| CODE | IAL5006 | ||||||||
| TITLE | Secondary Classroom as a Positive Educational Space | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||
| DESCRIPTION | Unique profiles and multiplicity of origins, of students within a secondary classroom, their varying immigration status, gender, age, religion, cognitive profile (or neurology), and other intersectional identities and experiences, contribute to diverse classroom settings and contexts. Inclusive education truly becomes inclusive when educators do not assume that they know everything about another’s intersectional and diverse identities. An inclusive educational context is truly inclusive when the encounter with diversity becomes a learning experience for all. To this end, Positive Educational Niches generate the conditions for such encounters, where all learners can benefit from mutual learning. This study unit aims to introduce secondary teachers in training to inclusive pedagogical praxes to generate positive educational niches. Therefore, this study unit will offer both theoretical and practical inclusive tools to sustain a holistic and inclusive pedagogy. Furthermore, questions related to different inclusion topics, for instance, disabilities, diverse neurologies, diverse cultural, religious, and linguistic backgrounds, and LGBTIQ +, will be addressed both comprehensively and particularly. The sociology of education component of this study unit focuses on the learners. It will be addressing topics that require student teachers to critically examine secondary school learners’ experiences of success, failure, and transitions. Students are encouraged to engage in a critical analysis of learners’ disaffection with schooling, attendance, and exclusion from school. Health inequalities and their consequences, which affect many learners, are also addressed. This component also engages with the curriculum as gendered text, as well as race and Islamophobia in the curriculum. Study-Unit Aims: The study-unit aims to dialogically engage teachers in training through a process of critical reflection on topics related to inclusive education. Thus, the students will explore inclusive education from two complimentary properties: the theoretical and philosophical, and the operational and practices of implementations. The study unit will be focused on offering the necessary knowledge, skills and attitudes to develop an inclusive pedagogy to generate a Positive Educational Space in Secondary classrooms. Lectures will highlight the role of the teacher as an agent of change founded on ethical, responsible values and inclusive pedagogical practices. Furthermore, the student will be introduced to practical activities and examples of good practices to support inclusive education within a secondary classroom. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: ● Describe how inclusion can transform encounters with diversity into a learning experience. ● Identify inclusion ideals and practices that respect and support the agency of learners. ● Engage with theories and praxes that are inclusive. ● Analyse and evaluate learners’ needs concerning inclusive education. ● Identify different "isms" that disempower learner’s agency. ● Appreciate and generate secondary classrooms as Positive Educational Spaces ● Analyse and assess educational ideals, strategies and practices from an inclusive perspective. ● State the ethical and civic implications of teaching. ● Describe how to turn teaching as a teamwork operation ● Describe how health issues impact student achievement. ● Demonstrate awareness of the ways the curriculum mediates gender, race and Islamophobia. 2. Skills: By the end of the study-unit the student will be able to: ● Analyse educational theories and praxes from an inclusive perspective. ● Critically adopt inclusive ideals and praxes in secondary schools. ● Synthesise the relationality and rationale of inclusivity and education. ● Engage in Educational Positive Spaces operations. ● Critically reflect on one's own practice as an inclusive teacher. ● Analyse educational text, including policies text, from an inclusive educational perspective. ● Apply a more ethical and responsive understanding of teachers’ agentic role. ● Identify schools and classroom structures and activities which jeopardise inclusive education. ● Critically reflect on and engage with Inclusive Educational literature. ● Engage with diversity in the secondary classroom community as a pedagogical resource. ● Examine contexts and situations which push students towards failure or inspire them to be successful. ● Evaluate reasons for students’ disaffection and disengagement with school. ● Critique the conditions that instigate absenteeism and exclusion, Main Text/s and any supplementary readings: Main Texts: Howley, A., Faiella, C. M., Kroeger, S. D., & Hansen, B. (Eds.). (2020). Inclusive education: A systematic perspective. IAP. Band, B. (2021). The Inclusive Classroom: A New Approach to Differentiation. The School Librarian, 69(3), 71-71. Supplementary Readings: Council of the European Union. (2017). Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on Inclusion in Diversity to achieve a High Quality Education for All. Brussels: 17th February 2017. 6356/17 European Agency for Development in Special Needs Education (2016). Agency position on Inclusive Education Systems. Retrieved December 15, 2022 from https://www.european-agency.org/sites/default/files/PositionPaper-EN.pdf Forlin. C. (2013). Issues of Inclusive Education in the 21st Century. Journal of Learning Science 6, 67-81. Doi: 10.15027/35243 Ministry for Education and Employment. (2012) National Curriculum Framework NCF. Malta: Ministry for Education and Employment. Ministry for Education and Employment. (2014a). Framework for the Education Strategy for Malta 2014–2024. Malta: Ministry for Education and Employment. Ministry for Education and Employment. (2014b). Respect for All Framework. Malta: Ministry for Education and Employment. Ministry for Education and Employment. (2014c). Special Needs and Inclusive Education in Malta: External Audit Report. Malta: Ministry for Education and Employment. Ministry for Education and Employment. (2018). A National Inclusive Education Framework. Malta: Ministry for Education and Employment. Ministry for Education and Employment. (2019). Malta: Ministry for Education and Employment. A Policy on Inclusive Education in Schools: Route to Quality Inclusion. UNESCO. (2015). Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments. Retrieved on December 15, 2022 from http://unesdoc.unesco.org/images/0013/001375/137522e.pdf UNESCO. (2017). A guide for ensuring inclusion and equity in education. France: United Nations Educational, Scientific and Cultural Organization. United Nations. (1989). Convention of the Rights of the Child. United Nations, Treaty Series, 1577, 3. United Nations. (2006). Convention on the Rights of Persons with Disabilities and Optional Protocol. United Nations. Treaty Series 2515. Watkins, A & Ebersold, S. (2016) Efficiency, Effectiveness and Equity within Inclusive Education Systems. In Amanda Watkins , Cor Meijer (ed.) Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap (International Perspectives on Inclusive Education, Volume 8) Emerald Group Publishing Limited, pp.229 – 253. Ainscow, M., Slee, R., & Best, M. (2019). the Salamanca Statement: 25 years on. International Journal of inclusive education, 23(7-8), 671-676. Attwood, G., & Croll, P. (2006). Truancy in secondary school pupils: Prevalence, trajectories and pupil perspectives. Research Papers in Education, 21(4), 467-484. Swann, S. (2016). Pupil Disaffection in Schools:Bad Boys and Hard Girls. Routledge For the sociology component, set of required readings shall also be provided. These will be available through HyDi or on VLE. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Jonathan Borg Louis John Camilleri (Co-ord.) Louise Chircop Manwel Joseph Ellul Milosh Raykov |
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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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