This module will enable the student to develop knowledge and understanding of human health and well-being. Students will explore a range of acute and chronic health issues as they present in school-age children and adolescents, examining how these conditions impact them, their families, and school communities.   Students will gain knowledge and understanding of supporting the health and well-being of children and adolescents within educational settings.

1. Define Health and Well-being and identify the determinants of Health and Well-being.
2. Describe the significance of health and well-being for people and society.
3. Identify a broad range of acute and chronic health issues and discuss how these issues impact on children and adolescents, their families, communities, support services available in educational settings.
4. Summarise the support required by children, adolescents, and their families who live with health and well-being issues, and identify appropriate strategies, reasonable accommodations and referral pathways within primary and post-primary school environments.
5. Explain the chain of infection and apply appropriate strategies to promote hygiene, prevent infection and maintain infection control within primary and secondary school environments, in accordance with HSE and HPSC guidelines.

This module introduces learners to the legal frameworks that protect the rights, autonomy, and equality of people with disabilities across Irish society. Drawing on Constitutional provisions, key Irish legislation, and international human rights instruments, the module examines how disability rights are articulated, upheld, and sometimes challenged within diverse educational settings. Learners will explore the evolution of disability rights in Ireland, evaluate the effectiveness of current protections, and develop an applied understanding of how law shapes everyday experiences for disabled individuals. Through case law, policy analysis, and real-world examples, students will consider how legal responsibilities arise for professionals across multiple sectors and how neuroaffirmative and rights-based advocacy can be exercised in practice. The module promotes critical thinking, ethical awareness, and informed advocacy, enabling learners to interpret legal obligations and to support equitable participation for disabled people across a range of contexts.

1. Analyse how the Irish Constitution, national legislation, and international human rights instruments intersect to shape the rights and protections of persons with disabilities.
2. Examine the core statutory protections for individuals with disabilities within education.
3. Evaluate the effectiveness of Irish law in protecting the autonomy, dignity, and equal status of disabled individuals, using case law and real-world examples to assess existing legal strengths and gaps.
4. Synthesise professional legal responsibilities with neuroaffirmative principles to formulate and demonstrate a rights-based approach to everyday advocacy in educational settings.

This module provides an important foundation for understanding how educational systems respond to diversity in contemporary Irish society, with particular attention to how cultural, linguistic and social factors shape the identification, experience and support of additional needs in educational contexts. It supports the development of professionally relevant knowledge and competencies for roles where practitioners are required not only to support individual learners but also to engage with the broader social, cultural, and policy contexts that may shape meaningful participation in educational contexts. Drawing on key national and international policy frameworks – including the Education Act (1998), the Intercultural Education Strategy 2010-2015 (Department of Education, 2010; updated 2021), the Migrant Integration Strategy , the National Traveller and Roma Inclusion Strategy 2017-2021 , the EPSEN Act (2004), and the National Action Plan Against Racism (NAPAR, 2023) – the module examines how diverse dimensions of identity and inequality, including migration, race, culture, disability and minority status, are understood and addressed within education.

The module is also aligned with recent developments in Irish curriculum policy, including the Primary Curriculum Framework (2023), which positions inclusion, diversity and holistic learner development as core principles underpinning teaching and learning. This reflects a broader shift in Irish education towards embedding intercultural and inclusive approaches across all aspects of curriculum and practice. Within this context, intercultural education is conceptualised as a cross-cutting framework which both underpins and challenges policy responses, recognising diversity as normative while actively promoting equality, human rights and the challenge of discrimination.

1. Explain key concepts underpinning intercultural education, including diversity, identity, and belonging, within contemporary educational contexts.
2. Discuss the experiences of diverse groups within Irish society.
3. Identify the role of national and international policy frameworks in shaping inclusive educational provision.
4. Describe how intercultural education frameworks both support and challenge existing approaches to inclusion within educational settings.
5. Examine the experiences of children and young people with additional needs from marginalised backgrounds.
6. Summarise key debates in intercultural and inclusive education, including tensions between policy and practice.

