Courses
Special and Inclusive Education
Bachelor of Science (Honours)
Course Details
| CAO Code | AU392 |
|---|---|
| Level | 8 |
| Duration | 4 Years |
| CAO Points | NEW (2026) |
| Method of Delivery | On-campus |
| Campus Locations | Donegal – Letterkenny |
| Mode of Delivery | Full Time |
| Work placement | Yes |
Course Overview
The aim of this course is to provide students with the professional knowledge, skills and competencies to effectively support people with Special Educational Needs, disabilities or learning differences across a diverse range of settings. Students will be supported in gaining a thorough depth of knowledge and understanding of Special Educational Needs through engagement with national and international research, policy and legislation related to inclusive practice. This programme aims to enhance professional practice as well as open up study and career progression opportunities for students.
Course Details
Year 1
| Semester | Module Details | Credits | Mandatory / Elective |
|---|---|---|---|
| 1 |
Human Anatomy and PhysiologyThe module will provide the learner with a basic introduction to the anatomy and physiology of the body systems of children and young people. It will introduce the learner to the role of diet in the maintenance of a child/young person's healthy body. Learning Outcomes 1. Describe the basic structure and functions of the cardiovascular, respiratory and urinary systems. |
05 | Mandatory |
| 1 |
Introduction to Irish LawThis module will introduce the student to the core issues in Irish law and the mechanisms which ensures its orderly functioning. Tertiary technical matters will be addressed, leading to a discussion on the hierarchical structure of the court system and its jurisdiction to deal with matters, both civil and criminal arising. The supervisory role of the Irish Constitution will be discussed and the way this ensures protection for fundamental rights. Finally, the way Irish law has altered in response to International oversight will be examined several key cases will be discussed. Learning Outcomes 1. Discuss the foundations of the Irish legal system and how this grounds all other matters. |
05 | Mandatory |
| 1 |
Academic Attainment and IT SkillsThe students will gain knowledge and understanding that underpins academic standards, citations & references. The practical element will afford students the skills required to successfully and confidently use Information Technology. Completing the module will ensure the students gain a strong academic foundation, understanding of inclusive practices that can be built upon, as they progress their journey through higher education, work and life. Learning Outcomes 1. Appraise the need for academic procedures and inclusive practices |
10 | Mandatory |
| 1 |
The Role of the Special Needs Assistant (SNA)The module will delve into the historical and contemporary context of special education and the support available locally, nationally, and internationally. The shift through to inclusive education will be explored. Students will be able to identify with the role of a special needs assistant (SNA) in the context of primary, post primary and special school. Students will also gain knowledge around the roles of the National Council for Special Education (NCSE), the Health Service Executive (HSE) school management, parents and visiting professionals. Language, terminology, and personal perceptions will be explored. Learning Outcomes 1. Analyse past and present schools/services/provisions from both an Irish and international perspective in relation to supporting children with disabilities and or Special Educational Needs (SEN) |
10 | Mandatory |
| 2 |
Play, Recreational Activities and the Developing ChildThis module provides an introduction to child development and the role of play and recreational activities in supporting holistic development across the Educational System. Students are introduced to a wide range of recreational activities and play experiences that promote well-being and positive development. The student will also explore theoretical and practical methods of engaging children and young people through play and a variety of recreational experiences. The balance of lectures and practicals, ensures that students solidify their knowledge through experiential learning. Learning Outcomes 1. Describe the nature of holistic development and relate the various theoretical approaches to child development. |
05 | Mandatory |
| 2 |
Child Protection and Safeguarding Vulnerable AdultsThis module seeks to equip students with the necessary Knowledge, Skills and Values required to work in environments where they are likely to encounter children and other vulnerable persons. Learning Outcomes 1. Define categories of abuse and the nature of safeguarding |
10 | Mandatory |
| 2 |
Care Skills: Principles, Ethics & PracticesThis module will introduce the learner to the core philosophies and skills related to the delivery of safe holistic care. Furthermore, the module will focus is on the promotion of dignity, respect and independence for the student. Learning Outcomes 1. Outline the principles of Health & Safety at Work. |
10 | Mandatory |
| 2 |
