| CODE | IAL1007 | |||||||||
| TITLE | Foundations of Inclusive Education from a Universal Design for Learning Perspective | |||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | |||||||||
| MQF LEVEL | 5 | |||||||||
| ECTS CREDITS | 5 | |||||||||
| DEPARTMENT | Inclusion and Access to Learning | |||||||||
| DESCRIPTION | This study-unit introduces the ingredients for successful inclusive education, the barriers and threats to this philosophy, and the implications of inclusion in school, where everybody belongs. More specifically students will also be introduced to current disability issues and models affecting inclusive practices and inclusion in schools and the community of persons with disability. UDL allows educators to answer to all pupil’s abilities and needs and addresses the class learning profile (CLP). Students will also be introduced to the concept of UDL, its origin, development, and effects on learning. They will be introduced to the different brain networks on which Universal Design Learning is based, namely: the affective network, the strategic and receptive network. They will explore ways on how to eliminate barriers in learning by creating flexible educational materials and methods based on 'multiple or flexible representations of information and concepts, the 'what' of learning', 'multiple or flexible options in expression and performance (the 'how' of learning)' and 'multiple and flexible ways to engage learners in the curriculum, the 'why' of learning' (Rose & Meyer, 2002, cited in Meo, 2008, p.22). The students will then be introduced to the tools used in Universal Design Learning with special emphasis on the guidelines to UDL and recent inclusive technologies. Students, within this context, will learn how to identify short term and long term goals with the family and other professionals, as part of the transdiciplinary team, thus emphasizing on an IEP for students with specific needs. Students will also be introduced to the implementation of task analysis to reach the identified SMART goals and finally ways of evaluating students' progress in the general curriculum will be discussed. Study-Unit Aims: The aim of this study-unit is to introduce students to: the general concepts of inclusive education; disability models and how these effect the way persons with disability are perceived and consequently how education and support is also perceived; the necessary tools to be able to support the class/subject teacher in the implementation of Universal Design Learning in the classroom. UDL is a 'means of identifying and removing barriers in the curriculum while building scaffoldings, supports and alternatives that meet the learning needs of a wide range of students' (www.cast.org) and the development and implementation of IEP (Individual Educational Programmes) within a UDL framework. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - List and describe the ingredients for successful inclusive education, the barriers and threats to this philosophy; - Identify and discuss the implications of inclusion in school, where everybody belongs; - Discuss current disability issues and models affecting inclusive practices and inclusion in schools and the community of persons with disability; - Explain how UDL allows educators to answer to all pupil’s abilities and needs and addresses variability in class; - Explain and discuss the concept of UDL, its origin, development, and effects on learning; - List the different brain networks on which Universal Design Learning is based, namely: the affective network, the strategic and receptive network; - Discuss ways on how to eliminate barriers in learning by creating flexible educational materials and methods based on 'multiple or flexible representations of information and concepts, the 'what' of learning', 'multiple or flexible options in expression and performance (the 'how' of learning)' and 'multiple and flexible ways to engage learners in the curriculum, the 'why' of learning' (Rose & Meyer, 2002, cited in Meo, 2008, p.22); - Describe the tools used in Universal Design Learning with special emphasis on the guidelines to UDL and recent inclusive technologies; - Identify short term and long term goals with the family and other professionals, as part of the transdiciplinary team; - Identify the IEP for students with specific needs; - Describe the processes needed for task analysis to reach the identified SMART goals and discuss ways of evaluating students' progress in the general curriculum. 2. Skills: By the end of the study-unit the student will be able to: - Implement the ingredients for successful inclusive education, the barriers and threats to this philosophy; - Apply the implications of inclusion in school where everybody belongs; - Analyse current disability issues and models and show how these are affecting inclusive practices and inclusion in a specific school; - Plan learning experiences using UDL principles to address the needs and abilities of all pupil; - Examine the effects of UDL on learning; - Identify the strengths and needs of learners according to the different brain networks on which Universal Design Learning is based, namely the affective network, the strategic and receptive network; - Construct ways on how to eliminate barriers in learning by creating flexible educational materials and methods based on 'multiple or flexible representations of information and concepts, the 'what' of learning', 'multiple or flexible options in expression and performance (the 'how' of learning)' and 'multiple and flexible ways to engage learners in the curriculum, the 'why' of learning'; - Construct short term and long term goals with the family and other professionals, as part of the transdiciplinary team; - Evaluate ways of collaborating with the teacher and team to draw up the IEP for students with disability; - Conduct a task analysis to reach the identified SMART goals through which students' progress in the general curriculum will be assessed. Main Text/s and any supplementary readings: Main Texts: - Tanti Burlo’ E. (2011). Counseling and disability: Some reflections (pp. 55-72 ) in Zucca D., Counseling e orientamento nel contesto universitario. Esperienze e ricerche. Parma, Italia: edizioni junior. - Tanti Burlo’ E., (2010) Inclusive education, a qualitative leap in Lifespan and disability. XIII, 2 , 203-221. http://www.lifespan.it/client/abstract/ENG211_5.pdf. - Tanti Burlo’ E., in Azzopardi A. (2010) Making sense of inclusive education. Where everyone belongs, Chp. 6 Progress in the general curriculum through Universal Design for Learning, pp.55-67. VDM Verlag, Germany. Supplementary Readings: - Calleja C., Tanti Burlo’ E.(2018). The transformative experience of an educator: an inclusive perspective. , in Successive system of inclusive education: interaction of specialists in different fields: materials of VI International scientific and practical conference. Kazan Publishing House. Kazan Innovative University pp. 37-43. - Tanti Burlo’ E., Calleja C. (2018) Opening the doors to learning in Successive system of inclusive education: interaction of specialists in different fields: materials of VI International scientific and practical conference. Kazan Publishing House. Kazan Innovative University, pp. 43- 49. - SWIFT Education Centre: http://www.swiftschools.org/ - Dan Habib: Including Samuel https://www.includingsamuel.com/ - Dan Habib: Thysa https://vimeo.com/55655036 |
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| STUDY-UNIT TYPE | Lecture | |||||||||
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| LECTURER/S | Jonathan Borg Ninette Pace Balzan |
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The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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