This module explores autism advocacy as a rights-based practice within the broader field of special and inclusive education. It examines how advocacy is enacted across educational settings, families, communities, policy and lifelong learning contexts. This module supports students in understanding autistic identity, autonomy and the participation of autistic people in the decisions that affect them. Students will explore the history of autism and more contemporary understandings of autism. Legislation relevant to the rights of the autistic community will be analysed alongside policy developments. Diagnostic practices will also be examined alongside developments in neuroaffirmative practice in relation to assessment. Advocacy across the lifespan will be discussed, Critical Autism Studies will be explored with a particular focus on intersectionality. Students will develop knowledge in relation to support structures, interventions, strategies and services, while also developing a strong understanding of the importance of autistic voice. This modules prepares students to become informed advocates who can promote inclusive cultures and who can contribute to systematic change.

1. Explore historical and contemporary understandings of autism.
2. Develop an understanding of autistic identity and the role that advocacy plays in supporting identity formation.
3. Recognise the developments in legislation and policy and the impact of this on provision and supports for the autistic community.
4. Evaluate the changing landscape of diagnosis to gain understanding of traditional versus neuroaffirmative approaches to diagnosis, late diagnosis and self-identification.
5. Develop an understanding of intersectionality, marginalisation, stigmatisation and minority stress.
6. Explore the effects of masking, anxiety and autistic burnout.

This module examines the influences that contribute to the evolving nature of family studies in Ireland. Concepts including: family support; family policy; family structures, and family dynamics are explored with reference to their role on the developing child. The work of Tusla- The Child & Family Agency and multi- disciplinary services between Social Care and the Department of Education are analysed across all levels of need from child welfare to child protection. The role of schools is also presented, with a particular focus on building positive partnerships with families; professionals and the wider community, as well as acting as a medium of extra support for vulnerable children.

1. Discuss the evolving nature of the family as well as the external influences on this diverse social system
2. Recognise the theoretical perspectives underpinning the development of the Children and Family Agency in Ireland and critique the journey towards a quality support service for children, families, and the community.
3.
Examine how schools provide family support and intervention, promote parental involvement, and develop inter-disciplinary partnerships for children in need of support. 

4.
Demonstrate practical skills and the required professional competencies of school staff for family support through individual and group work scenarios on applying best practice methods for developing positive partnerships and appropriate interventions for children and families.  

Students will gain an understanding of how school curriculums have developed. They will gain applicable knowledge of specific primary, post-primary and special school curriculums that underpin the educational, social and lifelong learning outcomes for a diverse range of learners attending inclusive and special school settings. Students will examine the Universal Design for Learning (UDL) framework and recognise how the Universal Design for Learning (UDL) approach may enhance the student's engagement within the inclusive school environment. Students will understand the role of varying stakeholders in the development and purpose of specific curricula. Students will be able to recognise different curricula and analyse a variety of assessment methods as well as the support methods applied during the examination period.

1. Appraise the development of curriculums both in Ireland and Internationally, from a historical and contemporary perspective.
2. Recognise how the Universal Design for Learning (UDL) approach enhances student’s engagement in the inclusive school environment
3. Analyse various assessment methods and the additional support afforded to students during examination periods
4. Recognise stakeholders and their role in developing said curricula from an educational, an or societal purpose.

This module explores inclusive planning and assessment with a view to promoting equity, participation and learner agency and autonomy across educational contexts. The module places focus on social justice, neurodiversity and intersectionality and explores how identity, experience and systemic contexts influence learner engagement and outcomes over time. Students will have the opportunity to engage with Universal Design, Universal Design for Learning, individualised supports, culturally responsive pedagogy and co-creation of learning informed by legal and policy frameworks that govern inclusion. Students will be supported to design, implement and evaluate inclusive learning and assessment strategies that address systemic and structural inequities and inequalities to support meaningful participation in education.