Diversity, Inclusion and PolicyThis module serves to distinguish policy influences on equality, diversity and inclusion in Irish society. Adopting a rights-based approach to supporting identity and belonging within education in which children and young people's right to citizenship encompasses their full participation in the social and cultural life of their school community. Through self-reflection the student will identify how to apply the anti-bias goals for adults in SNA practice following the key principles for inclusion, identified by the European Agency for Special Needs and Inclusive Education (2021) and the National Council for Special Education (NCSE) (2011) Inclusion Education Framework. Learning Outcomes 1. Distinguish meaning of concepts in the socio-cultural context regarding equality and diversity issues, related to inclusion in the Irish education context |
05 | Mandatory |
Year 2
| Semester | Module Details | Credits | Mandatory / Elective |
|---|---|---|---|
| 1 |
Health and WellbeingThis module will enable the student to develop knowledge and understanding of human health and well- being and a range of acute and chronic issues and how these impact on the lives of those living with these conditions. The student will gain knowledge and understanding of supporting the health and well-being of clients in the educational sector. Learning Outcomes 1. Articulate the significance of health and well-being for people and society. |
05 | Mandatory |
| 1 |
Law, Disability, Special Needs and Children's RightsThis module will discuss the legal framework which exists to ensure that those with special needs and disabilities are provided with protection under Irish law. Specific attention will be paid to how the law is informed by Constitutional imperatives and international legal commitments. Contemporaneous legislation will be examined in the designated areas and consideration will be given to how effectively the combined force of the legal framework examined, protects the right of all individuals to be treated equally in the eyes of the law. Furthermore, it will examine the responsibilities and liabilities of those tasked with interacting with individuals with special needs and disabilities. Learning Outcomes 1. Explain the significance of the Constitution in ensuring fundamental rights are respected and how Irish law is influenced by Constitutional and International law commitments |
05 | Mandatory |
| 1 |
Autism AdvocacyStudents will explore the history of autism, its etiology, causes, characteristics, and comorbid conditions. The impact on the child, their siblings and the wider family will be explored. Relevant legislation, The DSM 5, diagnostic criteria, assessments, and processes will also be examined. The students will develop knowledge around school support structures, interventions, strategies, and services within the Irish Education system. Students will gain knowledge of sensory processing differences, appraise the need for sensory diets/snacks for individuals with autism. Students will also design an appropriate environment/activity that will reduce anxiety, promote inclusion, strengthen peer relationships, and enhance learning. Learning Outcomes 1. Evaluate the characteristics of autism while attaining knowledge and understanding. |
10 | Mandatory |
| 1 |
Functional Behaviour and Positive SupportsThis module will enable the student to develop an understanding of human behaviour and why all behaviour is functional for children. The possible causes of behaviour will be examined, considering the possible contributing factor of adverse Childhood Experiences (ACEs). Students will gain an insight into the various proactive strategies and evidence-based intervention and inclusive practices that can be used to lessen the impact of learned and reinforced behaviours. The student will explore ways of collecting data to help inform their choice of intervention, while debating the legal and ethical considerations around managing and or changing functional behaviour. Learning Outcomes 1. Appraise the behavioural theories which underpin human behaviour |
10 | Mandatory |
| 2 |
Family Support and Positive PartnershipsThis 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 the Special Needs Assistant (SNA) 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. Learning Outcomes 1. Discuss the evolving nature of the family as well as the external influences on this diverse social system 4. |
05 | Mandatory |
| 2 |
Supporting the Curriculum across the LifespanThe 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, considering the UDL framework. Upon completion, the student will understand the tole of varying stakeholders in the development and purpose of specific curriculums and will be able to recognise different curriculum and support methods applied during examination period, and the link/benefits of further education. Learning Outcomes 1. Appraise the development of curriculums both in Ireland and Internationally, from a historical and contemporary perspective. |
10 | Mandatory |
| 2 |
