AD1802: Disability and Inclusive Environments

Credit Weighting: 10
No. of Students: Min 20, Max 40.
Pre-requisite(s): None.
Co-requisite(s): None.
Teaching Period(s): Semesters 1 or 2 or 3. (semester details for this module will be confirmed at the start of the programme).
Teaching Methods: 6 x 3hr(s) Lectures; 10hr(s) Tutorials; 12hr(s) Other (guest speakers from statutory, educational and professional organisations and 6 hrs oral presentations); 150hr(s) Other (self-directed learning)
Module Co-ordinator: Dr Séamus O Tuama, Centre for Adult Continuing Education.
Lecturer(s): Staff, Centre for Adult Continuing Education.
Module Objective: To explore the principles of educational policy for students iwth disabilities, to examine the impacts of various educational approaches such as segregated education, integration and inclusive education. To provide an understanding of how the relationship between education, the economy and the demands of the labour force may exclude people with disabilities from participating in the workplace. To review key policy and legislation supporting educational rights and pathways to employment for people with disabilities.
Module Content: This module will explore the historic development of 'special' segregated education and the challenges of this approach, highlighted by subsequent educational theory and disability policy, will be reviewed. The challenge around access and progression to full participation in education and employment will be discussed. With the contribution of professionals working in relevant services, the module will explore the basic day to day skills and supports needed for meaningful engagement within educational and workplace settings.
Learning Outcome: On successful completion of this module, students should be able to:
  • Demonstrate an awareness of the concepts of social capital and expanding genuine social roles.
  • Assess the developing trend in expanding choice, decision making capacity and self-direction/advocacy skills.
  • Discuss the concept of active citizenship.
  • Critically assess the current debates around inclusive education and the varied models of support and how they can foster a greater level of autonomy, independence and ownership over key decisions in education and employment from a student, parent and practitioner perspective.
  • Demonstrate how tools such as assistive technologies have presented life changing opportunities for people with disabilities.
  • Outline pathways to employment/work experience learning and development opportunities.
  • Describe how an accessible environment both in education and employment can be fostered through the perspectives and principles of universal design for learning and by promoting the use of universal design.
  • Analyse the ways in which contemporary policy/legislation on disability underpins education, work experience and development.
Assessment: Total Marks 200: Continuous Assessment 200 marks (1 x 1,500 word Essay, 70 marks; 1 x Oral presentation, 80 marks; 1 x 1,200 word Learning journal, 50 marks).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of course/project work etc.): Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
End of Year Written Examination Profile: No Formal Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated (as prescribed by the Module Coordinator).

University College Cork

Coláiste na hOllscoile Corcaigh

College Road, Cork T12 K8AF