1. Evaluate inclusive planning and assessment principles.
2. Analyse strategies to support equity, participation and engagement for all learners.
3. Apply structured co-creation approaches to the design of learning activities and assessments, placing focus on pedagogical efficacy, equity and learner voice.
4. Appraise legislation, policy and inclusive frameworks that influence inclusive learning environments.
5. Design inclusive assessment strategies that promote learner engagement, agency and access.
6. Engage in critical reflection on professional practice considering both systemic and local level factors that influence inclusion.

Students will be provided with supervised, practice-based experience in special and inclusive education. As part of the overall programme, the placement structure operates a matrix model across three academic years, ensuring that all students gain experience in primary, post‑primary, autism classes and special school settings, with some flexibility in the timing and sequencing of these experiences. Students will be supported to apply evidence-based and person-centred approaches to support the learning, participation and wellbeing of children, young adults and adults from diverse contexts. Focus will be placed on inclusive practice and collaboration with key stakeholders in the setting. Students will draw from their knowledge of relevant national and international legislation to support them in their practice. Students will reflect on their professional development during the course of their placement, applying theory to practice in their chosen setting. Students will practice ethically and develop skills in the areas of professionalism, communication and awareness of self during placement.

1. Demonstrate an ability to comply with legislation, guidelines, policies and protocols in the school to ensure the safety, wellbeing and inclusion of everyone in the school.
2. Demonstrate the capacity to work under direction and on own initiative while integrating into the staff team.
3.
Apply evidence-based approaches to support learning and participation for all learners across educational contexts.

4. Demonstrate a higher level of professional conduct, communication and self-awareness within the placement setting, ensuring that feedback is taken on board and applied where appropriate in order to support development and learning.
5. Apply theory to practice through the synthesis of prior learning to inform decisions, planning, engagement and evaluation within the placement setting.
6. Reflect critically on professional practice to gain an understanding of areas of strength, areas for development and to identify where learning has taken place.

This module aims to enable students to develop a deeper understanding of health promotion for promoting inclusive practice within family environments and educational settings. It further enhances students' understanding of self ‑ care practices, enabling them to critically reflect on their own wellbeing while promoting the health of others. The module also equips students with the knowledge, skills, and practices required to design, plan, deliver, and reflect an educational health promotion initiative.

1. Appraise and apply core principles and approaches required for effective health promotion practice within Irish primary and post primary school settings.
2. Analyse the effects of the determinants of health on health status and health outcomes.
3. Examine contemporary theories of health promotion practice and research relevant to the educational setting.
4. Devise and deliver a group health promotion initiative under supervision and apply appropriate group‑facilitation methods during the process.
5. Evaluate self‑care strategies that support their own personal wellbeing

This module examines the development of speech, language and communication across childhood and adolescence, with a focus on how these underpin participation, learning and social inclusion in educational contexts. Students explore the interrelationship between non-verbal communication, language comprehension and expressive language, and consider the impact of speech, language and communication needs (SLCN) on wellbeing, educational attainment and social functioning.

Consistent with inclusive education policy and current practice, the module adopts a pedagogical approach that emphasises the role of educators and support staff in understanding and responding to communication needs within everyday learning environments. Students develop knowledge of evidence-informed strategies to support learners with SLCN and to contribute to inclusive, needs-based provision.

1. Analyse the stages and components of language development and their implications for supporting communication, learning and participation in educational settings.
2. Explain the significance of relationships and interactions and apply effective communication and pedagogical strategies which promote inclusion in education. 
3. Compare and contrast evidence‑informed strategies used to support speech, language and communication needs, with reference to their application in practice.
4. Describe a range of communication‑supportive strategies and approaches for promoting participation and inclusion in educational contexts.
5. Analyse the relationship between language, literacy, numeracy and written expression in the classroom.
6. Evaluate service delivery models and referral pathways in supporting learners with communication needs.

