Diploma in Professional Development,
Inclusive Education
Student Handbook
ICEP Europe and School of Education.
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Student Handbook, Diploma in Professional Development, Inclusive Education
Table of Contents
1.
Introduction .................................................................................................................. 4
2.
School of Education .................................................................................................... 4
3. ICEP4
3.1.
Mission Statement and Aims ................................................................................. 4
3.2.
ICEP History (2001- 2006) ..................................................................................... 5
4. Main Roles and Responsibilities................................................................................. 6
4.1.
Director of Education - QUB .................................................................................. 6
4.2.
Adviser of Studies - ICEP ...................................................................................... 6
4.3.
Module Tutor - ICEP .............................................................................................. 6
4.4.
External Examiner - QUB ...................................................................................... 6
4.5.
Internal Moderator - QUB ...................................................................................... 6
5. Credit Accumulation and Transfer Scheme (CATS) .................................................. 7
5.1.
Underlying Principles ............................................................................................. 7
6.
Application and Admission ......................................................................................... 8
7. Attendance and Registration ...................................................................................... 8
7.1.
Undertaking part-time study ................................................................................... 8
7.2.
Register of Attendance and tracking of study ......................................................... 8
7.3.
Withdrawal/Change of Module: Change of Course ................................................ 8
7.4.
Change of Home or Work Address ........................................................................ 9
8. Programme Specification Diploma in Professional Development (Inclusive
Education) S820100BK ....................................................................................................... 9
9. Module Outlines ......................................................................................................... 12
9.1.
Supporting and Managing Student Behaviour ...................................................... 12
9.2.
Inclusion: Students with Special Educational Needs in Mainstream Schools ....... 17
9.3.
Dyslexia: Identification and Effective Interventions .............................................. 22
9.4.
Understanding Autism: Effective Management and Teaching Strategies ............. 27
9.5.
ADHD: Effective Management and Teaching Strategies ...................................... 33
9.6.
Applied Behaviour Analysis: Interventions for Developmental Disabilities ............ 39
10. Coursework Guidance ............................................................................................... 44
10.1.
Assignments ........................................................................................................ 44
10.2.
Submission of Coursework .................................................................................. 44
10.3.
Original Work ....................................................................................................... 44
10.4.
Coursework Presentation .................................................................................... 45
10.5.
Assignments submitted by email.......................................................................... 45
10.6.
Assignments submitted by post. .......................................................................... 45
10.7.
General Coursework Qualities ............................................................................. 46
11. References, Citing, and Compiling Reference Lists ................................................ 47
11.1.
The Listing of References .................................................................................... 49
11.2.
Using secondary sources .................................................................................... 50
11.3.
Extensions to Coursework Submission Dates ...................................................... 51
12. Ethics
.................................................................................................................... 51
12.1.
Ethical considerations in the completion of module assessments ........................ 51
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Student Handbook, Diploma in Professional Development, Inclusive Education
13. Support for Student Learning ................................................................................... 52
13.1.
Student Progress and Learning ........................................................................... 52
13.2.
Main Personnel.................................................................................................... 52
13.3.
Staff-Student Consultative Committee (SCC). ..................................................... 53
14. Assessment and External Examination Process ..................................................... 53
14.1.
Assessment Process ........................................................................................... 53
14.2.
Module Failure/Resit ............................................................................................ 53
14.3.
Monitoring Student Progress ............................................................................... 54
14.4.
School Student Progress Committee ................................................................... 54
14.5.
Results and Feedback ......................................................................................... 54
14.6.
Module Evaluation ............................................................................................... 54
14.7.
Technical Requirements ...................................................................................... 55
15. Teaching Accommodation and Resources .............................................................. 55
15.1.
ICEP resources ................................................................................................... 55
15.2.
Resources QUB................................................................................................... 55
15.3.
Copyright Law...................................................................................................... 57
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1.
Introduction
The School of Education, Queen’s University Belfast, is validating a range of on-line
professional development modules on behalf of the Institute of Child Education and
Psychology (ICEP).
The validation of a range of Professional Development modules will lead to the award
of the Diploma in Professional Development (DipPD) Inclusive Education. The
Diploma in Professional Development (DipPD) Inclusive Education, will enable the
School of Education to enhance its education portfolio and in doing so the
University’s portfolio. The on-line delivery mechanism will widen access to this
provision allowing students previously unable to attend the School to avail of the
validated provision.
This handbook is designed to provide information and guidance for those students
who are following the Diploma in Professional Development, Inclusive Studies with
ICEP and the School of Education, Queen’s University, Belfast.
2.
School of Education
The first Chair in Education was founded in 1914 and the present School of
Education was established in 1986 by the merger of a number of pre-existing
education-related departments with the final merger with the Institute of Lifelong
Learning occurring last year. The school is now structured with a Head of School
(Professor Tony Gallagher), three Directors of Education and four Directors of
Research. The School has 39 established members of academic staff all of whom
variously contribute to the teaching and/or supervision students. The facilities of the
School comprise: a resources centre with coffee facilities, 2 computer suites, a microteaching suite, and laboratories, as well as general lecture and seminar rooms. The
first two facilities are likely to be of most benefit and interest to postgraduate students
in their study at the School.
3.
ICEP
3.1.
Mission Statement and Aims
ICEP is built on the knowledge that working with children and young people in the
21st century presents new challenges for educators and associated professions.
The task of achieving inclusive and effective education for all children presents
ongoing challenges for teachers and other allied professionals. In addition, dramatic
cultural and societal changes place new pressures on children and families and
demand responses from professionals which are evidence-based and grounded in
best practice. This challenging context requires constant up-dating of skills,
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Student Handbook, Diploma in Professional Development, Inclusive Education
knowledge and understanding and immediate access to courses which combine this
critical blend of practical expertise and knowledge. The source of these courses must
be trusted by teachers, psychologists and associated professionals.
ICEP is such a source; this is endorsed by the Department of Education and
Science, the Psychological Society of Ireland and recognised by other official
educational establishments in Republic of Ireland, Northern Ireland and Scotland.
Our state of the art courses reflect the talent and expertise of our doctoral level
clinical and educational leadership and our highly trained teachers, therapists and
other specialists.
Reaching beyond the boundaries of traditional academic or continuing education
programmes we develop and disseminate innovative research–based courses to
advance knowledge to the benefit of children, families, educators and schools.
3.2.
ICEP History (2001- 2006)
ICEP Europe (formerly Profexcel) is the trusted source for online continuing
education and professional development for educators and allied professionals who
work with children and young people. Specialising in psychology and special needs,
our courses are all developed and taught by leading practitioners in their fields, and
are approved by the Department of Education and Science. All our courses are
delivered via user-friendly and state of the art technology, putting students in control
of when and where they choose to study. ICEP is committed to excellence in
education; our dedicated staff and innovative online learning environment allows us
to deliver quality education that makes a difference.
Founded in 2001, Profexcel (now ICEP) was part of University College Dublin’s
Campus Company Development Programme and was the overall winner of the sixth
Campus Company Development Programme award in 2001. Profexcel has
developed one of the world’s first online courses on autism in partnership with St
Patrick’s College Drumcondra and this initiative was supported and part funded by
the Government of Ireland and the Department of Education and Science under the
National Development Plan.
We now, as ICEP Europe, provide online education to teachers, psychologists and
other professionals in the North and South of Ireland, Britain and internationally. We
are delighted to be working in partnership with the Special Education Support Service
of the Department of Education and Science in the Republic of Ireland to support
teachers. ICEP Europe is also a recognised provider of CPD courses for
psychologists by The Psychological Society of Ireland.
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Student Handbook, Diploma in Professional Development, Inclusive Education
4.
Main Roles and Responsibilities
4.1.
Director of Education - QUB
The Director of Education is one of the divisional Heads of the School. The role is to
oversee the provision, plan for development and ensure the quality and standards of
all courses provided by the School of Education. He or she also chairs the Board of
Examiners and may be consulted on matters relating to quality assurance, student
complaints and requests for extension. The Director of Education is very interested
in receiving feedback on the programme which can be used to modify and improve
via phone and e-mail.
4.2.
Adviser of Studies - ICEP
The function of the Adviser of Studies is to provide advice on available (and
appropriate) combinations of modules to enable you to progress successfully.
Throughout the academic year the Adviser of Studies reviews student progress and
provides advice and guidance to students, particularly those who are judged to be
making unsatisfactory progress. The Adviser of Studies also advises on matters
relating to disability in relation to courses of study. He/she acts as advocate on
behalf of students on the Students Progress Committee should this be required.
4.3.
Module Tutor - ICEP
This is the tutor who has first line responsibility for the teaching and assessment of a
module. You are encouraged to approach the module tutor(s) in the first instance on
any matters relating to the organisation, delivery or assessment of a module. Module
tutors will also offer guidance on the preparation of module assignments and provide
interim assignment feedback and support to the student group taking a module.
4.4.
External Examiner - QUB
The University appoints external examiners who serve for a minimum period of four
years. Their main functions are to act as moderators and consultants. As moderators
they ensure the assessment system is fair and as consultants ensure the masters
degrees awarded are comparable in standard to those elsewhere in UK universities.
The School of Education will appoint external examiners who examine all modules in
an annual academic cycle. The external examiners may also meet with or contact
students directly to seek their views on the course, its teaching and assessment.
4.5.
Internal Moderator - QUB
The internal moderator is responsible for a group of modules within the programme.
Their purpose is to moderate assessment in samples of work across modules
checking on consistency in the use of assessment criteria, marking and feedback to
students. Where necessary they attempt internally to resolve any discrepancies in
assessment and forward a report to the relevant external examiner. They assist in
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Student Handbook, Diploma in Professional Development, Inclusive Education
the preparation and forwarding of marks, module details and specimen coursework to
the external examiner dealing with their modules.
5.
Credit Accumulation and Transfer Scheme (CATS)
In September 1997, the School of Education, in line with the wider University,
introduced a Credit Accumulation and Transfer Scheme (CATS) for its postgraduate
courses.
5.1.
Underlying Principles
Credit Accumulation and Transfer Scheme (CATS) is a system which allows a
student to make a claim for exemption from a module, or access to a particular level
of study, where they have previous certificated learning from another institution,
which is appropriate. In addition to the UK CAT Scheme, there is the European
Community Course Credit Transfer Scheme (ECTS). ECTS was developed by the
European Union in order to support and facilitate the mobility of students within
Europe. Like CATS, it provides a way of measuring and comparing learning
achievements, and transferring them from one institution to another. ECTS enables
both visiting and outgoing students to convert and transfer to the home institution, the
credit points and grades achieved whilst on exchange.
The regulations concerning the Credit Accumulation and Transfer Scheme at
Queen’s (University
General Regulations: Study Regulations 4.1 – 4.11) are outlined below. Please note
that regulations 4.8 – 4.10 are currently under review by the University. For
further advice contact the Quality Assurance and Partnerships Office.
4.1 The University operates a Credit Accumulation and Transfer Scheme (CATS)
under which each undergraduate module or other course unit is assigned a level (0
to 4) and a number of credit points reflecting the value of the module or unit.
4.2 The scale, which is based on 120 credit points for each academic year of full-time
undergraduate study, is widely accepted in universities throughout the United
Kingdom and is intended to facilitate transfer between institutions. It is also
compatible with the European Community Course Credit Transfer Scheme (ECTS)
which uses a scale of 60 credit points for each academic year of study. Queen’s
University CATS points are converted to ECTS points by dividing the Queen’s points
by 2. ECTS points are converted to Queen’s points by multiplying the ECTS points by
2.
Credit Accumulation and Transfer Scheme for undergraduate courses
4.3 The credit awarded on successful completion of a module of value 1.0 (i.e. one
sixth of a stage) is 20 points. Other module values or units are rated pro-rata, with a
minimum credit of five points. There is no gradation of credit points for different levels
of performance.
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Student Handbook, Diploma in Professional Development, Inclusive Education
Applicants who wish to have considered previous CATS or ECTS points should alert
ICEP on their application form. Each applicant will be considered on an individual
basis by both ICEP and QUB.
6.
Application and Admission
Prospective students will apply to ICEP. Their applications will be considered by
ICEP. Those that ICEP deem suitable will be sent to QUB, Director of Education, to
approve. Successful students will register with ICEP and then go through a postal
registration process with QUB. This will provide them with student cards and enable
them to gain on-line access to the library. ICEP will inform unsuccessful students.
The admission criteria are outlined in the programme specification.
7.
Attendance and Registration
7.1.
Undertaking part-time study
Undertaking a part-time diploma by distance-learning requires a sizeable time
commitment. Students should consider their time-management for the duration of the
diploma in order to ensure that they can adequately allow for the learning and
assessment demands. Each module of this diploma has a weighting of 20 CATS
points, equivalent to 200 hours of notional learning time. It is expected that
independent study of online lecture material should take 40 hours, and that
completing extra reading, preparation for assessment and online interaction with
tutors and other students should take a further 160 hours. It is expected that students
would take one or two modules per academic year. All three modules must be
completed within a five-year period.
7.2.
Register of Attendance and tracking of study
Successful completion of the module requires students to demonstrate a satisfactory
online presence during the course, with an appropriate number of online “log-ins” and
to plan to attend all scheduled synchronous teaching sessions, (where applicable)
with due regard to sickness and mitigating circumstances.
Logs of students’ time on-line will be checked by tutors approximately half way
through the module and any student whose progress is unsatisfactory will be
contacted by the Advisor of Studies. ICEP will inform QUB if a student’s attendance
and study log are unacceptable and QUB will contact the student.
7.3.
Withdrawal/Change of Module: Change of Course
If, after completing an enrolment form: (i) you decide to withdraw from a module or
from the whole course, or (ii) you wish to change from one module to another, please
inform ICEP in writing as soon as possible.
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Student Handbook, Diploma in Professional Development, Inclusive Education
7.4.
Change of Home or Work Address
Under the General Regulations for students of the University, all students are
required to inform the University of a change of home address. Such a change
should be made to ICEP who will keep the University informed.
8.
Programme Specification Diploma in Professional Development
(Inclusive Education) S820100BK
Awarding Institution
Queen's University Belfast
Teaching Institution
ICEP Europe
Programme Accredited By
N/A
Final Award
Diploma in Professional Development
UCAS Code
N/A
QAA Benchmarking Group
Not Applicable
Educational Aims of Programme
On successful completion of the programme, students will be able to:

demonstrate knowledge and understanding of any educational policy, practice
and theory covered in the programme;

show evidence of reflection on their professional practice;

demonstrate transferable skills such as writing and communication skills.
Criteria For Admission (Subject Specific Requirements) To Programme
Candidates for admission to the Diploma in Professional Development must be:
(a) qualified teachers; or
(b) graduates or those holding equivalent qualifications with significant experience of
working in an education, training or educational-related professional context.
In both instances, they must also have or have had sufficient teaching, training, or
educational-related professional practice, during the period of professional
development, to fulfil the academic and or practical aspects of the programme. For
current general University entry requirements for this pathway go to
http://www.qub.ac.uk/ado
Additional Relevant Information
For Further Information Refer To the School of Education.
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Student Handbook, Diploma in Professional Development, Inclusive Education
Programme Structure, Levels, Modules and Credits
Stage 1
The Diploma in Professional Development (Inclusion Studies) consists of 6 modules
of 20 CATS points each. In order to successfully complete the Diploma, students
must pass 3 modules, one of which must be the module on Inclusion.
This academic year (2007/2008), the following modules are available in September
2007 for Session 1:
 Inclusion
 Dyslexia
 Understanding Autism
From January 2008, for Sessions 2 and 3, all six modules are available, the three
additional ones being:
 Applied Behaviour Analysis
 Attention Deficit Hyperactivity Disorder
 Supporting and Managing Student Behaviour.
Status
Code
Title
Pre-Requisites
CATS
optional
110EDU307 (Jan - Mar)
210EDU301 (Mar - Jun
Supporting and Managing Student Behaviour: Positive
Interventions for Schools and Classrooms
None
20
compulsory
110EDU302 (Sept - Nov)
110EDU308 (Jan - Mar)
210EDU302 (Mar - Jun)
Inclusion: Students with Special Educational Needs in
Mainstream Schools
None
20
optional
110EDU303 (Sept - Nov)
110EDU309 (Jan - Mar)
210EDU303 (Mar - Jun)
Dyslexia: Identification and Effective Interventions
None
20
optional
110EDU304 (Sept Nov)
110EDU310 (Jan - Mar)
210EDU304 (Mar - Jun)
Understanding Autism: Effective Management and
Teaching Strategies
None
20
optional
110EDU311 (Jan - Mar)
210EDU305 (Mar - Jun)
ADHD: Effective Management and Teaching
Strategies
None
20
optional
110EDU312 (Jan - Mar)
210EDU306 (Mar - Jun)
Applied Behaviour Analysis: Interventions for
Developmental Disabilities
None
20
Awards, Credits and Progression of Learning Outcomes
Candidates who provide satisfactory evidence of their professional development in
three modules will be awarded a DipPD. Assessment for each module is by
assignment. A grade of 40% or above is required to pass each module. The final
Diploma grade will be an average of the marks awarded for each of the three
completed modules.
Candidates who obtain a mark of more than 70% in all three modules will be
awarded the DipPD with Distinction.
This is a level 3 University diploma programme.
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Student Handbook, Diploma in Professional Development, Inclusive Education
Learning Outcomes: Knowledge and Understanding
On successfully completing this diploma, students will:
1. Have acquired a comprehensive and critical understanding of the concepts, issues
and practices of inclusive education;
2. Have developed an awareness and understanding of current theories and debates
relating to inclusion;
3. Be able to critically reflect upon their own professional practices, and those of
others, as they impact upon inclusion.
Teaching and Assessment Methods: Knowledge and Understanding
Depending on the nature of the modules they choose, students experience a variety
of pedagogic approaches through the online distance learning support.
Learning Outcomes: Subject-specific Skills
Students will develop practical skills and specialized skills. They may also elect to
develop their skills in online research.
Teaching and Assessment Methods: Subject-specific Skills
Learning is, in general, independent and may, depending on the options or modules
chosen, have a practical orientation.
Learning Outcomes: Cognitive Skills
Students will develop skills of reasoning in educational, theory and practice contexts.
Teaching and Assessment Methods: Cognitive Skills
Teaching and assessment methods are based on challenging learning tasks,
appropriate reading and personal research.
Learning Outcomes: Transferable Skills
Transferable Skills: aspects of the practical skills above are considered to be derived
from the key skills areas e.g. writing (communication), online research (problem
solving, ICT).
Teaching and Assessment Methods: Transferable Skills
ICT skills, written communication skills.
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Student Handbook, Diploma in Professional Development, Inclusive Education
9.
Module Outlines
9.1.
Supporting and Managing Student Behaviour
Module Details
Module Title
Supporting and Managing Student
Behaviour
Module Code
110EDU307 (Jan - Mar)
210EDU301 (Mar - Jun
School
School of Education
Level
Level 3
Number of Credits
20 Credits
Semester
1 and 2
Module Convenor
Jennifer Robinson (ICEP)
Other Teaching Staff
Hours
See below
Prerequisites
None
Co requisites
Inclusion Module:
110EDU302 (Sept - Nov)
110EDU308 (Jan - Mar)
210EDU302 (Mar - Jun)
Module Description
This module has been designed to assist participants to develop their knowledge of
positive behaviour support and management in mainstream schools. The module will
cover a range of theories of behaviour support and consider evidence-based
approaches derived from these. The module will provide an understanding of how
positive behavioural intervention works and its practical application in the classroom.
Characteristics of effective school leadership will be outlined and positive wholeschool approaches to supporting students will be discussed.
Background
The terms “Behaviour management” and “discipline” both imply that something is being done
to students to enforce control, rather than working with them. Positive behaviour support
reflects an emphasis on prevention and recognition of students’ own personal integrity and
rights.
Children can be helped immensely to learn self-discipline when they have appropriate
models for language, body language, tone and content; positive behaviour and discipline
can be taught and supported in the classroom and through the workings and relationships
across the whole school.
Why now? The issue of discipline appears to be at the forefront of schools’ concerns and is
reflected in media coverage; public concerns; increases in reported stress in teachers; and
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Student Handbook, Diploma in Professional Development, Inclusive Education
in the number of suspensions and exclusions from schools. More than 50% of teachers
report that they spend an inordinate amount of time on discipline and behaviour issues
(Merrett & Taylor, 1994). Bullying is cited as major concern by most schools and studies
focussing on positive strategies to combat bullying suggest that pupil to pupil aggression can
be reduced by up to 80% (Docking and McGrath, 2002) with proactive, preventative
approaches and effective whole school policies.
Learning Outcomes
After successfully completing this course students will:

Know and understand the concept and purposes of discipline and positive
behaviour support in education.

Understand how historical influences and changes in society have impacted on
current practice and approaches to discipline and behaviour support.

Have a good knowledge of nature, prevalence and impact of discipline problems
and challenging behaviour problems in schools in Northern Ireland and
internationally.

Be aware of current best practice approaches to discipline and be able to apply
these effectively in the classroom situation.

