/prod01/channel_3/media/tcd/education/programmes/postgraduate/masters-in-education/banner-diversity.png)
The Master in Education Diversity and Inclusion is aimed at educators working with children and young people in early years settings, primary and post-primary education who wish to respond to the increasing developmental and cultural diversity our schools. This multi-disciplinary programme is designed for students who wish to advance their skills and improve their practice in inclusive education environments. Based in the unique campus of Trinity College Dublin, the programme attracts students from Ireland and across the world who wish to make a real difference in the lives of children and young people.
Course Contact
Course Strand Leader: Dr Joanne Banks | Email
Course Details
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 Diversity and Inclusion 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.
Who is this course for?
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 with on-line resources available to read in advance.
Course Modules
Module 1: Equality, Diversity and Inclusion
This module introduces learners to the origin and history of disability, special educational needs and inclusive education. It focuses on increased diversity in the student population and highlights the educational experiences of students who experience barriers to their learning in mainstream education. It provides an understanding of conceptual understandings of inclusion as well as the legislative and rights perspective on inclusion and exclusion in education. The module provides learners with an understanding of how we, as a society, define and view difference by focussing on how systems of education structured internationally. MODULE SPECIFICATION PDF
Module 2: Inclusive Practice Through a UDL Lens
This module aims to enhance the student’s knowledge of Universal Design for Learning (UDL), and inclusive pedagogy within their planning and practices. It focuses on developing the practitioner’s toolkit to critically appraise and embed more inclusive practices to respond to the diversity of their learners through a UDL lens. Continual reflection in context, both individually and with learners, will be integral to the module. MODULE SPECIFICATION PDF
Module 3: Responding to Student Diversity in Education
This module has been designed to enable students to continue to develop their understanding of student diversity and enable them to build capacity. It will draw on insights from students who experience barriers to their education and educators working with a range of students from marginalised communities. The module encourages students to specialise in one or more key themes covered in the module and draw on their own professional practice as a way to gain further understanding of how to teach to diversity. MODULE SPECIFICATION PDF
Module 4: The Role of Education Partners in Inclusive Education
This module examines the types of support available to educators as they respond to diversity and create more inclusive educational environments. Key education partners provide students in this module with detailed insights into the distinct roles of support personnel (including special education support and support for students experiencing educational disadvantage) and support from agencies outside their educational setting. Students will also learn about international perspectives on support and will be encouraged to link these debates to earlier modules on the idea of universal support in education. MODULE SPECIFICATION PDF
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.