This module aims to develop students' understanding of holistic development with reference to theory and research in developmental psychology. Students examine the cognitive, social, emotional, moral, and physical development of children and adolescents, drawing on psychological theory. The module will support the student to construct a view of development and evaluate the impact of risk factors on the course of developmental outcomes. It will also explore how our understanding of developmental psychology can inform effective and inclusive practice within educational settings.

1. Define human development as a dynamic, lifelong process influenced by multiple interacting factors.
2. Critically evaluate major theoretical paradigms and research perspectives that dominate the field of human development.
3. Describe the cognitive, social, emotional, moral, and physical developmental stages of children and adolescents alongside the implications for learning and development.
4. Analyse the impact of environmental, cultural, and social factors on child and adolescent development, with reference to the school context.
5. Apply knowledge of developmental psychology to support inclusive practice, student wellbeing, and effective learning in primary and post-primary settings.

This module develops students' understanding of research as an active, purposeful and meaningful process for creating and sustaining transformative change in the field of inclusion, supporting them to build confidence and agency as emerging researchers. It introduces key concepts in research methodology, design and process, while emphasising research as a way of thinking, questioning and contributing to knowledge within inclusive contexts.

The module supports students in developing critical thinking, problem‑solving, analysis and synthesis skills, enabling them to engage thoughtfully with research literature and evidence. Students are encouraged to identify, explore and refine areas of personal and professional interest, positioning research as integral to their developing intellectual identity rather than as a purely procedural or assessment‑driven activity.

Through guided practice and supported inquiry, the module prepares students for progression to independent research in Year 4 of the programme, equipping them with the conceptual understanding, confidence and skills required to evaluate research quality, justify methodological choices, and apply research‑based evidence to practice across a broad range of inclusion‑related fields.

1. Describe philosophical and theoretical assumptions underpinning research
2. Appraise research design, methods of data collection and sampling.
3. Discuss the rationale and strategies for reviewing literature.
4. Appraise the research process.
5. Articulate and discuss ethical issues associated with research and practice.
6. Explain the relevance of research-based evidence for practice.

This module introduces reflective practice as a foundational approach for professionals working in educational contexts. It supports students to develop the capacity to critically examine their experiences, assumptions and decision‑making, recognising reflection as central to professional learning, ethical practice and sustained inclusion work. Through guided activities, dialogue and reflective journalling, students will engage in structured self‑reflection, exploring how learning emerges through both success and challenge within practice. Students will be introduced to a range of models and frameworks of reflection and formative assessment, and will critically appraise their relevance across diverse professional roles, including education, training, facilitation and specialist practice. Overall, the module positions reflective practice as a lifelong professional skill, enabling students to develop self‑awareness, critical judgement and a values‑led approach to inclusive practice across a wide range of settings.

1. Appraise the theories and models of reflection.
2. Evaluate the importance of reflection for continuous development in inclusive practice in educational settings.
3. Determine the attributes required of a self-directed reflective learner.
4. Apply reflective practice to develop both personal and professional self-awareness.

This module introduces students to a wide range of disabilities, impairments, and conditions experienced by children and young people. Students will explore how individual strengths, needs, and environmental factors interact to influence participation, independence, and well-being. The module emphasises the importance of person-centred, neuroaffirmative, and evidence-informed approaches that promote inclusion within educational settings and support positive outcomes in wider society. Learners will examine a range of supports, interventions, and universal design principles that contribute to creating accessible physical and social environments. Through engagement with case studies, practical design tasks, and interdisciplinary perspectives, students will develop the knowledge and skills required to evaluate, design, and collaborate in the implementation of inclusive practices and environments. The module also fosters reflective practice, encouraging students to critically consider how their decisions, values, and professional roles influence inclusive opportunities for individuals with additional needs.