Observations and Support PlansThis module will introduce students to the rationale for observations and the variety of observational assessments, and recording techniques that can be applied in school settings. Students will explore the role of the adult in conducting professional observations in accordance with ethical standards. Concepts such as: perception; objectivity; bias; cultural bias; record keeping; interpretation and sensitivity, will be examined and applied within practicals of the module. Emphasis will be given to the evaluation of observational assessments through taking account of the external factors that influence results. Strategies will be discussed, with the aim of assisting students to utilise assessments for developing support plans to scaffold on a child's unique abilities and foster independence. An audit of methods employed in current practice will assist the student to assess the outcomes for the child and potential towards their future life independence and satisfaction. Learning Outcomes 1. Identify the rationale of observing and, the professional role and responsibilities of the adult regarding observations. 4. Plan, design and evaluate appropriate assessment tools and support plans to foster independence and life skills of a child. |
10 | Mandatory |
| 2 |
Practice Placement IThis experience will enable the student to integrate theory with practice and to develop positive attitudes and values towards working with children and their families in a school setting where children with special educational needs are being educated. Learning Outcomes 1. Demonstrate an ability to comply with legislation, guidelines, policies and protocols in the setting to ensure the safety and wellbeing and inclusion of all the children, their families, and staff. 4. Participate in a variety of learning opportunities in order to develop personal skills and knowledge. |
05 | Mandatory |
Year 3
| Semester | Module Details | Credits | Mandatory / Elective |
|---|---|---|---|
| 1 |
Introduction to Health PromotionThis module aims to enable students to gain a deeper understanding of health, well-being, health promotion and inclusive practices. Therefore, it aims to equip students with the skills and knowledge necessary to identify the factors influencing the multi-dimensional aspects of health and enable them to design, plan and deliver health promotion interventions tailored to education settings. Learning Outcomes 1. Appraise and apply core principles and approaches required for effective health promotion practice with children and young people. |
05 | Mandatory |
| 1 |
Speech, Language and Communication Needs (SLCN)This module examines the development of speech, language and communication in children and Adolescents. The student will explore the relationship between non -verbal communication, comprehension and expressive language. The impact of communication delays and disorders on well-being, educational attainments and social functioning will be examined. The student will study a variety of pedagogical techniques and strategies aimed at supporting learning and development underpinned by the principles of Universal Design for Learning (UDL). Learning Outcomes 1. Identify and discuss the stages and components of language development. |
10 | Mandatory |
| 1 |
Developmental Psychology: Childhood and AdolescenceThis module aims to develop students' understanding of holistic development with reference to theory and research in developmental psychology. It will support the student to construct a view of the young person (infancy to adolescence) in light of developmental theories and it evaluates the impact of risk factors on the course of positive outcomes. Learning Outcomes 1. Demonstrate awareness of key theoretical discussions within developmental psychology |
05 | Mandatory |
| 1 |
Research StudiesThis module develops the students knowledge and understanding of research methodology, design and process, and supports them in integrating critical thinking, problem-solving, critical analysis and the application of research based evidence to practice. Learning Outcomes 1. Describe philosophical and theoretical assumptions underpinning research |
10 | Mandatory |
| 2 |
Reflective PracticeThis module serves to encourage critical and reflective thinking for professionals working in inclusive practice. The student will begin to engage in self-reflection through class exercises and journal logs, developing professional approaches for the SNA to reflect on learning. The appraisal of models of reflection will assist with the recognition of the importance of self-assessment in continued professional development. This will further support the student in identifying and sustaining quality principles for inclusion within the school community. Learning Outcomes 1. Appraise the theories and models of reflection. |
05 | Mandatory |
| 2 |
