| CODE | EDU5919 | ||||||
| TITLE | Strategies for Inclusive Practices, Early Intervention, Inclusive Schooling and Vocational Designing | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Faculty of Education | ||||||
| DESCRIPTION | This study-unit will explore strategies for inclusive practices throughout the life span from – early intervention, inclusive schooling, and vocational designing based on transdisciplinary teamwork and inclusive collaborative practices. The unit will discuss the ingredients for inclusive practices; person centred approaches and issues of self-determination and quality of life and the effects of support strategies on these concepts. Study-Unit Aims: This study-unit aims to assist the student in achieving an understanding of the positive effects of inclusive practices on the socio-educational development of individuals with disability and mental health problems; the main ingredients needed to be put in place for the creation of inclusive practices throughout the life span from early intervention to vocational design using person centred approaches. The students will achieve an understanding and an ability to analyse the effects of different support services on the service users level of self-determination and quality of life thus understanding the importance of the type of service provided and the philosophy behind these services and to create services which enhance self-determination and quality of life. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - reflect on and comprehend the importance of inclusive practices for the socio-educational development of all individuals; the major ingredients for inclusive support practices throughout the lifespan; - reflect on and understand the importance of the concepts of self-determination and quality of life linking this to the type of services given; - comprehend the way early intervention; inclusive education and vocational design are implemented through person centred and inclusive collaborative approaches; - critically discuss different models of interventions and their implications; - develop proposals for the development of inclusive services based on self-determination and quality of life for disabled persons and persons with mental health problems. 2. Skills By the end of the study-unit the student will be able to: - identify the essential ingredients for inclusive practices in different environments and at different stages (early intervention, inclusive education at kindergarten, primary secondary, post secondary, tertiary levels, vocational design and leisure); - implement person centred and collaborative approaches to inclusive practices like MAPS, PATHS, COACH and narrative approaches; - propose changes in present support services to reflect inclusive practices; - produce a proposal for the setting up of support inclusive and transdisciplinary services in a particular area (chosen by the student). Main Text/s and any supplementary readings: Main Texts: - Athanasou J.A., & Esbroeck R.V.,(Eds.), International handbook of career guidance. Dordrecht: Springer Science. - Lovett H., (1996) Learning to listen - positive approaches and people with difficult behaviour USA: Brookes P.H. Pub. Co - Savickas M.A.,Nota L., Rossier J., Dauwalder J.P.,Duarte M.E., Guichard J., Soresi S., Van Esbroeck R., van Vianen A.,Life designing: A paradigm for career construction in the 21st century, http://xa.yimg.com/kq/groups/70983503/2046355320/name/Life+designing%28ENG%29.pdf - Shonkoff, J., Meisels, S., (2000). Handbook of early intervention. (2nd Ed.) Cambridge University Press - Snell, M., and Brown, F., (2005) Instruction of students with severe disabilities. (6th ed.) Prentice Hall - Soresi, S., Nota, L., Ferrari, L., & Solberg, S. (2008). Career guidance for persons with disabilities. In J. A. Athanasou & R. Van Esbroeck (Eds.), International handbook of career guidance (pp. 405–417). Dordrecht: Springer Science. - Tanti Burlo’ E., (2010) Inclusive education, a qualitative leap in Lifespan and disability. XIII, 2 , 203-221. http://www.lifespan.it/client/abstract/ENG211_5.pdf - Tilly L., (2011) Person centred approaches when supporting people with a learning disability. Exeter: Learning Matters Limited, Worcestershire: BILD. Supplementary readings: - Turnbull R., Turnbull A.,Soodak L.C., (2010). Families, Professionals, and Exceptionality: Positive Outcomes Through Partnerships and Trust (6th Edition). Supplementary Texts: - Contardi, A., - (2004) Verso l'Autonomia. Percorsi educativi per ragazzi con disabilità intellettiva, Carocci Editore. - Giangreco M., (1992) Choosing Options and Accommodations for Children Brookes. - Giangreco M., (1996) Vermont Interdependent Services Team Approach: A Guide to Coordinating Educational Support Services Brookes. - Sullivan, S. E., & Arthur, M. B. (2006). The evolution of the boundaryless career concept: Examining physical. - Turnbull R., Turnbull A., et al., (2010). Exceptional lives. special education in today’s schools. (6th Ed.) Merrill Prentice Hall. International Journal of Inclusive Education. |
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| ADDITIONAL NOTES | Pre-Requisite qualifications: First degree | ||||||
| STUDY-UNIT TYPE | Lecture | ||||||
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| LECTURER/S | Jonathan Borg |
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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 2024/5. It may be subject to change in subsequent years. |
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