1. Examine the diverse contexts in which children and young adults with disabilities experience support, inclusion, and participation, with emphasis on the educational setting.
2. Identify the key characteristics, causes, and diagnostic pathways of additional needs/disabilities, and describe how these shape the individual’s experiences across micro, meso, and macro systems.
3. Appraise theories, strategies, interventions and environments that will support an individual with an additional need/disability across diverse settings.
4. Evaluate the roles and collaborative contributions of interdisciplinary and interagency professionals in creating, adapting, and supporting inclusive physical and social environments for individuals with additional needs across educational settings.
5. Illustrate how continuous professional development enables practitioners to respond effectively to the changing landscape of disability, inclusion, and support.
6. Produce a reflective report that critically justifies the design of an inclusive physical and social environment, demonstrating the rationale behind decisions made to optimise inclusion, participation, accessibility, and wellbeing.

This module places focus on how digital and emerging technologies can be used to support engagement, motivation and participation across learning contexts while also taking into account digital equity. Students will have the opportunity to explore theoretical perspectives alongside principles for designing adaptable and accessible technology-supported learning experiences. Students will critically engage with the application of interactive and assistive technologies, including immersive tools such as Virtual Reality, Augmented reality and robotics, taking into account pedagogical perspectives alongside the limitations that apply to these technologies. Focus will be placed on the evaluation and meaningful alignment of technologies with learners supported by evidence-informed research and practice. Students will engage with ethical, legal and professional considerations in relation to safeguarding, GDPR and accessibility alongside responsible digital use.

1. Evaluate a range of digital tools and technologies and assess the effectiveness of same in promoting engagement and learning for all learners.
2. Design learning experiences based on technologies covered during the module that are responsive to learner preferences and are aligned with inclusive practice principles.
3. Analyse and apply current research to inform the use of technology in Special and Inclusive practice, demonstrating evidence-informed decision making.
4. Reflect on ethical and professional aspects of using technology in inclusive settings taking into account accessibility, data protection and digital equity.

This module provides supervised professional practice in Special and Inclusive Education within post ‑ primary settings, where students can engage in both mainstream and autism classrooms. A special school placement may also be undertaken as an option. This six ‑ week full ‑ time placement is delivered as a continuous block, during which students are required to attend in accordance with the normal school day and operational hours of their placement setting. This experience enables students to assume progressively responsible professional roles while integrating theoretical knowledge with applied inclusive practice. As part of the overall programme, a structured placement model operates across three academic years, ensuring that all students gain experience in primary, post ‑ primary, and special school settings, with flexibility in the sequencing of these experiences. During placement, students work under supervision to support learning, development, participation, and independence through approaches appropriate to learners' ages, contexts, and needs. In working with junior cycle students, students draw on pedagogical approaches, while in senior cycle contexts (e.g. Transition Year, LCA, and LCVP), they incorporate andragogical principles that recognise learners as emerging adults. This includes supporting autonomy, self-advocacy, motivation, and preparation for life beyond school. Students apply these frameworks in a support capacity, engaging in structured, reflective practice. Across placement contexts, students participate in inclusive support activities, contribute to the implementation of individualised interventions, and collaborate with teaching staff and relevant professionals. Through structured supervision, critical reflection, and practice-based engagement, students develop their professional identity and evaluate the application of theory within ethical, effective, and rights-based inclusive practice.

1. Apply theoretical knowledge of Special and Inclusive Education in supported post-primary practice contexts.
2. Demonstrate the ability to support learner participation, engagement, and independence using developmentally appropriate approaches.
3. Integrate pedagogical and andragogical principles in response to the needs of junior and senior cycle learners.
4. Contribute effectively to the implementation of inclusive practices, including individualised support and interventions.
5. Collaborate professionally with teachers and relevant personnel within educational settings.
6. Critically reflect on professional practice, demonstrating emerging professional identity and ethical awareness.

