Master of Education in Facilitating Inclusive Education (M.Ed. Incl.)

Overall Course Description

This postgraduate degree offers students a comprehensive look at current debates in inclusive education, including national and international policies and approaches. It allows students to critically examine current theory and research, with a focus on pedagogical approaches and the creation of effective systems and structures for collaborating with parents, carers, and other agencies.

The course is intended for students who seek to broaden their knowledge and understanding of students and young people with a variety of educational needs, as well as professionals who work in mainstream or specialised settings and want to improve their skills and professional practice. The program also aims to prepare students to work professionally as an Inclusion Coordinator or in other advanced leadership roles within today’s inclusive educational system.

The qualification provides extensive theoretical knowledge while also improving skills gained thru previous study and professional practice. Learners will gain the knowledge and skills needed to address a wide range of learning disabilities and apply appropriate strategies in inclusive educational settings.

The qualification aims to allow learners to:

1. Become fully professional in their work within the area of Inclusive Education as Inclusion Coordinator.
2. Demonstrate knowledge and understanding of diverse conceptualisations of social justice and the contextual nature of social justice issues.
3. Use research and scholarship in the area of social justice and teacher agency to critically evaluate current policy and practice.
4. Engage in critical, evidence-informed discussion of the implications of social justice principles for professional practice.
5. Work collegially with others to negotiate the meaning and implications of educational structures, cultures and values underlying policies and practices.
6. Draw on critical and systematic reflection to explore strategies for addressing social justice issues and transforming structures and cultures.

Target Audience

This program is intended for professionals working in educational settings in the field of inclusive education who want to advance their knowledge and academic skills to the Master’s level and specialise in a specific area of inclusive education.

The program is aimed specifically at inclusive education professionals who want to advance their careers as Inclusive Education Coordinators (INCOs) or other positions of leadership and management in the education sector.

Learners who hold a MQF Level 6 qualification in inclusive education, including certificates in the practice of inclusive education in the classroom, a BA Top-Up Degree in Inclusive Education (120 ECTS), or an equivalent qualification carrying 180 ECTS at MQF Level 6 in a related area of study, are among the intended audience. The program is intended for students who want to advance their careers in education by pursuing postgraduate studies at the Master’s level.

The course is also appropriate for experienced education professionals who work with children and adolescents with a variety of educational needs, whether in mainstream or specialised settings. Its goal is to provide participants with the knowledge, tools, and competencies they need to effectively implement inclusive education in the 21st century classroom while also creating a learning environment that is supportive.

The program is aimed at adult learners, with the accredited application specifying the primary target age groups as 19-30, 31-65, and 65+.

Programme Learning Outcomes

After successfully completing the program, learners will have a thorough understanding of the key concepts of inclusion, inclusive education, and additional learning support, recognising them as problematic and contested terms, as well as the ability to critically engage with theoretical and disciplinary perspectives in relation to practice and policy implications. Learners will demonstrate significant autonomy and initiative in academic activities, think independently in decision-making, be open to new perspectives, methods, and creative ideas, and use their professional autonomy to explore ways to influence change in school and policy environments thru purposeful collaboration with other professionals and families. They will be able to critically and systematically reflect on social justice issues by examining teachers, individual and collective practices, and educational environments. Learners will also gain confidence in key leadership processes and practices within the inclusive school community, foster a future-oriented stance, and initiate and lead change for inclusion improvement thru engagement with the entire school community, use critical inquiry and reflection to evaluate and strengthen good practices, and advance their professional development in accordance with the course’s learning outcomes. After completion, learners will have the responsibility and autonomy needed to work professionally in inclusive education, such as coordinating Learning Support Educators who work with students with various learning difficulties and disabilities at various levels of the educational system, creating learning environments, collaborating to propose change for social justice, and contributing to the reduction of the effects of social inequalities.

Module Learning Outcomes

SU1 – Applied Educational Research Methods

By the end of this module, students will be able to use research data to develop strategies that influence education and school outcomes, understand and apply ethical practices in educational research, employ inductive and deductive strategies in research planning and implementation, and demonstrate ethical and culturally relevant approaches to interpreting and reporting research or program evaluation results. Learners will gain an understanding of quantitative and qualitative research methods, research design, and statistical analysis, as well as the ability to critically analyse research studies, engage in research and inquiry, make informed decisions in their own research projects, and effectively apply research knowledge in the field of inclusive education.

