Special Educational Needs
Course Strand Leader | Dr Joanne Banks
Students in this programme explore key international and national policy developments in inclusive education while developing conceptual understandings of how schools and society view diversity. The taught modules provide students with effective teaching and learning strategies including Universal Design for Learning, an approach which ensures the inclusion of all children and young people while in school. Through their research, students on this programme also gain access to the latest research expertise and guidance.
Graduates of the Masters in Special Education have used the skills developed during the programme to expand their career opportunities. Some have gone on to become more specialised teachers in their schools, others have advanced to educational leadership or management positions, some now work in education policy and others have continued their studies to doctorate level.
Is this programme for me?
The programme is suited to school principals, teachers and support staff working in special or mainstream education in early years settings, primary and post-primary education. The programme can be undertaken on a full- and part-time basis.
The programme can be taken as one year full time or two and three years part-time. Taking the programme over one academic year involves completing four taught module assignments and a research dissertation. Students taking the programme over two academic years complete four taught module assignments in the first year and a research dissertation in the second year. Students taking the programme over three years complete two taught module assignments in each of the first two years and in the third year write a research dissertation.
The taught component contains four modules, with each module containing approximately 25 hours of contact time. The blended learning approach involves a mix of distance education and face-to-face interaction. Each module requires students to attend classes on two weekends (Friday night and all day Saturday), with on-line resources available to read in advance of each weekend of attendance.
- Module One |Introduction to Special Education for the Classroom Teacher: Module one comprises of an introduction to the development of special educational provision both nationally and internationally. Critical issues affecting educational access for children and young people with special educational needs will be discussed and participants will be expected to critically engage with the theory and practice of inclusion.
- Module Two |Including children with disabilities and/or SEN in the mainstream classroom: Module two addresses the challenges and opportunities involved in designing inclusive learning environments within classrooms and schools. In particular, this module will explore current identification and assessment processes; the staged process of assessment; individual education planning.
- Module Three |Special Educational Needs and the Curriculum: Within Module three participants critically engage with international perspectives on appropriate pedagogies for children and young people with special educational needs. Enabling learner access to the curriculum is explored and practical differentiation strategies are presented. Research in the area of special education is examined and research strategies are discussed.
- Module Four | Special education support for the mainstream school: Module four will examine the range of support provision in the education of children and young people who have special educational needs including whole school approaches; distinct roles of support personnel; support from agencies outside school. International perspectives on support will be explored on developing collaborative practice in addressing the support needs of children and young people who have special educational needs.
Teaching and learning strategies
A variety of teaching and learning strategies are used throughout the programme, including group discussion, problem-based learning, individual presentation, e-learning and accessing online resources, group project work, case-studies, lectures and individual reading and research. Assessment of the taught component is via four assignments, and may include essays, case-study reports, oral presentations and portfolio type projects.
Through my four years of managing my own class in various settings around my home country it became evident to me that many educators were facing the challenge of having learners with varying abilities and learning styles in their class without the proper skills to assist each and every learner. So when faced with the incredible opportunity to complete my postgraduate degree there was no question that it would be The Master in Education, Special Education programme at Trinity College Dublin.
The Special Education programme provided invaluable opportunities to engage with the realities of inclusive and special education on an international scale. I was encouraged to research and critique the literature on inclusive education while interacting with professors and researchers who are doing inspiring and innovative work in the field, thus developing my skills to write my own dissertation on Inclusive Education Policy in South Africa. This programme has given me a better understanding of what I can do as an educator to assist learners, colleagues and parents in using inclusion as a valuable tool in education practices to improve results and welfare of children with special needs.
I’m from Russia and I did the M.Ed. course in Trinity Dublin College in 2018-2019. I felt that the strand Special Educational Needs changed my life and perception of the world. Trinity is inspiring place to study and to grow. The atmosphere of an ancient university combined with modern studios and experiences professors- that was my Trinity. Full of amazing events, public lectures and sports activities. Thanks to all the people involved.
The M.Ed provided me with the opportunity to take a step back from the classroom, step into a different country setting and focus on the bigger picture that held importance to me - ‘Quality education for all children’.
The year long course allowed me to gain access to several resources through academic learning, the extremely knowledgeable faculty and other teachers from various classroom settings, education systems and nationalities.
The M.Ed makes me feel more well - equipped as a teacher and has allowed me to cater to children of different types in the classroom! Definitely recommend this course for all the superhero teachers out there.