Disability and Effective PracticesThis module will enable the student to identify a range of disabilities; impairments and conditions relevant to children and the accommodations that should be applied to support children as independent individuals and unique learners. Several areas which require specific support will be addressed. These will include: hearing and visual impairments; general, physical, intellectual, and specific learning disabilities, as well as an introduction to childhood disorders. Students will discuss the importance of implementing child-led support, in partnership with parents, and key stakeholders in order to enhance the holistic development and independent lifelong learning of the child. In addition, students will identify, evaluate and design an inclusive strategy/environment and a Support Plan for supporting a child in school. Learning Outcomes 1. Distinguish historical and current perspectives, services, provisions, policies and frameworks in relation to best practice for the inclusion of children with an additional need/disability. |
10 | Mandatory |
| 2 |
Technology to Foster EngagementThis module will enable the student to gain insight into how technology can be used to support and engage students across a diverse range of Special Educational Needs. Learning Outcomes 1. Identify how technology can best support children with Special Educational Needs 4. Appraise and match the available technologies to the needs of particular children to enhance interaction and inclusive practices |
05 | Mandatory |
| 2 |
Practice Placement IIThis module relates to supervised Special Needs Assistance practice in a post-primary school setting. The student will undertake a full six week period of placement on a full-time or approaching full-time basis excluding additional training and reflective assignment time. This experience will enable the student to integrate theory with practice and to develop positive attitudes and values towards working with post primary school students with identified special educational needs. The module also provides students with an opportunity to reflect on inclusive practice. Learning Outcomes 1. Apply legislation, guidelines, policies and protocols in the placement setting to ensure the development, safety and wellbeing of students with identified special educational needs. 5. Engage in learning opportunities to promote skills and knowledge at a personal and professional level and identify own learning gaps and goals, together with strengths |
10 | Mandatory |
Year 4
| Semester | Module Details | Credits | Mandatory / Elective |
|---|---|---|---|
| 1 |
Design Principles for Universal ParticipationThis module aims to develop a deep understanding of the principles and practices that promote inclusivity across various contexts. 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. Learning Outcomes 1. Identify and recognise the impacts of marginalisation on specific groups. |
10 | Mandatory |
| 1 |
Leadership and Development for Inclusive PracticeThis module examines the pivotal role of leadership in inclusive practice, emphasising the interplay between theory and practice in fostering equitable environments. It aims to build advanced skills for leading, managing, and innovating within diverse contexts and community settings. 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 infrastructure, the systems, policies, and collaborative structures that underpin inclusive environments across interagency and interdisciplinary settings. This holistic approach prepares students to address the complex needs of diverse populations, driving inclusive and transformative change through leadership and development. Learning Outcomes 1. Define and critically evaluate inclusive practice, including its theoretical foundations, frameworks and relevance across educational, healthcare, community, interagency, and interdisciplinary settings. |
05 | Mandatory |
| 1 |
Transformative Approaches to Inclusive PracticeThis 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. Learning Outcomes 1. Critically evaluate transformative approaches in the context of marginalised communities and their effectiveness in addressing social inequalities. |
05 | Mandatory |
| 1 |
Action Project Through Professional PracticeThis module supports students in applying theoretical knowledge to practical experience within a professional setting that actively creates the conditions where all individuals, particularly those from marginalised or under-represented groups, can participate meaningfully. Students will undertake an action-based project, involving the planning, implementing, and evaluating initiatives to improve access, participation, and outcomes for individuals or groups within the identified setting. Through this process, students will develop key professional skills, engage in reflective practice, and critically assess the effectiveness of inclusive approaches and active engagement. The module aligns with ethical and professional standards, emphasising responsibility, accountability, and the importance of ongoing professional development. Combining theory and practice prepares students for professional roles that support inclusivity and engagement. Learning Outcomes 1. Apply theoretical knowledge to practice by designing, implementing, and evaluating an action-based project. |
10 | Mandatory |
| 2 |
Empowering Inclusive Participation for Healthier LifestylesThis 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. 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. By collaborating with local communities, healthcare professionals, educators and social care workers, students will gain hands-on experience and insights into the importance of partnerships and collaborative efforts in promoting well-being and inclusion. Learning Outcomes 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. |