SU2 – Critical Analysis: Understanding Research Literature

By the end of this module, students will be able to demonstrate critical awareness of current debates about the purposes and interpretation of educational research within inclusive education, assess the strengths and weaknesses of various research paradigms and philosophies, and analyse, evaluate, and interpret various forms of educational writing. Learners will gain the ability to critically engage with research studies, understand various approaches to quantitative, qualitative, and mixed-methods research, evaluate the relationship between research, theory, and practice, critically assess research methodologies, and create research proposals that include research problems, research questions, literature reviews, and appropriate data collection and analysis.

SU3 – Learning Difficulties: MLD and SPLD

By the end of this module, students will be able to identify the level of support and services required by students with moderate and specific learning difficulties, as well as understand that the level of assistance provided should be proportionate to the severity and individual nature of the learner’s difficulties. Learners will gain knowledge and understanding of MLD and SPLD, including their characteristics, assessment and support requirements, as well as the skills required to identify learning difficulties, comprehend their impact on learning, and implement appropriate intervention and teaching strategies in inclusive educational settings.

SU4 – Collaborative Working: Barriers, Problems and Solutions

By the end of this module, students will be able to demonstrate specialist knowledge and understanding of collaborative and cooperative working in schools, such as inter-professional collaboration, interpersonal skills, participation, power and hierarchy, and the challenges associated with integrated working. Students will learn how to assess and address problems in schools, contribute to assessments, reports, and professional planning meetings, collaborate effectively with families and services, communicate with specialist and non-specialist audiences, and critically evaluate issues of inclusion, social justice, respect, and anti-discrimination.

SU5 – Inclusive Education and the Law

At the conclusion of this module, students will be able to understand legal issues concerning equality and diversity, identify key rights to equality, understand various forms of prejudice and discrimination affecting students and young people, and recognise the importance of respecting each child’s ethnic, religious, cultural, and linguistic background. Learners will learn about the history and development of inclusive education and anti-discrimination legislation, as well as current local, European, and international legal frameworks, the rights of students and parents with special needs, and the rights and roles of parents of disabled children. They will also be able to identify relevant services and benefits, critically evaluate relevant literature, and apply legal and policy knowledge to their professional practice in inclusive education.

SU6 – Critical Pedagogy for Inclusion

By the end of this module, students will be able to critically examine the relationship between inclusive education policy, theory, and classroom practice, as well as investigate how educational practices can challenge or reinforce inequality, stigma, and marginalisation. Learners will gain the ability to critically engage with evidence about inclusive education, investigate issues such as attainment gaps, poverty, additional support needs, curriculum, and assessment, and apply critical pedagogy principles in educational settings. They will learn how to question established structures, assumptions, and practices, promote critical thinking, challenge inequalities, and contribute to the development of inclusive pedagogical approaches.

SU7 – Theoretical and Practical Aspects of Leadership in the Educational Setting

By the end of this module, students will be able to develop and apply knowledge of educational leadership theories and their practical applications in educational settings. Learners will investigate current issues affecting education policy, governance, and organisational change, critically evaluate leadership practices and assumptions, and gain the ability to initiate, manage, and monitor change in educational settings. The module will also teach students how to use reflective practice, collaboration, and coaching techniques to strengthen professional practice, support improvement, and contribute effectively to leadership in inclusive educational settings.

SU7.1 – Physical & Multiple Disabilities within the Area of Inclusion

Learners who choose this option as their area of specialisation will gain knowledge and understanding of students with physical and severe multiple disabilities, including their characteristics, needs, and the consequences for their families, peers, and educators. Learners will gain the ability to recognise appropriate approaches, technologies, and strategies for promoting communication, curriculum access, participation, inclusion, and quality of life in educational settings.

SU7.2 – Comprehensive & Alternative Communication Methods

Learners who choose this option as their area of specialisation will gain a better understanding of augmentative and alternative communication and its role in the inclusion and social participation of students with communication disabilities. Learners will learn how to use appropriate communication strategies and devices, organise environments to maximise communication opportunities, contribute to communication support plans, identify barriers to effective communication, and collaborate with relevant professionals and families to assist students with communication disabilities.

SU8 – Dissertation

At the conclusion of this module, students will be able to conduct an independent research project in their chosen area of specialisation. Students will identify and develop a clearly defined research topic, formulate appropriate research questions, conduct a focused critical review of relevant literature, choose and critically evaluate an appropriate research methodology, address relevant ethical considerations, collect and analyse information or data, and present their findings in a clear, structured, and concise manner. Learners will also be able to identify their research’s strengths and limitations, as well as critically reflect on the research process and its implications for personal and professional practice.

Programme Structure

Hours of Total Learning

The programme consists of 2,250 total learning hours, comprising 390 contact hours, 1,510 self-study hours and 350 assessment hours, equivalent to 90 ECTS.

Overall Programme

Breakdown by Module