Know and understand the impact of extraneous influences on discipline and
discipline policy within the school system.

Possess a good working knowledge and understanding of the models or theories
that support discipline policies within a perspective which recognises
commonalities, differences, strengths and weaknesses.
Skills
On completion of this course, students will be able to:

Examine the rationale for positive behaviour and identify key influences on
systems and procedures.

Apply concepts of positive behaviour discipline in education and best practice
principles in the area.

Identify the factors essential to successful positive behaviour management.

Identify the various theories and behavioural models which support behaviour
discipline strategies and assess the impact of these changes on practice and the
impact of legal and policy changes in the school context.

Understand problem solving, conflict resolution and anger management
procedures and assess how these might be implemented in a school setting.
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Student Handbook, Diploma in Professional Development, Inclusive Education

Demonstrate some practical experience by researching in the field of Positive
Behaviour Support/Management.
Teaching and Learning Methods
The module will be taught online by ICEP as a distance-learning module. Students
will have opportunity to discuss material and interact online. Tutors will be employed
by ICEP and will provide learning support and discussion to students on an individual
and group basis.
Notional Learning Hours
This module carries a weight of 20 CATS points which is equivalent to 200 hours of
notional learning time. It is expected that students would spend 40 hours engaging
with the online lecture material, and a further 160 hours completing prescribed
reading, preparing assessments and interacting with other learners on the online
forums.
Reading Material
The reading list will be added at a later date.
Organisation of the Module
This module is divided into 5 units
Unit1 - An Introduction to Discipline and Behaviour Support: Past and Present
Unit 2 - Theories of Behaviour and Discipline
Unit 3 - Supporting Positive Behaviour and Discipline in the Classroom
Unit 4 - Beyond the Classroom: A School-wide Approach to Discipline
Unit 5 -Teaching Social and Emotional Literacy and Making Discipline Your Own
Assessment Methods (2,000 words in total)
There are two pieces of assessment associated with this module: the first is a piece
of action research to be carried out in a school environment; the second is a critical
reflection on two contrasting theories of behaviour support and the practical
implications of these approaches in the school and classroom.
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Student Handbook, Diploma in Professional Development, Inclusive Education
Action Research (50%)
Develop a short survey questionnaire (max. 15 questions) to find out the views of
teachers in your school on current discipline measures and positive behaviour
support. You should consider issues such as:

Whether your school currently has a written discipline policy and what is
contained in it?

Does the policy reflect best practice and/or knowledge from theoretical models of
behaviour?

What is the level of knowledge among staff as whole about positive behaviour
support?

What is the current attitude among staff at the school to inclusion policies and
differentiation for students with challenging behaviour?
Critically analyse the findings of your survey, examine how far best practice
guidelines are met and where positive behaviour management could be most usefully
applied. Make recommendations and suggest next steps for the school.
The development of the survey will be discussed in online tutorials, practical tasks
and on the course discussion boards.
N.B Permission must be obtained from your school principal before the survey is
carried out. A written statement of permission should be included as an appendix to
this part of the assignment.
Marking guidelines – Action Research Option 1
Student ID number
Marker’s Name
Overall Mark
Date
Max
Section
Development of questionnaire 20
Content
20
Critical analysis of responses
25
Recommendations
25
Presentation
10
100
Mark
15
Comments
Student Handbook, Diploma in Professional Development, Inclusive Education
Critical Reflection (50%)
Take any two theories of positive behaviour support covered in this module. Write a
critical reflection (1000 words) comparing and contrasting these theories and their
practical application to your classroom. You might like to think about how you could
modify your teaching style, classroom environment and your school’s discipline policy
to reflect each theory. You should demonstrate an understanding of each theory and
judge which would be more useful for promoting positive behaviour support and
justify the success and/or appropriateness of teaching strategies/programmes or
interventions to be implemented as a result.
Please read your Student Handbook for guidance on the preparation of your
assignment. You are also encouraged to consult with the course tutor regarding any
aspects of your assignment, including finalising the particular aspect which you wish
to discuss.
Marking Guidelines – Critical Reflection
Student ID number
Marker’s Name
Overall Mark
Date
Section
Evidence of appropriate
reading
Content of reflection
Max
Critical analysis
35
Presentation (including references)
15
100
25
25
16
Mark
Comments
Student Handbook, Diploma in Professional Development, Inclusive Education
9.2. Inclusion: Students with Special Educational Needs in
Mainstream Schools
Module Details
Module Title
Inclusion: Students with Special
Educational Needs in Mainstream
Schools
Module Code
110EDU302 (Sept - Nov)
110EDU308 (Jan - Mar)
210EDU302 (Mar - Jun)
School
School of Education
Level
Level 3
Number of Credits
20 Credits
Semester
1 and 2
Module Convenor
Jennifer Robinson (ICEP)
Other Teaching Staff
Hours
See below
Prerequisites
None
Co requisites
2 Other modules on the Dip PD
Module Description
This module focuses on developing participants’ knowledge of inclusive education
and SEN practices, emphasising diverse teaching and learning needs including
disabilities and learning difficulties.
The module will provide an overview of the
current international climate on inclusion and how this compares with current national
policies.
Issues around early identification, assessment and screening will be
addressed as well as the considerations for collaboration and modifications
necessary to facilitate inclusion at the whole-school level. Principles of effective
instruction and planning for individualised learning goals will be discussed.
Background
What is inclusion? Inclusive education means all children and young people, with
and without disabilities or other special needs, learning together in ordinary
mainstream schools, with appropriate networks of support. Inclusion means enabling
all students to participate fully in the life and work of mainstream settings, whatever
their needs. Inclusion is underpinned by the philosophy that children with specialised
needs should receive their education in the least restrictive environment possible
(Autism Task Force Report, 2001).
What is the rationale for inclusion? Advocates of inclusion believe that children
with special needs should not be routinely removed from the regular classroom to
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Student Handbook, Diploma in Professional Development, Inclusive Education
receive assistance as this is both disruptive to their overall education and acts as a
constant reminder of their disabilities to themselves and others. Insofar as possible,
instruction should be adapted to meet the needs of all students, allowing them to
develop confidence and independence in a non-segregated environment. As the
demography of Northern Ireland and Ireland changes rapidly it is necessary to
understand how best to include not only students with disabilities, but also those with
a range of additional learning needs, including students for whom English is a second
language; and the impact of social disadvantage, race and cultural issues on
inclusive education.
Learning Outcomes
 Be aware of current trends and concepts associated with inclusion and
understand how social, legal and political factors impact on inclusive education.
 Understand the various categories of special educational need, the nature and
educational implications of specific disabilities and have a greater awareness of
the impact of individual learning needs in a school environment.
 Become familiar with and discuss a range of both historical and more recent
debates and issues associated with inclusion.
 Have knowledge of the indicators of possible learning difficulties and the
appropriate application of screening tools and diagnostic testing for young children
and older students.
 Be able to critically examine the purposes of assessment and the assessmentteaching process.
 Become familiar with the principles of effective instruction and range of key
teaching strategies and approaches for supporting students with additional or
special educational needs.
Skills
On successfully completing this module students will have further developed their
skills in:
 Reading and critically assessing published research
 Conducting and analysing research in the school environment
 Bridging successfully the gap between theory and practice in inclusion
 Practical application of competencies in the inclusive classroom
 Cooperative and collaborative approaches for working with peers and others
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Student Handbook, Diploma in Professional Development, Inclusive Education
They will also be able to:
 Review and define the concepts of inclusion and integration in education and best
practice principles in the area and understand the factors essential to successful
inclusion
 Understand the various categories of SEN and examine the nature and
educational implications of specific disabilities and learning differences
 Know about key indicators of possible learning difficulties and disabilities,
screening tools and diagnostic testing for young children and older students
 Develop competences in the practical application of these in the inclusive
educational context
 Understand the implications of assessment information and know how to identify
the student's individual learning profile, building on strengths and needs and the
importance of assessment for learning
 Understand the principles of effective instruction and be familiar with key
techniques and strategies for overcoming some of the barriers to learning
experienced by students with additional or special educational needs.
Teaching and Learning Methods
The module will be taught online by ICEP as a distance-learning module. Students
will have opportunity to discuss material and interact online. ICEP’s tutors will
provide learning support and discussion to students on an individual and group basis.
Notional Learning Hours
This module carries a weight of 20 CATS points which is equivalent to 200 hours of
notional learning time. It is expected that students would spend 40 hours engaging
with the online lecture material, and a further 160 hours completing prescribed
reading, preparing assessments and interacting with other learners on the online
forums.
Reading Material
The reading list will be added at a later date.
Organisation of the Module
This module is divided into five separate units of study.
Unit 1 - The Nature of Special Educational Needs and Inclusion
Unit 2 - Early Intervention, Screening and Assessment
Unit 3 - Inclusion: A Whole School Approach to Special Educational Needs
Unit 4 - Effective Instruction: Teaching Strategies, Planning and Interventions
Unit 5 - Individual Planning, Monitoring and Evaluation for Inclusive Classrooms
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Student Handbook, Diploma in Professional Development, Inclusive Education
Assessment Methods
Inclusion Module Assessment - 2,000 words total
There are two pieces of assessment associated with this module: the first is a piece
of action research to be carried out in a school environment; the second is a critical
reflection on current practice in a particular area of inclusive education.
Action Research (1000 words) (50 %)
During the course you will be required to log-in and complete practical exercises on
the topic of inclusion. One such task will be the development of a survey of wholeschool inclusion practices, based on the “Index for Inclusion” by Booth & Ainscow
(2002)
This survey should be implemented in your school, taking into account the views of at
least five teachers.
Analyze, summarize, and make appropriate recommendations from your findings,
keeping in mind the best practice guidelines for inclusive education (approx 1000
words).
N.B Permission must be obtained from your school principal before the survey is
carried out. A written statement of permission should be included as an appendix to
this part of the assignment.
If you are not currently in a school then alternative arrangements will be made.
Marking guidelines – Action Research
Student ID number
Marker’s Name
Overall Mark
Date
Max
Section
Development of questionnaire 20
Content
20
Critical analysis of responses
25
Recommendations
25
Presentation
10
100
Mark
20
Comments
Student Handbook, Diploma in Professional Development, Inclusive Education
Critical reflection (1000 words) (50%)
Write a critical reflection on one aspect of inclusive education in the classroom. You
may wish to base your piece around a maximum of two (2) recent articles on the
particular aspect that you are interested in, or on two case-studies. You should
demonstrate an understanding of the principles, background context and practice of
inclusive education, and the nature of a range of special educational needs.
Please read your Student Handbook for guidance on the preparation of your
assignment. You are also encouraged to consult with the course tutor regarding any
aspects of your assignment.
Marking Guidelines – Critical Reflection
Student ID number
Marker’s Name
Overall Mark
Date
Section
Evidence of appropriate
reading
Content of reflection
Max
Critical analysis
35
Presentation (including references)
15
100
25
25
21
Mark
Comments
Student Handbook, Diploma in Professional Development, Inclusive Education
9.3.
Dyslexia: Identification and Effective Interventions
Module Details
Module Title
Dyslexia : Identification and Effective
Interventions
Module Code
110EDU303 (Sept - Nov)
110EDU309 (Jan - Mar)
210EDU303 (Mar - Jun)
School
School of Education
Level
Level 3
Number of Credits
20 Credits
Semester
1 and 2
Module Convenor
Valerie Haugh
Other Teaching Staff
Dain Flemming
Hours
See below
Prerequisites
None
Co requisites
Inclusion Module:
110EDU302 (Sept - Nov)
110EDU308 (Jan - Mar)
210EDU302 (Mar - Jun)
Module Description
This module has been developed to expand the knowledge, understanding and skills
of teachers of Dyslexia as a specific learning difficulty. The module will provide an
overview of the definitions and neurological origins of Dyslexia as well as practical
information on screening, identification, prevention and early intervention for reading
and literacy difficulties. A collaborative whole-school approach is central to working
effectively with both parents and students and this module focuses on the factors
essential for the support and effective education of students with dyslexia. Evidencebased strategies for teaching literacy skills and supporting students in specific
subjects are examined and the module also reviews effective intervention and
remediation programmes. The module offers the opportunity to gain evidence-based
strategies and skills for detecting and responding to the needs of students with
learning difficulties arising from dyslexia.
Background
The term “Dyslexia” is derived from the Greek dys (meaning difficulty) and lexicos
(pertaining to words). An agreed-upon definition of Dyslexia still eludes us but
Snowling (2002) indicates that between 3 and 10% of the population have trouble
acquiring literacy skills. Peer (2001) claims that at least 4% of any population have
severe dyslexia and a further 6% have are at least moderately affected. With these
statistics in mind it is likely that teachers will interact with a sizeable number of
dyslexic students in their careers and understanding the nature of this learning
difficulty will greatly aid instruction and academic progress.
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Student Handbook, Diploma in Professional Development, Inclusive Education
Supporting students with Dyslexia requires a whole school approach and a “dyslexia
friendly” learning environment. Understanding the multiple ways in which students
may manifest this learning difference, the nature and causes of dyslexia and what
constitutes effective teaching and best practice in supporting these students are
essential elements in effective provision for dyslexic learners. Early identification,
systematic and explicit instruction in literacy skills, teaching coping strategies,
differentiation, accommodations, and understanding the social and emotional aspects
of dyslexia all contribute to helping learners with Dyslexia and facilitating
achievement.
Learning Outcomes
By the end of the module, successful students will:
 Have knowledge of the history of the recognition of dyslexia and an understanding
of current definitions and key theories of literacy development.
 Be familiar with current research on dyslexia including prevalence issues, the
evidence for various explanations of dyslexia, latest findings from genetic and
brain imaging studies, and the implications of research for learning and teaching.
 Understand the principles and key elements of effective prevention, identification
and early intervention in the context of learning difficulties associated with
dyslexia.
 Have knowledge of risk indicators and signs of possible dyslexia across the age
range and become familiar with various methods of screening and assessment.
 Understand the importance of assessment in the context of learning and teaching.
 Know the underlying principles and key elements involved in the effective wholeschool approach to dyslexia in terms of policy and practice.
Skills
On successfully completing this module students will have further developed their
skills in:
 Reading and critically assessing published research
 Conducting and analysing research in the school environment
 Practical application of competencies in the classroom
They will also be able to:
 Identify and select appropriate screening and assessment methods
 Know how to identify the students individual learning profile, building on strengths
and needs
 Be able to identify and analyse the key elements of the effective whole school
approach to dyslexia in terms of policy and practice
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Student Handbook, Diploma in Professional Development, Inclusive Education
 Be able to identify appropriate differentiations for curriculum, instruction and
assessment to support students with dyslexia in their learning
 Be able to select specific teaching strategies for literacy instruction and learning
support appropriate to learning needs of individual students
 Be able to develop realistic targets for the student with dyslexia and identify ways
of evaluating and monitoring progress and planning for transitions
Teaching and Learning Methods
The module will be taught online by ICEP as a distance-learning module. Students
will have opportunity to discuss material and interact online. Tutors will be employed
by ICEP and will provide learning support and discussion to students on an individual
and group basis.
Notional Learning Hours
This module carries a weight of 20 CATS points which is equivalent to 200 hours of
notional learning time. It is expected that students would spend 40 hours engaging
with the online lecture material, and a further 160 hours completing prescribed
reading, preparing assessments and interacting with other learners on the online
forums.
Reading Material
The reading list will be added at a later date.
Organisation of the Module
This module is divided into five separate units of study.
Unit1 - The Nature of Dyslexia, Past and Present
Unit 2 - Identification and Assessment
Unit 3 - Keys to Supporting the Student with Dyslexia
Unit 4 - Effective Teaching Strategies and Interventions
Unit 5 - IEPs: Evaluating and Monitoring Interventions and Progress
Assessment Methods (2,000 words in total)
There are two pieces of assessment associated with this module: the first is a piece
of action research to be carried out in a school environment; the second is a critical
reflection and analysis of the needs of a student with dyslexia and the provision and
supports appropriate to their individual needs and strengths.
Action Research (50 %)
Develop a short survey questionnaire (max. 15 questions) on your school’s policy
and practice regarding students with dyslexia. You should consider issues such as:

What assessments are available for students with dyslexia?

What resources and accommodation are available?
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Student Handbook, Diploma in Professional Development, Inclusive Education

What is the level of knowledge among staff as whole about dyslexia?

What is the current attitude among staff at the school to inclusion
policies and differentiation for dyslexic students?
Critically analyse the findings of your survey, examine how far best practice
guidelines are met and the level of provision for dyslexic students. Make
recommendations and suggest next steps for the school.
The development of the survey will be discussed in online tutorials, practical tasks
and on the course discussion boards.
N.B Permission must be obtained from your school principal before the survey is
carried out. A written statement of permission should be included as an appendix to
this part of the assignment.
If you are not currently in a school then alternative arrangements will be made.
Marking guidelines – Action Research
Student ID number
Marker’s Name
Overall Mark
Date
Max
Section
Development of questionnaire 20
Content
20
Critical analysis of responses
25
Recommendations
25
Presentation
10
100
Mark
25
Comments
Student Handbook, Diploma in Professional Development, Inclusive Education
Critical Analysis (50%)
Write a critical analysis of the learning needs of a student with dyslexia with suggested
strategies for remediation and support (1000 words).
This analysis should be based on an actual student in your school, although it need not be a
student that you personally teach. If you are not currently in a school then a suitable case
study will be provided.
Please read your Student Handbook for guidance on the preparation of your assignment.
You are also encouraged to consult with the course tutor regarding any aspects of your
assignment.
Marking Guidelines – Critical Reflection
Student ID number
Marker’s Name
Overall Mark
Date
Section
Evidence of appropriate
reading
Content of reflection
Max
Critical analysis
35
Presentation (including references)
15
100
25
25
26
Mark
Comments
Student Handbook, Diploma in Professional Development, Inclusive Education
9.4. Understanding Autism: Effective Management and Teaching
Strategies
Module Details
Module Title
Understanding Autism: Effective
Management and Teaching Strategies
Module Code
110EDU304 (Sept Nov)
110EDU310 (Jan - Mar)
210EDU304 (Mar - Jun)
School
School of Education
Level
Level 3
Number of Credits
20 Credits
Semester
1 and 2
Module Convenor
D’arne O’Sheil
Other Teaching Staff
Hours
See below
Prerequisites
None
Co requisites
Inclusion Module:
110EDU302 (Sept - Nov)
110EDU308 (Jan - Mar)
210EDU302 (Mar - Jun)
Module Description
This module will introduce students to the history of Autism and Autistic Spectrum
Disorders and review the most up-to-date scientific theories and educational
research. The module provides an overview of the principles of assessment and
early identification of Autism and Asperger’s Syndrome as well as the rationale for
various current interventions. Typical problem behaviours and the functions of these
behaviour types will be covered, and positive coping strategies for the classroom will
be outlined. The aim is to help teachers identify specific interventions / teaching
strategies and approaches which they can use in their classroom.
Background
Have we always had children with autism? What causes it? What is Asperger's
Syndrome? What specific difficulties do children with autism or Asperger's syndrome
have? Do they socialise in the same way as other children? Do they play the same
way other children play?
Autistic Spectrum Disorders are marked by a number of deficits and excesses in
several behavioural domains: communication, symbolic or imaginative activities
(such as play), reciprocal social interactions, and interests and activities (Maurice,
Green & Luce, 1996). Autism worldwide runs to as much as 7.5 per 10,000
population. Asperger’s Syndrome is currently thought to be in the region of 2.5 per
10,000. There is a higher ratio of boys to girls in both autism and Asperger’s
Syndrome. At present the rate of diagnosis in on the increase, due to increasing
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Student Handbook, Diploma in Professional Development, Inclusive Education
awareness and better recognition of the indicators and expansion of the diagnostic
criteria. Autism is not something that a child will grow out of but it is one of the few
diagnoses that can change radically over time. With skilled intervention at an early
age the child can begin to function and learn
Learning Outcomes
On successful completion of this module students will:
 Have knowledge of historical perspectives on Autistic Spectrum Disorders
 Have reviewed the most up-to-date information available on ASD and how
it differs from the normal patterns of development of language and
communication; social development and play; and sensory, motor and
cognitive abilities
 Be familiar with the principles of assessment and early identification of
Autism and Asperger’s Syndrome and the various methods of assessment
and screening.
 Describe typical problem behaviours in children with ASD and be familiar
with models of intervention
 Know about specific adaptation of the curriculum and expansion of the
curriculum for children with ASD.
 Have identified positive coping strategies that can be used in the
classroom.
Skills
After successful completion of this module students will
 Be able to identify atypical patterns of development in language and
communication skills as they pertain to children with ASD.
 Be able to describe the principles of assessment and early diagnosis.
 Be aware of the differences in diagnostic categories in the DSM IV-TR and
ICD 10 pertaining to ASD.
 Understand and describe the teacher’s role in assessment, support and
intervention.
 Be able to identify the specific learning needs of children with ASD and
know how to specify the teaching adaptations of the curriculum relevant for
children with ASD.
Teaching and Learning Methods
The module will be taught online by ICEP as a distance-learning module. Students
will have opportunity to discuss material and interact online. ICEP’s tutors will
provide learning support and discussion to students on an individual and group basis.
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Student Handbook, Diploma in Professional Development, Inclusive Education
Notional Learning Hours
This module carries a weight of 20 CATS points which is equivalent to 200 hours of
notional learning time. It is expected that students would spend 40 hours engaging
with the online lecture material, and a further 160 hours completing prescribed
reading, preparing assessments and interacting with other learners on the online
forums.
Reading Material
The reading list will be added at a later date.
Organisation of the Module
This module is divided into 5 units
Unit1 - Autistic Spectrum Disorders
Unit 2 - Assessment & Diagnosis: A Multidisciplinary Perspective
Unit 3 - Research Based Interventions
Unit 4 - Understanding and Intervening with Challenging Behaviour
Unit 5 - Individual Planning for Children and Young People with ASD
Assessment Methods (2,000 words in total)
There are two pieces of assessment associated with this module: the first is a piece
of action research to be carried out in a school environment; the second is a critical
reflection on current practice with regard to teaching students with ASD and their
inclusion in mainstream education.
Action Research (50%)
Either:
Option 1
Develop a short survey questionnaire (max. 15 questions) on your school’s policy
and practice regarding students with Autistic Spectrum Disorders. You should
consider issues such as:

What assessments are available for students with Autistic Spectrum Disorders?