This module aims to develop a deep understanding of the principles and practices that promote inclusivity across various contexts, with a focus on the needs of children within the education system. Students will critically evaluate the implementation of universal design principles, analyse the range of supports available to marginalised or disadvantaged groups, and develop appropriate responses to support these individuals. Through reflection and by fostering a critical consciousness, students will explore inclusive strategies and work practices, recognising and challenging deficit thinking cycles that impact equal access. The module also covers the implications of policy and legislation on equality, inclusion, and accessibility, equipping students with the skills to design and develop targeted resources that support inclusive practices. Through learning about community engagement initiatives, students will be well-prepared to advocate for and implement inclusive practices in their professional and personal lives.

1. Identify and recognise the impacts of design-based marginalisation on specific groups.
2. Analyse the deficit thinking cycles that impact equal access, and critique existing inclusion infrastructure.
3. Evaluate the range of supports available to individuals from marginalised or disadvantaged groups across a range of contexts, including the role and impact of digital innovations, with a focus on educational contexts.
4. Critically reflect upon the implementation of inclusive strategies and work practices with respect to accessibility in education, including the ethical implications of deploying digital technologies, considering accessibility, privacy, and potential biases, and community engagement initiatives.
5. Design an appropriate strategy to support individuals from marginalised or disadvantaged groups in educational settings.
6. Develop targeted resources that support inclusive practices in educational settings.

This module examines the pivotal role of leadership in inclusive practice, emphasising the interplay between theory and practice in fostering equitable educational environments. It aims to build advanced skills for leading, managing, and innovating within diverse educational contexts. Through engagement with theoretical frameworks, evidence-based methodologies, and reflective practices, students will develop competencies in organisational leadership, strategic policy formulation, and inclusive, research-based strategies. A core focus is placed on developing and sustaining inclusion practices, policies, and collaborative structures that underpin inclusive educational contexts. This holistic approach prepares students to address the complex needs of diverse educational contexts, driving inclusive and transformative change through leadership and development.

1. Define and critically evaluate inclusive practice, including its theoretical foundations, frameworks and relevance across educational contexts.
2. Explore evidence-based, inclusive policies and practices that contribute to the development of sustainable inclusion practices.
3. Demonstrate proficient leadership competencies, including strategic decision-making, problem-solving, and team management, to develop inclusive and collaborative environments.
4. Engage in critical self-reflection and professional development, formulating a personal leadership action plan that supports ongoing growth in inclusive leadership.

This module explores the theoretical underpinnings of transformative approaches to inclusive pedagogy and how these apply across diverse settings. Students will explore social justice theory, anti-bias, critical race theory, anti-oppression, intersectionality, interculturalism and cultural competency, analysing these theoretical frameworks alongside empirical case studies. Through engagement in discussions related to equity, diversity and access students will develop a depth of understanding in relation to the systemic barriers to inclusion faced by marginalised communities. By integrating theoretical knowledge with practical application, students will be supported in designing and implementing inclusive interventions that support inclusion and belonging.

1. Critically evaluate transformative approaches in the context of marginalised communities within the school context and their effectiveness in addressing social inequalities.
2. Evaluate theoretical frameworks pertinent to inclusion and analyse empirical case studies to increase understanding of inclusive practice within school settings.
3. Analyse systemic barriers to inclusion and the impact of these barriers on the rights of children and adolescents in primary and postprimary settings.
4. Reflect on personal assumptions in relation to inclusion taking into account anti-bias, interculturalism, anti-oppression, critical disability studies and social justice

