate an understanding of appropriate instructional materials and methods for students with high incidence disabilities and the accommodations that can be made for them in general education classrooms.
• Describe effective curricular and instructional approaches and accommodations that ensure access to the content areas, including literacy, mathematics, science, and social studies.
• Demonstrate an understanding of strategies for increasing students' positive behaviours and promoting the social integration of students with special needs in general education classrooms.

The online delivery blends synchronous and asynchronous components. Students complete self-directed assignments hosted on the course platform. Weekly Forums support a required active, rubric-based student contributions that foster collaboration.

Exams may include essays, short answers, or MCQs. Formats include open/closed book. Time zones are considered. Assessments are formative and summative. Students have 2 weeks to review grades and must follow the appeal process in the Student Handbook.

Certificate

Please note that there are three semesters as admission periods as noted on the academic calendar.
Scholarship Awarded (Total Fee: €100)

Registration is done online.