What resources and accommodation are available?

What is the level of knowledge among staff as whole about Autistic Spectrum
Disorders?

What is the current attitude among staff at the school to inclusion policies and
differentiation for Autistic students?
Critically analyse the findings of your survey, examine how far best practice
guidelines are met and the level of provision for Autistic students. Make
recommendations and suggest next steps for the school.
The development of the survey will be discussed in online tutorials, practical tasks
and on the course discussion boards.
29
Student Handbook, Diploma in Professional Development, Inclusive Education
N.B Permission must be obtained from your school principal before the survey is
carried out. A written statement of permission should be included as an appendix to
this part of the assignment.
Marking guidelines – Action Research Option 1
Student ID number
Marker’s Name
Overall Mark
Date
Max
Section
Development of questionnaire 20
Content
20
Critical analysis of responses
25
Recommendations
25
Presentation
10
100
Mark
Comments
OR:
Option 2
Produce a detailed case study to outline how you have included a child with ASD in your
classroom in curriculum-based learning.
If you are currently teaching, or have very recently taught, a student with ASD you can
describe the process by which this child was provided for in the inclusive educational
classroom. You may wish to discuss the overall day to day strategies that were used, or to
focus on the strategies and provision made in just one subject. What sorts of interventions
were used/developed and in what contexts were they applied. You should also discuss your
own experiences in dealing with a pupil with ASD in the inclusive classroom, and how you
adapted and managed your teaching to adjust to the situation. What recommendations
would you make for other teachers based on your experiences?
Student ID number
Marker’s Name
Overall Mark
Date
Section
Max
100
Mark
30
Comments
Student Handbook, Diploma in Professional Development, Inclusive Education
Overview of particular case
20
Background literature and
information on strategies
20
Detailed description of
intervention processes
25
Recommendations
25
Presentation
10
Critical Reflection (50%)
Write a critical reflection (1000 words) on any aspect of teaching children with Autistic
Spectrum Disorder - curriculum adaptations, problems or difficulties or comments on
specific programmes used in the classroom. You should demonstrate an
understanding of the basis of ASD, developmental characteristics, and critical factors
in the success or appropriateness of teaching strategies/programmes/interventions.
You should also address practice issues with regard to the inclusion of students with
ASD in the regular classroom/mainstream school.
Please read your Student Handbook for guidance on the preparation of your
assignment. You are also encouraged to consult with the course tutor regarding any
aspects of your assignment, including finalising the particular aspect which you wish
to discuss.
31
Student Handbook, Diploma in Professional Development, Inclusive Education
Marking Guidelines – Critical Reflection
Student ID number
Marker’s Name
Overall Mark
Date
Section
Evidence of appropriate
reading
Content of reflection
Max
Critical analysis
35
Presentation (including references)
15
100
25
25
32
Mark
Comments
Student Handbook, Diploma in Professional Development, Inclusive Education
9.5.
ADHD: Effective Management and Teaching Strategies
Module Details
Module Title
ADHD: Effective Management and
Teaching Strategies
Module Code
110EDU305 (Sept - Nov)
110EDU311 (Jan - Mar)
210EDU305 (Mar - Jun)
School
School of Education
Level
Level 3
Number of Credits
20 Credits
Semester
1 and 2
Module Convenor
Mary Fallon (ICEP)
Other Teaching Staff
Hours
See below
Prerequisites
None
Co requisites
Inclusion Module:
110EDU302 (Sept - Nov)
110EDU308 (Jan - Mar)
210EDU302 (Mar - Jun)
Module Description
This module aims to give a detailed introduction to managing and supporting pupils
with ADHD and to help teachers to understand this disability and help them adjust
their teaching style to accommodate these children. The history of the disorder is
outlined and the subtypes are classified. Interventions, support strategies and the
benefits of a whole-school approach are explored and the advantages of individual
educational planning examined.
Background
Attention deficit hyperactivity disorder (ADHD) is a developmental disorder
characterised by significant deficits in inhibiting behaviour, sustaining attention to
tasks, resisting distractions while doing so, and controlling one's activity level to meet
the demands of a situation. A challenge for teachers and parents alike, ADHD is a
complex disorder which has over the years generated much controversy, marked by
frequent shifts in terminology and uncertainty about underlying causes. Seen by
some as the "Phantom Disease" (Jacobs, 2004) and regarded by others as an
excuse for bad behaviour, ADHD is not a single entity with a single source origin.
And there is another side to the story: With understanding, careful planning and a
collaborative approach involving the child, their parents, teachers and professionals,
most of these children can learn to cope, improve their focus and limit the disruption
of ADHD. Many of these children are gifted, creative and highly intelligent and
supportive instruction can greatly aid their development and promote learning and
achievement.
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Student Handbook, Diploma in Professional Development, Inclusive Education
Learning Outcomes
On successful completion of this course students will:
 Know the historical background to ADHD as a diagnosis, including the
various theories and phases in our understanding of ADHD.
 Be aware of the prevalence of ADHD and the implications of current theory
and research for provision and practice.
 Understand the process of identification, assessment and clinical diagnosis
and the role of the teacher and other key players in the assessment,
support and treatment process.
 Be familiar with the signs and symptoms of ADHD.
 Be able to identify the range of treatments offered and critically evaluate
those treatments for ADHD.
Skills
After successfully completing this course students will:
 Be able to identify techniques for scheduling, capturing attention and
combating disorganisation and impulsivity
 Describe practical strategies and methods for promoting positive classroom
behaviour.
 Know how to differentiate the curriculum and instruction for pupils with
ADHD.
 Understand how to define realistic goals for a student with ADHD.
Teaching and Learning Methods
The module will be taught online by ICEP as a distance-learning module. Students
will have opportunity to discuss material and interact online. ICEP’s tutors will
provide learning support and discussion to students on an individual and group basis.
Notional Learning Hours
This module carries a weight of 20 CATS points which is equivalent to 200 hours of
notional learning time. It is expected that students would spend 40 hours engaging
with the online lecture material, and a further 160 hours completing prescribed
reading, preparing assessments and interacting with other learners on the online
forums.
Reading Material
The reading list will be added at a later date.
Organisation of the Module
This module is divided into 5 units:
Unit 1 - The Nature of ADHD, Past and Present
Unit 2 - ADHD: Assessment, Diagnosis and Treatment
Unit 3 - ADHD: Supporting Positive Behaviour in School
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Student Handbook, Diploma in Professional Development, Inclusive Education
Unit 4 - ADHD: Increasing Learning Capacity
Unit 5 - ADHD: Evaluating and Monitoring Interventions
Assessment Methods
There are two pieces of assessment associated with this module: the first is a piece
of action research to be carried out in a school environment; the second is a critical
reflection on current practice in a particular area of inclusive education with regard to
students with ADHD.
Action Research (50%)
Either:
Option 1
Develop a short survey questionnaire (max. 15 questions) on your school’s policy
and practice regarding students with ADHD. You should consider issues such as:

What assessments are available for students with ADHD?

What resources and accommodation are available?

What is the level of knowledge among staff as whole about the causes and
management of ADHD?