This module provides supervised professional practice experience in Special and Inclusive Education across a range of educational contexts, including primary and post-primary settings, autism classes within mainstream settings, and special schools. Students are required to select a placement setting that ensures completion of their programme placement matrix and thereby consolidates experience across educational sectors. The placement is undertaken as a six-week full-time continuous block, during which students attend in accordance with the host setting's normal school day and operational hours. As the final stage within the programme's structured placement sequence, this module emphasises the consolidation, integration, and extension of prior learning from Professional Placement I and Practice Placement II. Students assume an enhanced level of professional responsibility, applying established knowledge, skills, and competencies within inclusive educational environments. Under supervision, they contribute to supporting learners' participation, development, independence, and well-being, responding appropriately to diverse needs and contexts. Students engage collaboratively with teaching staff and relevant professionals and contribute to the implementation of inclusive and individualised support. A central component of assessment is a practice-based project, which requires students to draw on and extend competencies developed in earlier placements. Through this project, students identify a focused area of practice, plan and implement an intervention or support strategy, and critically evaluate its outcomes. This process is informed by reflective enquiry, theoretical frameworks, and evidence-informed practice. Throughout the placement, students engage in structured supervision and critical reflection to support the ongoing development of their professional identity. They are expected to demonstrate ethical, effective, and rights-based inclusive practice, and to evaluate the application and impact of their work within the placement setting. This module supports students in achieving an advanced level of professional readiness through sustained, reflective, and practice-based engagement.

1. Apply theoretical knowledge in practice by designing, implementing, and evaluating an evidence-based project within an inclusive educational setting.
2. Employ professional skills, including communication, teamwork, leadership, and problem-solving, to engage effectively with relevant stakeholders within the placement setting.
3. Critically reflect on personal and professional development through sustained reflective practice, identifying strengths, challenges, and strategies for growth in inclusive practice.
4. Assess and enhance inclusive practices by identifying barriers, proposing improvements, and implementing strategies for equitable participation.
5. Demonstrate ethical and professional responsibility by navigating dilemmas, upholding professional standards, and making informed decisions.
6. Evaluate the effectiveness of inclusive practice, including the outcomes of an evidence-based project, in responding to the needs of individual learners, groups, and/or the wider class or school environment.

This module aims to equip students with the knowledge and skills to design, implement, and evaluate inclusive projects promoting physical and mental well-being, particularly for marginalised communities in educational settings. Students will explore the principles of inclusion, understand marginalised groups' unique challenges, and learn contemporary approaches to promote meaningful participation in various activities. Through theoretical knowledge, practical application, and active engagement, students will develop strategies to create supportive environments that enhance all individuals' health, well-being, and social-emotional development. The module emphasises a Human Rights and strength-based approach, encouraging students to become advocates for inclusive practices in educational contexts. Students will gain insights into the importance of partnerships and collaborative efforts in promoting well-being and inclusion within educational contexts. As this module is positioned in Semester 8, it draws upon prior learning and practical experience previously acquired over the course of Practice Placement.

1. Identify and discuss the sources of prejudice, perceptions, and stereotypes that have historically hindered the participation of individuals from marginalised communities in physical, non-physical and cognitive activities.
2. Illustrate how contemporary approaches and access to meaningful participation in physical and cognitive activities within educational contexts can liberate individuals from marginalised communities, leading to healthier lifestyles.
3. Articulate an understanding of the evidence-based practices, knowledge, theories, concepts and methods that contribute to meaningful inclusive practices
4. Develop and enact an activity using strategies to promote life-long learning that will enhance the health, well-being, social-emotional and physical development of individuals from marginalised communities within an educational context.

This module aims to build on students' prior knowledge of research, equipping with the skills and knowledge necessary to conduct research that promotes inclusive practices in educational settings. It offers a broad overview of the culture of research relevant to inclusion, and provides both theoretical foundations and an opportunity for practical application to prepare students to design a capstone research project. The module seeks to develop and apply students' grounding in research, enriching their understanding through further exposure to key debates in evidenced-based practice. Research ethics, professional standards and advocacy will be embedded in the context of learning throughout the module. Students will engage in an independent project, exploring workable methodologies from a range of disciplines to inform findings and approaches relating to inclusivity. They will critically evaluate existing research, identify gaps, and develop their own research questions. Through this process, students will gain a deep understanding of the challenges and creative opportunities in promoting inclusive practice in education and will be prepared to make unique contributions to the professional and academic communities through their research findings.

