| CODE | INE5501 | ||||||
| TITLE | The Philosophical, Psychological, Sociological and Legal Issues of Inclusive Education | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | Not Applicable | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Psychology | ||||||
| DESCRIPTION | This study-unit provides a broad overview of the discourses, definitions and paradigms of impairment and disability: medical, psychological, socio-political and theoretical. The functionalist, critical, conflict, role, interactionist, disability and human rights issues and theories will be debated. Recent developments in feminist, post-structuralist and post-modern approaches to disability will also be examined. This study-unit will examine historical, current and emerging theories and models in disability giving major importance to the social and affirmative model of disability. The study-unit will explore in more depth one of three main domains according to students interests: 1. The epistemology of disability discourses 2. The converging of disability studies with inclusive education 3. The emancipatory research model when engaging with disability research. Learning Outcomes By the end of this unit, participants are expected: - to have acquired a deeper understanding of the implications of the social model of disability within a human rights and social justice framework, within both national and international developments in educational policy and practice; - to have developed a sensitivity towards the risks of discrimination against persons with impairments and from other minority group cultures in education and society; - to have understood the need and potential impact of the removal of barriers to the full participation of persons with disability and from other minority group cultures in education; - to have constructed inclusive education as a wide framework for education based on human rights that calls for a reform of society and schools that are truly open to offer equal opportunities for participation and a quality lifelong education for all; - to have become committed to help schools to engage in the never ending process of building welcoming communities, developing policies for a quality education for all students, and refining the daily orchestration of teaching and learning in classes and schools to ensure the participation and learning of all students; and - to have a stronger commitment to research with emancipatory characteristics. Tentative Study-unit Outline We will focus on the understanding of disability from relevant sociological, psychological and philosophical perspectives and theories; - examine historical, current and emerging theories and models in disability noticeably giving major importance to the social model of disability; - a better understanding of the disability discourse in our society; - analyze various themes, and issues within this field, namely: uncertainty, biographical work, reconstitution of self, managing, family relations, issues of disadvantages, conceptual issues of engage with disability and impairment debates. Reading List - Azzopardi, A. (2009) Reading Stories of Inclusion: Engaging with different perspectives towards an agenda for inclusion. VDM Verlag Dr Muller Publications. - Azzopardi A. (2009) Understanding Disability Politics in Malta: New Directions Explained. VDM Verlag Dr Muller Publications. - 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 Curriculum policy on inclusive education. Malta: Ministry of Education. (Available on line: http://www.gov.mt/frame.asp?l=1&url=http://www.education.gov.mt - Bartolo, P.A. & Borg, G. (2009) The development of inclusive education in Malta. In G. Bunch & A. Valeo (Eds.), Inclusive education: To do or not to do (pp. 294-347). Toronto: Inclusion Press. - Camilleri, J.M. & Callus, A. (2001) OUT OF THE CELLARS - Disability, politics and the struggle for change: the Maltese experience. In L. Barton (Ed.), Disability, politics and the struggle for change (pp.79-92). London: David Fulton Publishers. - Goodley, D. (2000) Self Advocacy in the Lives of People with Learning Difficulties: The Politics of Resilience. Open University Press - Goodley, D. Moore (2004) Researching Life Stories. Rutledge Falmer - Goodley, D. & Van Hove, G. (2005) Another Disability Studies Reader?: People With Learning Disabilities & a Disabling World. Garant Uitgevers N V. - Oliver, M. & Campbell, J. (1996) Disability politics; understanding our past, changing our future UK: Rutledge - Priestly, M. (2003) Disability: a life course approach UK: Blackwell Publishing - UNESCO (2005) Guidelines for inclusion: Ensuring access to education for all. Paris: UNESCO (_http://unesdoc.unesco.org/images/0014/001402/140224e.pdf_) |
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| STUDY-UNIT TYPE | Lecture | ||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Andrew Azzopardi Paul A. Bartolo Joseph M. Camilleri Elena Tanti Burlo' |
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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 2025/6. It may be subject to change in subsequent years. |
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