What is the current attitude among staff at the school to inclusion policies and
differentiation for students with ADHD?
Critically analyse the findings of your survey, examine how far best practice
guidelines are met and the level of provision for students with ADHD. Make
recommendations and suggest next steps for the school.
The development of the survey will be discussed in online tutorials, practical tasks
and on the course discussion boards.
N.B Permission must be obtained from your school principal before the survey is
carried out. A written statement of permission should be included as an appendix to
this part of the assignment.
Marking guidelines – Action Research Option 1
Student ID number
Marker’s Name
Overall Mark
Date
Max
Section
Development of questionnaire 20
100
Mark
35
Comments
Student Handbook, Diploma in Professional Development, Inclusive Education
Content
20
Critical analysis of responses
25
Recommendations
25
Presentation
10
OR:
Option 2:
Produce a detailed case study to outline how you have included a child with ADHD in your
classroom in curriculum-based learning.
If you are currently teaching, or have very recently taught, a student with ADHD you can
describe the process by which this child was provided for in the inclusive educational
classroom. You may wish to discuss the overall day to day strategies that were used, or to
focus on the strategies and provision made in just one subject. What sorts of interventions
were used/developed and in what contexts were they applied. You should also discuss your
own experiences in dealing with a pupil with ADHD in the inclusive classroom, and how you
adapted and managed your teaching to adjust to the situation. What recommendations
would you make for other teachers based on your experiences?
36
Student Handbook, Diploma in Professional Development, Inclusive Education
Marking guidelines – Action Research Option 2
Student ID number
Marker’s Name
Overall Mark
Date
Section
Overview of particular case
Max
Background literature and
information on strategies
20
Detailed description of
intervention processes
25
Recommendations
25
Presentation
10
100
Mark
20
37
Comments
Student Handbook, Diploma in Professional Development, Inclusive Education
Critical Reflection (50%)
Write a critical reflection (1000 words) on any aspect of teaching children with ADHD
- curriculum adaptations, problems or difficulties or comments on specific
programmes used in the classroom. You should demonstrate an understanding of
the basis of ADHD, developmental characteristics, and critical factors in the success
or appropriateness of teaching strategies/programmes/interventions.
Please read your Student Handbook for guidance on the preparation of your
assignment. You are also encouraged to consult with the course tutor regarding any
aspects of your assignment, including finalising the particular aspect which you wish
to discuss.
Marking Guidelines – Critical Reflection
Student ID number
Marker’s Name
Overall Mark
Date
Section
Evidence of appropriate
reading
Content of reflection
Max
Critical analysis
35
Presentation (including references)
15
100
25
25
38
Mark
Comments
Student Handbook, Diploma in Professional Development, Inclusive Education
9.6. Applied Behaviour Analysis: Interventions for Developmental
Disabilities
Module Details
Module Title
Applied Behaviour Analysis: Interventions
for Developmental Disabilities.
Module Code
110EDU306 (Sept - Nov)
110EDU312 (Jan - Mar)
210EDU306 (Mar - Jun)
School
School of Education
Level
Level 3
Number of Credits
20 Credits
Semester
1 and 2
Module Convenor
Dr. Sean Carey (ICEP)
Other Teaching Staff
Hours
See below
Prerequisites
None
Co requisites
Inclusion Module:
110EDU302 (Sept - Nov)
110EDU308 (Jan - Mar)
210EDU302 (Mar - Jun)
Module Description
This module aims to introduce students to the scientific study of behaviour through
Applied Behaviour Analysis (ABA). Students will be introduced to the key practical
elements of ABA including operationally defining behaviour, taking baseline
measurements and carrying out functional assessments of behaviour. Students will
learn to identify the ABA techniques they currently use in their classroom and
develop others to enhance their teaching of children with developmental disabilities.
Background
Typically developing children learn with limited intervention – that is, the “typical”
environment into which they are born provides the right conditions for learning
language, social skills and play. Children with certain developmental disorders learn
much, much less from the environment. They are often capable of learning, but it
takes a very structured environment, one where conditions are optimized for
acquiring the same skills that typical children learn 'naturally.' Applied Behaviour
Analysis (ABA) is all about the rules for setting up the environment to enable children
to learn. ABA is a way to look at behaviour, observe it, measure it, teach new
behaviour, and monitor the change.
Learning Outcomes
On successfully completing this module students will:
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Student Handbook, Diploma in Professional Development, Inclusive Education
 Have a knowledge of Applied Behaviour Analysis, its history and development
from learning theory
 Understand some of the basic principles of ABA such as measurement
observation systems, behavioural objectives and baseline measurement.
 Understand when and how reinforcement works, types of reinforcers and
reinforcement schedules
 Be familiar with the principles underlying a token economy system
 Understand the theory of extinction
 Be aware of the application of “stimulus control” in decreasing behaviours.
Skills
On successful completion of this module students will

Be able to design a measurement or observation system

Know how to analyse behaviour using both a functional assessment and a
functional analysis

Be able to identify reinforcement selection techniques

Know how to design a programme to decrease behaviour and be able to promote
generalisation of behaviour

Have acquired key skills in ABA techniques that can be applied to the classroom

Have experience at reviewing data collection and managing programmes based
on the data generated
Teaching and Learning Methods
The module will be taught online by ICEP as a distance-learning module. Students
will have opportunity to discuss material and interact online. Tutors will be employed
by ICEP and will provide learning support and discussion to students on an individual
and group basis.
Notional Learning Hours
This module carries a weight of 20 CATS points which is equivalent to 200 hours of
notional learning time. It is expected that students would spend 40 hours engaging
with the online lecture material, and a further 160 hours completing prescribed
reading, preparing assessments and interacting with other learners on the online
forums.
Reading Material
The reading list will be added at a later date.
Organisation of the Module
This module is divided into 5 units
Unit1 - Overview of Applied Behaviour Analysis (ABA)
Unit 2 - Increasing Behaviour
Unit 3 - Decreasing Behaviours
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Student Handbook, Diploma in Professional Development, Inclusive Education
Unit 4 - Teaching Principles in Applied Behaviour Analysis
Unit 5 - Graphing, Data Collection, Generalisation and Maintenance of Behaviour
Assessment Methods (2,000 words total)
This course will be assessed by means of 2 separate assessments: the first is a
piece of action research to be carried out in a school environment; the second is a
critical reflection on the application of ABA techniques in the inclusive classroom.
Action Research (50%) (1, 000 words)
Carry out a Functional Assessment and Analysis of Behaviour. Functional
assessment is a structured way to observe and record behaviour, setting, events,
and motivational factors influencing the problem behaviour. If you are currently
teaching, or have very recently taught, a student with ASD or another developmental
disorder you should carry out an assessment of problem behaviours using an ABC
chart, and critically discuss two of the methods of carrying out such an assessment
outlined in this module. The behaviour should be operationally defined and
recommendations for intervention made.
suitable case study will be provided.
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If you are not currently in a school a
Student Handbook, Diploma in Professional Development, Inclusive Education
Marking guidelines – Action Research Option 1
Student ID number
Marker’s Name
Overall Mark
Date
Section
Introduction
Max
ABC Chart
20
Critical analysis of functional
analysis methods
25
Recommendations
25
Presentation
10
100
Mark
20
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Student Handbook, Diploma in Professional Development, Inclusive Education
Critical Reflection (50%) (1,000 words)
Evaluate and critically reflect upon ABA techniques and how they can be applied for
use in the regular inclusive classroom. You should demonstrate an understanding of
the principles of ABA and of human behaviour. Assess which techniques could be
most easily applied, and which would potentially be most effective. Discuss any
personal experience you might have in applying these techniques, or survey other
staff members at your institution to gauge attitudes towards the techniques.
Please read your Student Handbook for guidance on the preparation of your
assignment. You are also encouraged to consult with the course tutor regarding any
aspects of your assignment, including finalising the particular aspect which you wish
to discuss.
Marking Guidelines – Critical Reflection
Student ID number
Marker’s Name
Overall Mark
Date
Section
Evidence of appropriate
reading
Content of reflection
Max
Critical analysis
35
Presentation (including references)
15
100
25
25
43
Mark
Comments
Student Handbook, Diploma in Professional Development, Inclusive Education
10.
Coursework Guidance
10.1. Assignments
The assignment of each module has been designed to ensure that students meet the
learning outcomes. The details of the assignments can be found in the module
descriptors.
The module descriptors also contain assessment criteria, and
suggestions for appropriate reading.
The module tutor will provide you with advice and guidance on the completion of
modules.
The assignments must not exceed the word length as specified in the module
booklet. Students are asked to indicate accurately the number of words taken to
complete their assignment on the appropriate coursework coversheet. Ten per cent
over or under the word limit will not be penalised but gross violations of word limits
for an assignment in either direction will require a student to resubmit the work. It is
important therefore that students use their discretion and append any material which
is supplementary to their main text. Appendices should not be excessive. Consult
your module tutor if you are unsure.
10.2. Submission of Coursework
Students are encouraged to plan their time carefully, starting coursework elements
for modules as early as possible. Taking on an on-line Diploma is demanding and
time for study needs to be negotiated and planned in advance of enrolment. Students
are expected to submit their coursework by the deadlines agreed or set.
ICEP operates a penalty for coursework which is submitted late without agreement.
As per School of Education policy, the penalty is defined as two per cent per working
day late, from the total percentage to be awarded, up to a maximum of ten working
days, after which a mark of zero will be awarded. Late submissions without
agreement will be considered for appropriate penalties by the Board of Examiners. It
is always in your interest to keep ICEP informed if you anticipate a delayed
submission for any good reason.
You are responsible for ensuring that coursework is conveyed to ICEP in a safe and
reliable manner. No responsibility can be accepted by ICEP for material lost,
damaged or delayed in transit. An e-mail receipt will be issued by the ICEP for
assignments received in person or by post. Assignments and/or dissertations will
then be forwarded by the Office to module tutors or supervisors for assessment.
As far as is practical, you are recommended to retain a complete copy of each
coursework assignment in the form in which it was submitted.
10.3. Original Work
All work submitted must be original (or properly attributed where appropriate).
Assignments or parts of assignments already submitted by you for another module
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Student Handbook, Diploma in Professional Development, Inclusive Education
cannot be submitted a second time, unless attributed as such and justified with good
reason (e.g. re-working of existing data). University procedures regarding plagiarism
can be found at:
http://www.qub.ac.uk/directorates/AcademicStudentAffairs/FileStore/Filetoupload,538
62,en.pdf
Ideas presented in assignments, which are based on readings from books, articles,
documents or which have otherwise been obtained from internet websites must be
properly attributed to the author(s) and not presented as if they were one’s
own.
If the work is deemed to be an attempt to deceive the examiners, disciplinary action
may be initiated by the Board of Examiners. The incorporation into a piece of
submitted coursework or dissertation, of work from other students’ assignments, a
student’s own previous assignments or unpublished work (from this or other
institutions) will be considered a serious academic breach of discipline.
10.4. Coursework Presentation
Coursework should always be presented to the highest standard possible. We
encourage you to develop your own word-processing skills through the preparation of
your assignments.
Written material should be typed or word-processed and 1.5 line-spaced on A4
sheets, with a left margin of about 4 cm (1.5 inches) and on one side of the paper
only. These are minimum criteria.
Each assignment should be presented with appropriate coversheets. Copies of these
sheets will be distributed by ICEP when you enrol. Assignments cannot be
considered for assessment where coursework cover sheets are absent or
incomplete.
10.5. Assignments submitted by email
Assignments may be e-mailed to ICEP as an attachment and in this case electronic
versions of the coversheet will be accepted. If emailing an assignment, students
should elect to obtain a “Read Receipt” for their email if their particular email
programme allows it, or should copy the email to themselves to ensure that it sends
correctly.
10.6. Assignments submitted by post.
ICEP will accept assignment submitted by post if, for some reason, it is not possible
to submit them electronically. For documents of less than 15 pages, the pages
should be firmly stapled together. Tutors prefer this style of presentation. Please
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Student Handbook, Diploma in Professional Development, Inclusive Education
avoid the use of paper clips. Please also avoid complex presentation portfolios
and the use of plastic pockets for individual pages of an assignment. This
makes annotation of the assignment very inconvenient for the tutor.
For documents including appendices or illustrations, that are too large to staple
together, or which have to be accompanied by small amounts of other material,
please submit the coursework in a suitable folder or envelope. Your full name,
student number, module code number and title of the module, as on the coursework
cover sheet, should be repeated on the outside of the folder.
10.7. General Coursework Qualities
In addition to the assessment criteria outlined in the module descriptors, there are a
number of general guidelines, which may be helpful to students preparing initial
coursework submissions for a module. These are:

All submissions should begin with a précis or succinct summary of the
intentions (and structure) of the work.

The best submissions are those which present a cogent argument, indicating
that you have considered the ideas and evidence presented in on-line course
material, taken up a variety of the suggestions for further reading and most
importantly, have reflected upon the evidence and related it to your own role
and experience as a teacher or as a related professional.