1. Formulate research questions that address issues of inclusivity.
2. Identify gaps in existing research literature on inclusive practices.
3. Design and implement a research project using appropriate methodologies.
4. Analyse and interpret research data to draw meaningful conclusions.
5. Critically evaluate the implications of research findings for policy and practice.
6. Communicate research findings effectively through written and oral presentations.

Transitions within educational systems represents a significant social and emotional milestone for young people. Research consistently identifies this period as particularly impactful for learners experiencing additional educational needs, neurodivergence, socio-economic disadvantage, mental health challenges, or marginalisation.

This module critically examines inclusive approaches to transition within Irish educational contexts. Students will explore theoretical, policy, and practice-based perspectives relating to continuity, participation, belonging, learner voice, and wellbeing. Emphasis is placed on collaborative, rights-based, and evidence-informed approaches that support equitable transition experiences for all learners.

The module aims to prepare future educators and practitioners to critically evaluate transition practices and design inclusive supports that promote engagement, participation, and educational success.

1. Critically evaluate theories and research relating to educational transition and inclusive educational practice.
2. Analyse barriers and facilitators impacting learners during transition, particularly for pupils with additional or diverse educational needs.
3. Critically examine Irish and international policy frameworks relating to inclusion, participation, wellbeing, and educational transition.
4. Design inclusive and learner-centred transition supports informed by research, collaboration, and rights-based approaches.

This module provides a comprehensive examination of mental health, neurodiversity, and wellbeing within contemporary educational contexts. It critically engages with competing paradigms of mental health, examining how mental health is conceptualised across biomedical, biopsychosocial, ecological, and neurodiversity-affirming frameworks, alongside the social model of disability. Mental health is conceptualised as a dynamic and contextual process shaped by the interaction of neurodevelopment, trauma, attachment, sensory processing, identity, family, social contexts and educational environments. Particular attention is given to intersectionality, social identity, and social validity, including the influence of race, gender, sexuality, socio-economic status, and disability on mental health and inclusion. The module is grounded in current Irish and international policy and reflects the shift toward understanding wellbeing and mental health as needs-led, relational, participatory, and embedded in belonging and community. Students will explore how psychological distress presents within educational settings, including anxiety, emotional dysregulation, self-harm, school reluctance, and the psychological impact of complex medical needs, with particular attention to neurodivergent learners. The module positions educational settings as relational and regulatory environments capable of either supporting or undermining psychological wellbeing, identity formation, belonging, and participation. A strong emphasis is placed on whole-school approaches to mental health, including the role of evidence based programmes, trauma informed approaches, bullying prevention, digital wellbeing and substance use education. Students will also critically examine principles drawn from positive psychology, including flourishing, belonging, and resilience. Family wellbeing and the broader ecological systems influencing children and young peoples mental health are integrated. Through critical reflection and applied learning, students will develop the capacity to respond ethically, collaboratively, and effectively to mental health needs within inclusive educational settings, while also examining their own professional identity, emotional labour, and sustainability in relational practice.

1. Describe the evolution of contemporary and historical approaches to understanding psychological well-being and mental health, evaluating foundational theories and their impact within contemporary educational systems.
2. Evaluate how attachment, trauma, sensory processing, and nervous system regulation shape mental health, behaviour, identity, and educational participation.
3. Critically evaluate whole-school approaches to mental health and wellbeing, including the role of schools as relational ecosystems that shape mental health experiences and outcomes.
4. Apply trauma-informed, and ethically grounded approaches to recognising and supporting children and young people experiencing psychological distress.
5. Critically reflect on professional identity, emotional labour, ethical practice, and sustainability within relational and inclusive educational work.