05 | Mandatory |
| 2 |
Research to Promote Inclusive PracticeThis 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 a variety of 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 inclusive 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 practices and will be prepared to make unique contributions to the professional and academic communities through their research findings. Learning Outcomes 1. Formulate research questions that address issues of inclusivity. |
10 | Mandatory |
| 2 |
Transitions ManagementCentring on effective and inclusive transition planning, the module explores the challenges and barriers individuals may encounter when developing skills and competencies for the world of work and community engagement. It offers a critical insight into various models of transition, policy and legislative frameworks, and best practices for transition planning processes and strategies across different professional sectors. The module is underpinned by values of rights, independence, choice, and control. Learning Outcomes 1. Critically analyse traditional and contemporary models of transitions from a rights-based perspective, evaluating outcomes for children and adults. |
05 | Mandatory |
| 2 |
Mental Health and Wellbeing in Contemporary ContextsThis module offers a comprehensive and critically reflective study of mental health and well-being across the lifespan. It traces the evolution of mental health concepts, critically engaging with historical, medicalised, and institutional approaches, while placing strong emphasis on contemporary, rights-based, and socially informed perspectives. Students will explore a wide range of psychological, social, cultural, and structural determinants that shape mental health outcomes in diverse populations and communities affected by trauma, discrimination, or marginalisation. The module challenges deficit-based thinking by foregrounding strengths-based, trauma-informed, recovery-oriented, and neuro-affirmative models. It integrates current research and theory with applied learning, preparing students to evaluate and implement evidence-informed interventions that promote psychological resilience, inclusion, and wellbeing in everyday practice. The module will draw connections between policy, lived experience, and ethical practice. Students will develop the capacity to support mental health across the lifespan in dynamic and person-centred ways across a range of educational, social care, community, and interdisciplinary settings. Learning Outcomes 1. Describe the evolution of contemporary and historical approaches to understanding psychological well-being and mental health, evaluating foundational theories and their impact on modern practice. |
10 | Mandatory |
Recommended Study Hours per week
Examination and Assessment
On-Campus Attendance Requirement
Progression
On successful completion of this programme students can apply for progression to a level 9 programme. Examples of which (within ATU) include, but are not limited to: MSc in Advancing Health and Social Care MA in Teaching and Learning MSc in Gerontology Practice MA in Social Work MA in Professional Leadership MA in Social Care and Social Justice MA in Leadership and Advocacy in the Early Years MA in Transformative Practices in Equality, Diversity and Inclusion MA in Contemporary Innovations in Education MA in Special Education MSc in Outdoor Education, Sustainability and Wellbeing Students may also pursue a Professional Masters in Education
Download a prospectus
Entry Requirements
| Leaving Certificate Entry Requirement | 6 subjects at O6/H7 which must include: – 2 subjects at H5 – English or Irish at O6/H7 – Maths at O6/H7 or Foundation Maths at F2 |
| QQI/FET Major Award Required | Any |
| Additional QQI/FET/ Requirements | Three Distinctions |
| GCE/ A-level/ GCSE Entry Requirement | 6 distinct recognised GCSE/A-level subjects which must include: 2 A-levels at Grade C and 4 other subjects at GCSE-level Grade C which must include: – English or Irish – and Maths |
Garda Vetting | Entrants to this programme will be required to undergo vetting by An Garda Síochána |
Fees
Total Fees EU: €3,000
This annual student contribution charge is subject to change by Government. Additional tuition fees may apply. Click on the link below for more information on fees, grants and scholarships.
Total Fees Non-EU: €12,000
Fees shown are per annum.
Further information on feesCareers
- SNA in Primary/Post-Primary setting
- Advisors in Inclusive Practice Special Schools and Autism classrooms
- Higher Education Disability Officer
- Community Worker/Advocate
- Disability Support Worker
- Healthcare Advocate/Health Promotion
- Organisations supporting Marginalised Communities
- Pathway to primary teaching
Further Information
Who Should Apply?
This programme is suitable for students who wish to work or develop careers in the education, health and social care sectors to provide quality inclusive services for individuals in marginalised groups in an ever-evolving and diverse society.
Contact Information
Early Education & Social Studies