While it is important that you retain individual and creative thinking in
coursework, it is equally important that you substantiate your ideas, where
possible with reference to relevant literature including academic journals. You
need to acknowledge sources in your text (authors’ surnames and related
dates of publication) when you are summarising concepts and ideas from
your reading rather than presenting them as personal ideas or accepted
generalisations. Be careful to note all sources and present the references
accordingly in the reference list.

Carefully selected short quotations may add quality and evidence to your
arguments in an essay but credit will not accrue from the use of long chunks
of direct quotation from authors or from lecture notes. Quotations should be
suitably presented and referenced in the text (see 5.8 References, Citing and
Compiling Reference Lists), and with the page numbers indicated. Short
quotes (i.e. up to approx 40 words) should be presented within the text with
quotation marks. Long quotes should be set up as shown on below. Please
note the single spacing, smaller font (if desired), no quotation marks in this
instance, and indentations both left and right.
Incorporating different learning strategies into a lesson should be the
norm for all teachers. It facilitates and maximizes successful learning
for everyone, which is what my job as a teacher is all about. I use
strategies that are effective for my students; it is all part of my
planning, teaching and assessment. (Hutchinson, 2002, p.23)
.
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Student Handbook, Diploma in Professional Development, Inclusive Education
11.

It is worth noting that any practical journal or school-based coursework
element still needs to be contextualised with reference to appropriate
literature and/or policy documents. This has been a common weakness in
more practically-orientated or journal-type assignments.

If you are referring to a particular school or organisation, please ensure that
you do not identify it by name. Similarly and very importantly should you refer
to pupil or clients (e.g. in the case of case studies) you must avoid the
identification of these individuals in your work by direct or indirect reference.
You may use pseudonyms in all cases. It is essential that you consider ethical
matters very carefully in such instances, checking any concerns with your
tutor. You must consult the appropriate guidelines prior to embarking on any
school-based work.

It is essential that you proof-read your coursework in order to correct spelling,
grammatical and syntactic errors. The overall quality, impact and meaning of
your work can be substantially reduced where these remain uncorrected in
your final submission. This can lead to the assessment not being credited, as
outlined in the minimum criteria (see 4.5).

Always avoid the use of stereotypes and gender-biased language.

In most cases, when preparing your assignment(s), it will be appropriate to
avoid the use of the first person singular form. However, in certain contexts, it
is equally appropriate to use the first person singular form. This could be the
case, for example, in work dealing with one’s individual, professional
development or reflection on personal learning. In such contexts however, it
is important to avoid descending into anecdote or asserting unsupported
comments as opposed to engaging in scholarly discourse.
References, Citing, and Compiling Reference Lists
Good assignments acknowledge the sources of their ideas, and give full details of all
the works, journals, internet articles, ERIC documents etc. and where they are to be
found. The rule of thumb is that you should include sufficient detail for someone to
locate and read each reference should they wish. You are asked to use the Harvard
system of referencing. When you are referring to a publication in the text of your
assignment, and when compiling your list of references, it is best to follow the
convention outlined below. For all references you must therefore include in
alphabetical order the author(s), year of publication, title and source. The details of
the source will vary depending on whether it is an academic journal, article, a book or
a chapter in a book, an Internet article as outlined below:
(Please note that there should be one reference list for your assignment or
dissertation laid out in alphabetical order according to convention. We are
demonstrating the various conventions below under such headings as single, joint
author etc. but this is purely for the purpose of explication and should not be
reproduced in this format in your work.)
(A) Books
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Student Handbook, Diploma in Professional Development, Inclusive Education
(a) Single author: Direct quote
In your text:
Bush (1986, p. 43) argues, “……………..”
In the list of references:
Bush, T. (1986). Theories of Educational Management. London: Harper and Row.
(b) Two authors: Direct quote
in your text:
Bolman and Deal (1984, p. 27) found,”……..........”
in your references:
Bolman, L.G. and Deal, T.E. (1984). Modern Approaches to Understanding and
Managing Organizations. San Francisco: Jossey-Bass.
(c) More than two authors: Direct quote
in your text:
Baldridge et al. (1978, p.16) have stated that....
in your references:
Baldridge, J.V., Curtis, D.V., Euchre, G. and Riley, G.L. (1978). Policy-Making and
Effective Leadership. San Francisco: Jossey-Bass.
(d) A single author’s chapter in an edited collection: Direct quote
in your text:
Al-Khalifa (1989, p. 22) reported, “………………….”
in your references:
Al-Khalifa, E. (1989). Management by halves: women teachers and school
management, in H. de Lyon, and F. Widdowson-Migniuolo, (Eds.) Women
Teachers: Issues and Experience. Milton Keynes: Open University Press.
The conventions for joint and multiple authorship of chapters are as above. Where a
direct quote is not used (i.e. you paraphrase), the author and year of publication are
required (Smith, 2005). Page number is not required in this instance.
(e) If a book has more than one edition, make clear in the references which
edition you have used.
in your text:
Handy (1981, p. 81) states .....
in your references:
Handy, C. (1981). Understanding Organizations (2nd ed.). Harmondsworth:
Penguin Books.
(B) Articles in Journals
in your text:
Hoyle (1982, p. 27) states that....
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Student Handbook, Diploma in Professional Development, Inclusive Education
in your references:
Hoyle, E. (1982). Micropolitics of educational organisations, Educational
Management and Administration, 10(2), 87-98.
(Note that you should provide the volume number, in this case 10, the part number
where available and page numbers.)
(The conventions for joint and multiple authorship of articles are as above.)
(C) Government Publications
in your text:
It was stated (DES, 1985, p. 43) that .....
in your references:
DES (1985). Better Schools. London: HMSO.
11.1. The Listing of References
In your bibliography or list of references, all materials should be listed alphabetically
by author. If two or more items by an author have the same date, the items should be
listed with a lower-case letter (a, b, c, etc ...) after the date. This applies both in text e.g. (Southworth, 1985a) or (Southworth, 1985b) - and in the references:
Southworth, G. (1985a). Primary heads’ reflection on training. Education, 165(25), 6065.
Southworth, G. (1985b). Perspectives on the primary curriculum. Cambridge Journal of
Education, 15(1), 419-431.
A sample of a Reference list is included below:
Gallagher, A.M. (1988). Transfer Pupils at 16. Belfast: Northern Ireland Council for
Educational Research.
Gallagher, A.M. (1991). Majority Minority Review 2: Employment, Unemployment and
Religion in Northern Ireland. Coleraine: University of Ulster.
Gallagher, T. (1992). Community relations in Northern Ireland’, in R. Jowell, L. Brook, G.
Prior & B. Taylor (Eds.) British Social Attitudes: The 9th Report. Aldershot:
Avebury.
Heskin, K. (1980). Northern Ireland: a Psychological Analysis. Dublin: Gill & McMillan.
Lee, S. (1990). The Cost of Free Speech. London: Faber.
Magee, J. (1970). The teaching of Irish history in Irish schools. The Northern Teacher,
10(1), 15-21.
Malone, J. (1973). Schools and community relations. The Northern Teacher, 11(1), 1930.
Murray, D. (1983). Rituals and symbols as contributors to the culture of Northern Ireland
primary schools. Irish Educational Studies, 3(2), 238-255.
Murray, D. (1985a). Worlds Apart: Segregated Schools in Northern Ireland. Belfast:
Appletree Press.
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Student Handbook, Diploma in Professional Development, Inclusive Education
Murray, D. (1985b). Identity: a covert pedagogy in Northern Irish schools. Irish
Educational Studies, 5(2), 182-197.
Murray, D. (1992). Science and funding in Northern Ireland grammar schools: a case
study approach. Annex G’, Seventeenth Report of the Standing Advisory
Commission on Human Rights. House of Commons Paper 54, London: HMSO.
11.2. Using secondary sources
Students are encouraged to use and refer to primary sources where possible in their
work. However should you wish or be required to refer to authors’ works mentioned
in other texts, these are secondary sources and must be properly acknowledged as
such in your work. In your text, name the original work and give a citation for the
secondary source. In your reference list, if Griffin’s work is cited in Mac an Ghaill and
you did not read the original (you read it in Mac an Ghaill), list only Mac an Ghaill on
your reference list.
The conventions are illustrated in the following:
in your text: Griffin (1993, cited in Mac an Ghaill, 1994, p148) examines the
changing views in the literature on sexual abuse and harassment……’
in your references: Mac an Ghaill, M. (1994) The Making of Men. Buckingham and
Philadelphia: Open University.
Please note that overuse of secondary sources is to be avoided, always endeavour
to read the original work.
References from electronic sources
More and more material is now stored electronically and appropriate academic
conventions for the use of internet material are still evolving. Clearly there are
increasing numbers of refereed on-line academic journals and the referencing for
these will follow the usual pattern but will include the Web address
e.g.
http://www.ed.gov/news/ so that the site can be accessed.
You must be a ‘critical consumer’ when using electronic sources. Many sites are not
refereed in the same way as journals and may contain biased and/or on accurate
information. Always check on the ownership/sponsorship of the site, this may give
you some insights into potentially biased content. For example, a site funded by a
pharmaceutical company may present only information that supports the use of a
particular drug (e.g. Ritalin) with certain groups of children.
The following websites are suggested as being useful in evaluating web materials:
http://www.library.ualberta.ca/guides/criticalevaluation/index.cfm
http://www.sosig.ac.uk/desire/internet-detective.html
The important principle to follow for electronic sources is accuracy. Thus:

details of addresses should be recorded with complete accuracy;
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Student Handbook, Diploma in Professional Development, Inclusive Education

all use of capital and lower case letters must be respected;

all punctuation must be recorded exactly as given;

no punctuation should be added – for instance do not put a full stop at the
end of an address

typographic symbols (#,@,!,/) should be incorporated accurately;

you should also include a record of the date the site was visited (as electronic
documents may easily be updated at any time or indeed may be removed
from access).

