| CODE | PSY5575 | ||||||
| TITLE | Inclusive Education and Technologies | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | Not Applicable | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Psychology | ||||||
| DESCRIPTION | This study unit will first and foremost outline the essential ingredients for Inclusive education, then explore it’s historical development, principles and values in Malta and in other countries like Italy, Vermont in the USA, England and Norway. The trainees will be presented with the social, medical and affirmative model of disability and transdisciplinary community based team work, person centred and self –determination approaches and strategies for inclusive education (Universal design for learning, MAPS, IEP’s, PATHS, Circle of friends, Peer Tutoring, Sociometric testing, Peer Preparation programmes), and technological support as well as discussing different types of relationships between parents/persons with disability and professionals. Trainees will have the opportunity of discussing these issues together with persons with disability. Recent policy documents will be discussed in the light of how these will facilitate and or hinder the process towards inclusion. OUTLINE: - Introduction to study unit - Outline of the essential ingredients for Inclusive education, - The historical development, principles and values of Inclusive education in Malta and in other countries like Italy, Vermont in the USA, England and Norway. - Presentation of the social, medical and affirmative model of disability - Transdisciplinary community based team work, person centred and self –determination approaches and - Strategies for inclusive education (Universal design for learning, MAPS, IEP’s, PATHS, Circle of friends, Peer Tutoring, Sociometric testing, Peer Preparation programmes), and - Technological support for universal design for teaching - Different types of relationships between parents/persons with disability and professionals including VISTA - Listening and discussing these issues together with persons with disability. - Recent policy documents will be discussed in the light of how these will facilitate and or hinder the process towards inclusion. - Conclusion: where do we stand? OBJECTIVES Learning Outcomes 1. Knowledge & understanding: By the end of this study unit, the student will - Understand the basic ingredients, principles and strategies for inclusive education - Understand it’s historical development both locally and abroad - Understand the development and philosophy of different types of teams - Have knowledge about different person centred approaches - Understand the viewpoint of persons with disabilities and their families - Have read, understood and critically analysed the various recent policy documents published in Malta - Accumulate knowledge about different technologies which can be used to include person with disability at home, school and in the community - Understand the difficulties parents face when their children did augmentative and alternative means of communication - Understand the assessment procedure for children in need of assisted technology - Will have basic knowledge of COACH - Will have a deeper understanding and knowledge of VISTA 2. Skills (including transferable [generic] skills): By the end of the study-unit the student will be able to: - Work with families and persons with disability respecting their viewpoints, quality of life and self-determination - Critically analyse various educational systems, including the local educational systems in the light of the proposed policy documents - Work with schools to help facilitate the inclusio9n of all children especially those with learning difficulties and or disability - Know how to use and implement Universal design for teaching, MAPS, IEP’s, PATHS, Circle of friends, Peer Tutoring, Sociometric testing, Peer Preparation programmes in different situations. - Know how to develop a transdisciplinary team through the use of VISTA BIBLIOGRAPHY: - Ainscow, M. (1999). Understanding the development of inclusive schools. London: Falmer Press. - Bartolo, P.A. (2001). Recent developments in inclusive education in Malta. Mediterranean Journal of Educational Studies, 6(1), 65-91. - Bartolo, P.A., Hofsaen, T. & Mel Lous, A. (Eds) (2007). Responding to student diversity, Teacher education and classroom practice. Malta: University of Malta. - Barton, L. (1993). Disability and special educational needs: Some perennial European concerns. Education (Malta), 5, 17-22. - Bezzina, F. (1993). Special education in Malta: National policy. Malta: KNPD. - Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools (Rev.Ed). Bristol: CSIE. - Bunch, G., & Valeo, A. (1997). Inclusion: Recent research. 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. - Clough, P., & Corbett, J. (2000). Theories of inclusive education: A students’ guide. London: Paul Chapman. - Orelove F P. (Editor), Howard Garner (Editor), (1998). (Child Welfare League of America) Teamwork: Parents and professionals speak for themselves CWLA Press - Sapon-Shevin, M., (1999). Because we can change the world: a practical guide to building co-operatvie, inclusive classroom communities USA: Pearson Education http://www.bced.gov.bc.ca/specialed/- Sapon-Shevin M. (2007). Widening the Circle: The Power of Inclusive Classrooms - Soresi S. e Nota L. (2001). La facilitazione dell'integrazione scolastica. Pordenone: Erip Editrice - Tanti Burlo’ E (2001) Living for therapy living a life, in I servizzi educativi in Italia e in Europa, Percorso Verde - Tanti Burlò ,E. (1996) in Stilon Ph., Training of educators in special education Towards a better future Malta: MUT Publication - Tanti Burlo’ E (2007) Presentation: Stream and Include. L’inclusion in una scuola altamente selettiva, CNIS http://www.unikore.it/documenti/doc/Slides-CNIS/Rel%20Tanti%20Burlo.ppt - Tanti Burlo’E., Camilleri L and Zucca D.(2009). When Educating becomes difficult. Are Inclusive schools the answer? National Conference in Inclusive Education Programme for inclusive education. University of Malta. Work in progress - Tanti Burlo’ E., in Azzopardi A. (2010) Making sense of inclusive education. Where everyone belongs, Progress in the general curriculum through Universal Design for Learning, - Tanti Burlo’ E., (2010) Inclusive education, a qualitative leap in Lifespan and disability an interdisciplinary approach (in press) - Turnbull R., Turnbull A., (2007) Exceptional Lives, Special Education in Today’s Schools., (5rd ed.) Merrill Prentice Hall. - Vianello, R., & Lanfranchi, S. (2009). Genetic syndromes causing mental retardation: Deficit surplus in school performance and social adaptability compared to cognitive capacity. Life Span and Disability, 12 (1), 41-52. - British Columbia Ministry of Education. Special Education - http://www.bced.gov.bc.ca/specialed/sped_res_docs.htm (8.3.2009) - http://www.uvm.edu/~mgiangre/ |
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| LECTURER/S | Charmaine Agius Ferrante Paul A. Bartolo Joseph M. Camilleri Gordon Cardona Marica Gatt Elena Tanti Burlo' (Co-ord.) |
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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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