Start Dates
September 2010
Last Date for Registration: Late Applications are being considered until the 31st August.
Award: Queens University Belfast & ICEP Europe
“The course helped me to get a better paid job where I can use my expertise / techniques and strategies that I learned on the Adv Dip and the tutors at ICEP played a crucial role in helping me to develop analytical and academic skills.”
Catherine O'Kane
Queen's University Belfast and ICEP Europe
Course Overview
 This three module online programme leads to an Advanced Diploma in Professional Development (Adv Dip PD) Inclusive Education award from Queen’s University Belfast.
This is an exciting venture developed in 2007 as a joint collaboration between QUB, School of Education and the Institute of Child Education and Psychology Europe (ICEPE) which specialises in professional development in the areas of special needs and psychology.
The Advanced Diploma is aimed at helping educators meet the challenges of educating children in the 21st Century. Inclusion is the keystone of current educational policy. Driven by human rights imperatives and national and international legislation, inclusive education places new demands on teachers and schools. Pupils with special or additional learning needs, including those with disabilities, are now entitled to a place in their local mainstream school. Serving the needs of diverse learners, including those with special educational needs is now the responsibility of all schools and every teacher. The overall aim of this Advanced Diploma is to build the capacity of teachers and other professionals to respond effectively to the diverse educational needs of all learners, including those with special and additional educational needs.
Who is this course aimed at?
This course is suitable for SENCOs, other teachers and allied professionals working within educational settings who wish to deepen and extend their knowledge of inclusive education and evidence-based approaches in order to respond effectively to difference. The part-time structure of the course offers flexibility to busy professionals and the online delivery allows access regardless of location.
Entry Requirements
1. Qualified teachers
Or
2. Graduates (with experience of working in an education, training or education-related professional context).
Or
3. Those holding equivalent qualifications with significant experience of working in an education, training or education-related professional context.
Course Content
Each module is taught online by distance learning; students will be supported by their Course Tutors and Studies Advisor and are expected to participate in class discussions and online tutorials
All students must complete three modules from the list below. Module 1, Inclusion: Students with Special Educational Needs in Mainstream Schools, is compulsory and must be completed first. Subsequent modules may be chosen from the options listed below. These will be available during all 3 teaching sessions depending on numbers. Please see guidance notes (section 6) for session dates.
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Status
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Title
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CATS
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Available
|
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Compulsory
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Inclusion: Students with Special Educational Needs in Mainstream Schools
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20
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Current
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Optional
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Understanding Autism: Effective Management and Teaching Strategies
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20
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Current
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Optional
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Dyslexia: Identification and Effective Interventions
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20
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Current
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Optional
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Supporting and Managing Student Behaviour: Positive Interventions for Schools and Classrooms
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20
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Current
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Optional
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ADHD: Effective Management and Teaching Strategies
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20
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Current
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Optional
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Applied Behaviour Analysis: Interventions for Developmental Disabilities
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20
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Current
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Brief Module Descriptions
Compulsory Module
Inclusion: Students with Special Educational Needs in Mainstream Schools
(This Module is compulsory and must be taken first)
This module focuses on developing participants’ knowledge of the theory and practice of inclusive education. While the main focus of the module is on responding to children and young people with special educational needs, the wider constituency of learners with diverse additional needs is also considered. The module provides an overview of the current international climate for inclusion, and national policy initiatives and legislation. Issues around early identification, assessment and screening will be addressed as well as the considerations for collaboration and modifications necessary to facilitate inclusion at the whole-school level. Participants will gain a sound knowledge of the principles of effective instruction for inclusion and become familiar with approaches to individualised educational planning for diverse learning needs.
Optional Modules
This module will introduce students to the history of Autism and Autistic Spectrum Disorders and review the most up-to-date scientific theories and educational research. The module provides an overview of the principles of assessment and early identification of Autism and Asperger’s Syndrome as well as the rationale and evidence-base for various current interventions. Typical problem behaviours and the functions of these behaviour types will be covered, and positive coping strategies for the classroom will be outlined. The aim is to help teachers become familiar with a range of interventions and identify specific interventions / teaching strategies and approaches which they can use in their classroom to support the education of pupils with Autistic Spectrum Disorders. This module has been developed to expand teachers' understanding of Dyslexia as a specific learning difficulty. The module will provide an overview of the definitions and neurological origins of Dyslexia as well as practical information on screening, identification, prevention and early intervention for reading and literacy difficulties. A collaborative whole-school approach is central to working effectively with both parents and students and this module focuses on the factors essential for the support and effective education of students with dyslexia. The module offers the opportunity to gain evidence-based strategies and skills for detecting and responding to the needs of students with learning difficulties arising from dyslexia. This module has been designed to assist participants to develop their knowledge of positive behaviour support and management. The prevalence and impact of discipline problems and challenging behaviour is explored in the context of changes in families, society and the experience of childhood. The module discusses a range of theories of behaviour support and considers evidence-based approaches derived from these. The module will provide an understanding of how positive behavioural intervention works and its practical application in the classroom to support behaviour, learning and motivation. At the whole-school level, effective approaches to planning and implementing positive behaviour support are detailed with an emphasis on collaboration. Finally curricular approaches for developing emotional literacy are examined and the issue of teacher stress and burnout is addressed. This module aims to introduce students to the scientific study of behaviour through Applied Behaviour Analysis (ABA). Students will be introduced to the key practical elements of ABA including operationally defining behaviour, taking baseline measurements and carrying out functional assessments of behaviour. Participants will gain an understanding of the application of ABA to youngsters with developmental disabilities and how to employ ABA techniques to decrease challenging behaviour and motivate pupils with disabilities to learn new skills. Students will learn to identify the ABA techniques they currently use in their classroom and develop others to enhance their teaching of learners with developmental disabilities. This module aims to give a detailed introduction to managing and supporting pupils with ADHD. Beginning with the controversial history of this disorder, the prevalence and neurological basis is examined. Issues relating to identification and diagnosis are explained and the role of the teacher and the school in this process is discussed. Evidence-based approaches to supporting learners with ADHD are outlined and adjustments and modifications to instruction, assessment and the learning environment are discussed. The essential elements of effective whole-school support and behaviour support are explained and interventions and approaches to increase learning, attention and motivation are outlined. Participants will also become familiar with approaches to individual educational planning and behaviour support for students with ADHD. Assessment
Assessment is through written assignments. There is one assignment (3000 words) to be completed for each module. Specific assignment details are included in the Module Handbook, available on enrolment in the module.
All details and further specifics of assignments and the requirements will also be communicated to students by the Module Tutor(s).
Awards, Credits and Progression of Learning Outcomes
Candidates who provide satisfactory evidence of their professional development in three modules will be awarded an Adv Dip PD. Assessment for each module is by assignment. A grade of 40% or above is required to pass each module. The final Advanced Diploma grade will be an average of the marks awarded for each of the three completed modules.
Candidates who obtain an average of 70% or more will be awarded the Adv Dip PD with Distinction.
CATS Points
The Advanced Diploma in Professional Development Inclusive Education attracts 60 CATS Points at level 3. On the successful completion of the Advanced Diploma, students may undertake a Bridging Assignment to proceed to the Masters programme.
Fees
Application forms must include a non-refundable fee of £25 to cover administrative costs. If paying by cheque, please make payable to 'ICEP Europe'. Please do not send cash.
Module fees are £600 payable upon registration for each module. (Please note, fees are subject to inflationary increase.)
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