Study-Unit Description

Study-Unit Description


CODE IAL2001

 
TITLE Universal Design for Learning in Early Years

 
UM LEVEL 02 - Years 2, 3 in Modular Undergraduate Course

 
MQF LEVEL 5

 
ECTS CREDITS 4

 
DEPARTMENT Inclusion and Access to Learning

 
DESCRIPTION This study-unit seeks to familiarise participants with issues related to providing access to the curriculum to all children including those who experience some form of barrier to learning. It will first of all focus on the entitlement of all children to a quality education and to the benefits of having all children, particularly in early childhood, learning together.

A second theme will focus on Universal Design for Learning (UDL) and a third theme will be on the various possible barriers to learning that may arise in children with a disability or learning difficulty and how such barriers may be overcome through the use of UDL.

In relation to this, participants will finally be introduced to person centred planning through MAPS (Mapping an Action Planning System) and individualised educational planning.

Study-unit Aims:

The aim of the study-unit is to introduce student teachers to universal design strategies that facilitate active participation of all children in the class and school whatever their characteristics and needs for their healthy development. It also helps them develop an obligation to teach all children in their class thus, help them consider themselves as inclusive teachers supported by members of a transdisciplinary team as opposed to a mainstreaming and integrating teacher. Subsequently, the difference between multidisciplinary and transdisciplinary teams as educators and as primary service designators is discussed. Moreover, the study- unit also aims to help student teachers develop a number of skills and strategies for recognising situations where children experience difficulty in accessing the curriculum. Another important aspect discussed is the link between theory and practice of person-centered planning through MAPS and IEPs and what constitutes real educational objectives as opposed to therapeutic-specific. The study-unit is complimented with research data on the development of friendships and the appreciation of diversity and its importance for inclusive education.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:

- Become more aware of the rights of all children to a quality inclusive education;
- Develop a strong belief that all children can make progress and are worthy of the teacher’s attention;
- Comprehend how disability or learning difficulty can become a barrier to learning if the learning environment and teaching methods do not meet the learners’ individual needs;
- Comprehend the importance of social as well as academic aspects of the curriculum.

2. Skills:

By the end of the study-unit the student will be able to:

- Create an environment which promotes universal design for learning through multiple modes of engagement; representation and action and expression;
- Recognise barriers to learning being experienced by a child or a group of children;
- Recognise instances of discrimination and infringement on the rights of children with disability or learning difficulty;
- Assess the individual learning of children;
- Enable children with disability or learning difficulties to participate fully and effectively in all learning activities;
- Evaluate individual learning and progress in different dimensions and at different points of the curriculum;
- Participate effectively during the MAPS session;
- Design educational goals which are necessary and essential;
- Incorporate specific discipline (therapeutic) goals outlined by the learners' with learning difficulty transdisciplinary team;
- Implement peer preparation programmes for the appreciation of diversity;
- Evaluate the level of inclusion in class.

Main Text/s and any supplementary readings:

Main texts:

- Meyer A., Rose D.H., Gordon D. (2014) Universal Design for Learning: Theory and Practice. CAST professional publishong USA.
- Doyle MB. (2008) The paraprofessional's guide to the inclusive classroom: working as a team. Brookes.
European Agency for Special Needs and Inclusive Education (2014) Education for All. Special Needs and Inclusive Education in Malta External Audit Report.
- Ministry of Education (2000). Inclusive education: Policy regarding students with a disability (mimeograph formulated by the Ministerial Committee on Inclusive Education, 15.07.2000). Malta: Ministry of Education.
- Tanti Burlo’ E., Agius Ferrante C., (2014). Architecture, Psychology and Pedagogy: from Universal design to universal design for learning through to a ‘pattern language’ in kindergartens in Casha B (Publication to be announced).
- 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.

Suggested texts:

- Bartolo, P.A., Hofsaess, T., Mol Lous, A., Ale, P., Calleja, C., Humphrey, N., Janikova, V., Vilkiene, V., Wetso, G. (2007). Responding to student diversity: Teacher’s handbook. Malta: University of Malta. (And attached readings, available on line www.dtmp.org).
- Bartolo, P. A., Agius Ferrante, C., Azzopardi, A., Bason, L., Grech, L., & King, M. (2002). Creating inclusive schools: Guidelines for the implementation of the National Minimum Curriculum policy on inclusive education. Malta: Ministry of Education. (available on the internet: http://www.eenet.org.uk/resources/docs/Index%20English%20for%20Malta.pdf).
- Slee, R. 2010. The Irregular School: Exclusion, Schooling and Inclusive Education (Foundations and Futures of Education) London: Routledge.
- Snell, M. (Ed.) (2010). Instruction of students with severe disabilities (7th ed). New York: Macmillan.

 
STUDY-UNIT TYPE Lecture and Independent Study

 
METHOD OF ASSESSMENT
Assessment Component/s Assessment Due Sept. Asst Session Weighting
Project SEM2 Yes 100%

 
LECTURER/S

 

 
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
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 2023/4. It may be subject to change in subsequent years.

https://www.um.edu.mt/course/studyunit