Citing page numbers accurately may be problematic with some electronic
material. It may be helpful to number the paragraphs in the work and source
quotes according to the paragraph in which they appear. This should not be a
problem with On-line Journals as regular page numbers are available.
11.3. Extensions to Coursework Submission Dates
In order to ensure fairness to all students, any student requesting an extension will
normally only be granted this on medical or compassionate grounds by ICEP when
supported by the course or module tutor or supervisor. Any extension must be
requested in writing and in advance. Retrospective requests for an extension will
be considered only in extreme circumstances. Students are requested to note
particularly that pressure of work alone does not constitute grounds for extensions on
the submission of coursework.
12.
Ethics
12.1. Ethical considerations in the completion of module
assessments
Under the University's Ethics Approval requirements, all research undertaken in the
School of Education that involves human subjects must receive approval from the
School Ethics Committee. You should familiarise yourself with the guidelines for
conducting research within an ethical framework on the School of Education website
at http://www.qub.ac.uk/schools/SchoolofEducation/Research/ResearchEthics/
N.B. In the case of Module assignments, your tutor will assess your proposed work,
and decide if full ethical approval must be obtained through the Committee. You
must, however, obtain written consent from schools, parents, participants etc before
proceeding. You must also ensure that your tutor if fully aware of your intentions and
has approved your proposed work. If in doubt, ask.
You are also advised to consult the British Educational Research Association’s
‘Revised Ethical Guidelines for Education Research (2004)’, a copy of which is held
in the Resources Centre. These are also available online at:
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Student Handbook, Diploma in Professional Development, Inclusive Education
www.bera.ac.uk/publications/guides.php
Your module tutor will provide you with help and support in dealing with issues of
ethics in your research and will liaise with the School of Education on this matter.
13.
Support for Student Learning
13.1. Student Progress and Learning
Participants in the modules are encouraged to make the tutor(s) aware (as
appropriate) of any changes in their personal and/or professional circumstances that
are likely to have an adverse effect on their progress or learning during the module.
Participants are also asked to identify any areas discussed during the module on
which further elaboration would be beneficial.
13.2. Main Personnel
The main personnel are:
Director of Education - QUB
Available to support individuals or groups of students on matters relating to teaching
and learning, requests for extensions due to extenuating circumstances, matters
relating to attendance and any overall concerns with the quality of the learning
experience.
Adviser of Studies - ICEP
Provides academic direction and guidance to students on module selection, matters
relating to progress, and provides support for students with specific needs.
Module tutor - ICEP
Provides support, guidance, direction to appropriate resources and information
regarding the completion of module assignments. He or she will also provide
clarification and feedback to the student group. The module tutor also provides
prompt feedback on student assignments which will be aimed at encouraging high
standards and improvement.
It is the policy of ICEP that all members of staff should act in a supportive way to
student enquiries or problems, whether academic or personal. Your first point of
contact should be your module or option tutor, but all members of staff are available
to you as appropriate. Concerns or complaints, as far as possible, should be taken
directly, using discretion, to the staff member responsible. In cases where there is
ongoing dissatisfaction, or it feels inappropriate to raise it with the module or option
tutor, please do ensure that you have your issue represented by an SCC member or
make contact with your Adviser of Studies or ICEP or Director of Education as
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Student Handbook, Diploma in Professional Development, Inclusive Education
appropriate. You may also choose to make a formal complaint and the procedures
for doing this are contained in the University’s guidelines as presented in Appendix E
(Student Complaints).
13.3. Staff-Student Consultative Committee (SCC).
This will meet twice per year and will provide an opportunity for Student
representatives to raise issues with ICEP. The Director of Education, QUB will be
sent minutes. Students will be given advance notice of the meetings which will be
held synchronously using live classroom technology.
14.
Assessment and External Examination Process
14.1. Assessment Process
The module tutor will check student coursework assignments against the minimum
criteria for acceptance before assessing them. He or she will then record feedback
and a grade and return a copy to the student as quickly as possible. The tutor’s
feedback should include a clear indication of the overall quality of your work and a
grade (in reference to the assessment criteria).
Coursework is subject to internal moderation processes and is retained for external
examination. Once this process is complete, (i.e. after the Board of Examiners
meeting), coursework will be made available for collection. The coursework
assignments of a random sample of students will be copied and retained for the
purposes of quality assurance.
The external examination process centres on quality control and is concerned with:

the extent to which academic standards are being applied with fairness and
consistency at the appropriate level by the internal examiners;

ensuring that standards are comparable nationally;

comment and advice on course content, balance, structure, assessment
processes and level of award.
Any alteration to the internal grading of students’ coursework agreed by the Board of
Examiners will be communicated to the students.
There is no appeal against the academic judgment of a board of examiners but any
alleged irregularity in the procedures will be investigated. Students who wish to lodge
an appeal should send it to the Adviser of Studies.
14.2. Module Failure/Resit
To obtain credit for a module, students must satisfy the examiners in their
coursework assessment. To pass a module students must achieve 40% or above in
each section of their coursework assessment for that module. Subject to the approval
of the examiners, candidates who fail in any module may be permitted one further
attempt.
In relation to the re-submitting of coursework:
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Student Handbook, Diploma in Professional Development, Inclusive Education
(i)
if you fail a coursework assignment you will normally be required to submit
new coursework, against a new rubric but with the same volume requirements and
degree of challenge OR, depending on the Board of Examiners view of the extent to
which the presented work has failed to reach the standards required, to resubmit a
revised assignment. The module tutor will advise the student of the outcome;
(ii)
if you fail a coursework assignment which was submitted late, and no
extension was granted, you will normally be required to submit new coursework,
against a new rubric but with the same volume requirements and degree of
challenge;
(iii)
students who have not been granted an extension and who fail to submit will
be deemed to have failed the module due to non-submission.
(iv)
resubmissions that are completed successfully will normally be graded C for
the purposes of profiling.
14.3. Monitoring Student Progress
Students are encouraged to use the internal support systems available to ensure
satisfactory progress (in particular the guidance available from the Adviser of
Studies, module tutor(s) and other ICEP staff). The progress of all students on the
modular programme will be reviewed at the end of each assessment cycle such that
(i) where there are concerns, students will be notified, advised and, if necessary, a
meeting will be arranged and (ii) where there is exemplary performance students will
be congratulated.
14.4. School Student Progress Committee
The School Student Progress Committee is charged with overseeing student
progress, student failure and matters of appeal. The main purpose of this Committee
is to try to ensure support for students’ ongoing academic development during the
programme. Students with low or weak profiles will be invited for interview to ensure
that they are aware of the demands of proceeding and to identify any appropriate
support should they wish to proceed. The Progress Committee will be convened at
least three times yearly via live classroom technology. Students who wish to appeal
may lodge one with the Adviser of Studies or the Director of Education.
14.5. Results and Feedback
Results will be posted individually to students. Module tutors will provide feedback to
aid development of learning and academic progress and to assist in the achievement
of the stated learning outcomes.
14.6. Module Evaluation
The University requires that, in order to comply with national teaching quality
guidelines, all module tutors should obtain student evaluations of the teaching and
organisation during a module. During the final session you will be provided with an
evaluation form which you are asked to complete as honestly as possible. Where
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Student Handbook, Diploma in Professional Development, Inclusive Education
there has been more than one module tutor teaching a module, you may request to
complete two evaluation forms or indicate different comments for each tutor. These
evaluation forms must be returned to ICEP for quality assurance purposes. Module
tutors will then have access to the completed forms. Module tutors are encouraged to
seek formative feedback from you in addition to the Student Evaluation of Teaching
Form. Student evaluations are an essential element of the module and pathway
review process.
In an instance where there is a dissatisfaction with the experience of teaching on a
module, students may wish to communicate this sensitively to the tutor, communicate
their views through their representative on the SCC or contact ICEP directly.
In the final analysis, student satisfaction on a module will be determined through the
module evaluation process.
14.7. Technical Requirements
To successfully complete an online course your computer will need to meet some
basic technical requirements. The following section lists the system requirements for
both PCs and Apple Mac.
PC Requirements Operating Systems:

Windows XP

Windows 2000

Windows NT
 Windows 98
Web Browsers

Internet Explorer 6.0 and above
 Safari
Apple Mac Requirements

OSX (10.1 and above)
In order to facilitate a more satisfactory experience of online learning, it is ideally
recommended that students should have access to a Broadband internet connection.
15.
Teaching Accommodation and Resources
15.1. ICEP resources
ICEP provides students with access to online lecture content, course-specific
glossaries, and readings, linked to specific modules. These are all available online
and linked from within the online course. ICEP’s tutors will be available to answer any
queries about access to resources and to help students to locate the appropriate
resources to aid their study.
15.2. Resources QUB
Main Library resources for education
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Student Handbook, Diploma in Professional Development, Inclusive Education
Books and journals
Most of the printed books and journals relevant to education are found in the ‘L’
sequence on the 8th Floor of the Main Library, where they are arranged in order of
their shelfmark. Additional copies of some titles may also be available from the
short-term loan collection, in the Seamus Heaney Library. Consulting the library’s
online catalogue. QCat enables you to find out which libraries stock the item
(including the GSOE Resource Centre), the shelfmark, and whether or not a book is
on loan. QCat also enables you to link to the full-text of those reports and journals
which are available online. There is a link to QCat from the library web page at
www.qub.ac.uk/lib.
Borrowing
Your student card is also your library card. You need it in order to borrow books and
as a means of identification in order to be able to enter the library. Please note:
Overdue notices, recall notices and reservation waiting notices for library
books are now emailed to your Queen’s email account. In order to avoid fines,
please check your Queen’s email regularly.
Databases
The library subscribes to a number of bibliographic databases which you can search
to find references to journal articles, research papers, and reports. The major
education databases include ERIC, British Education Index, Australian Education
Index and PsycInfo. All of these, together with other relevant databases and online
resources, are accessible from the education page of the library website; go to
www.qub.ac.uk/lib, select Online Resources by Subject, and follow the links to
education.
Passwords
Many electronic resources are directly accessible from computers on-campus without
the need for passwords. However, to link to them from a computer which is offcampus, you will need to enter the email address and password of your Queen’s
email account, details of which are on your University registration form.
Access to other online resources is controlled from both on- and off-campus using
the Athens authentication system. When you try to link to these resources, you will
be asked to log in using your Athens username and password. You are
automatically registered for Athens when you register as a student of the University.
Your username and password will be sent to your Queen’s email account, details of
which are on your University registration form.
Additional information
You can find out more about education resources from the Finding Information
about Education guide which is available from the Main Library Information Desk, or
which can be printed from the Library Guides section of our web pages
(www.qub.ac.uk/lib). Guides to various other library services are also available from
these sources. Please feel free to address any subject queries or requests for
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training sessions in the use of education resources to the subject. Telephone 028
9097 5195
 fill this request form in and, in the case of journal articles, sign the copyright form on
the back
 leave your completed forms with the School of Education for the attention of the
Resources Centre assistant.
15.3. Copyright Law
Students on modules are asked to ensure that they are familiar with the regulations
pertaining to copyright and that these regulations are not breached in the course of
accessing resources associated with their study at the School of Education.
A document entitled “Copyright: A guide for researchers” is available at this link:
http://www.qub.ac.uk/directorates/InformationServices/TheLibrary/FileStore/Filetoupl
oad,5945,en.pdf
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