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

This course aims to prepare those working in an educational setting in the area of inclusive education, to advance their knowledge to Masters level, moreover to specialise in a specific field within the area of study.

The program is targeted towards professionals within the field of inclusive education who wish to enhance their academic competences in this specific area of study to become Inclusive Education Coordinator (INCO), or other positions of headship.

The target audience is learners holding MQF level 6 certificates in the practice of inclusive education in the classroom (20week course [30 ECTS] credits and 30week course [30 ECTS credits] and a BA Top Up Degree in Inclusive Education [120ECTS] or an equivalent qualification that carries 180 ects at MQF Level 6, and wishing to progress within the education sector for a post-graduate Degree at Masters level in Inclusive Education. The course aims to equip participants with the necessary tools and competences to implement inclusive education effectively in the 21st century classroom whilst fostering a supportive environment for learning.

This is an on-line course. All taught units are taught online and even the Dissertation is evaluated through an Oral Examination held online and through the evaluation of specific documents that are also sent to examiners through online means.

There are no National Occupational Standards related to Learning Support Educators. The profession of LSE is not a warranted profession. This Degree at Masters level is intended as a course for students already in possession of LSE1, LSE2 and LSE3 certificates.

Upon completion of the Masters Degree, learners will be eligible to act as inclusive education coordinator for LSEs working with pupils who are statemented by the Directorate for Educational Services, and who need the assistance of a Learning Support Educator due to diverse needs, learning difficulties, disability or any other difficulty that is deemed to qualify for such assistance within a classroom setting.

This qualification is also relevant to a wide range of participants including headteachers and senior leaders with strategic responsibility for building capacity and professional learning in the inclusive educational system; middle leaders with departmental and line management responsibility for supporting teacher and learning support educators. Moreover, this course is structured with the aim to inspire learners to critically reflect on their own leadership and management practices.

Graduates will be able to apply to become an Inclusion Coordinator (INCO) and other similar advanced roles within the profession, including similar headship duties within today’s inclusive educational system.

Overall Programme Description 

This post graduate degree will enable the learner to have a comprehensive focus on contemporary debates within inclusive education including, national and international policies and approaches. Critical exploration of current theory and research inform consideration of pedagogical approaches as well as the development of effective systems and structures for working with parents/carers and different agencies.

This course is suitable for learners who are interested in developing further their knowledge and understanding of pupils and young people with diverse educational needs, working as a coordinator of facilitators or associated professional in mainstream education or specialised settings wishing to extend their skills and practice, an experienced professional, or already working with pupils with diverse needs.

This qualification will provide comprehensive theoretical knowledge and will enhance the skills already acquired in previous courses and through practice, leading the learner to have a full range of knowledge and skills to be able to work professionally as an Inclusion Coordinator or other headship roles. The outcomes of this course envisage that the learner would be able to deal with wide range of learning difficulties and disabilities and use different strategies accordingly.

The qualification aims to allow learners:

1. To become fully professional in their work within the area of Inclusive Education as Inclusion Coordinator.
2. Demonstrate knowledge and understanding of the 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 for critical evaluation of current policy and practice
4. Engage in a 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 and cultures, and values underlying given policies and practices
6. Draw on critical and systematic reflection to explore strategies for addressing social justice issues and transforming structures and cultures

In order to achieve the above, the learner will have advanced good knowledge about the most common disabilities and learning difficulties including also teaching strategies that will help him/her work and adapt the curriculum for the needs of these pupils.

This course when completed will ensure that the learners will have acquired the responsibility and autonomy to complete a wide series of tasks as coordinator of LSEs working with pupils having different learning difficulties and disabilities and who are of different levels of the educational system, according to the curriculum and vocational qualifications. The units within this course will introduce learners to ideas on how to create conditions for all students’ learning, how to work with others to propose change for social justice in inclusive educational settings, and to reduce the effects of social inequalities.

The taught element of this course is made up of 8 modules. There are 6 core modules, after which the learner will be able to take a specialisation (7^th module) within the same field of study. The 8^th module, a Long Essay of 10,000 is completed after successful completion of the first 7 modules.

Learning Outcomes for Knowledge obtained at the end of the programme

1. To possess a thorough understanding of the key concepts ‘inclusion’, ‘inclusive education’, ‘additional support for learning’, recognising them as problematic and contested terms
2. To critically engage with theoretical and disciplinary perspectives in relation to practice, and their implications for policy
3. To exercise substantial autonomy and initiative in academic activities, including decision making on the basis of independent thought
4. To be open to new perspectives, methods and creative ideas in inclusive education
5. To engage with the given degrees of professional autonomy to explore ways of influencing change in school and policy environments (e.g. by collaborating purposefully with other professionals and families)
6. To reflect critically and systematically on issues of social justice by engaging in systematic analysis of teachers, and individual and collective practices and environments)

Learning Outcomes for Skills obtained at the end of the programme

1. Become fully professional in their work as Coordinators of Learning Support Educators.
2. Develop their confidence with key processes and practices relating to leadership within the inclusive school community
3. Foster a future oriented stance and to initiate and lead change for improvement on inclusion through engagement with the full school community
4. To use critical enquiry and reflection to evaluate and strengthen the impact of good practices within the school community
5. To enhance their professional development that is tailored to support them in improving in accordance with the learning outcomes of this course

List of Modules

SU1 Critical Analysis: Understanding Research Literature

SU2 Learning difficulties: MLD and SPLD

SU3 Collaborative Working: Barriers, Problems and Solutions

SU4 Inclusive Education and the Law

SU5 Critical Pedagogy for Inclusion

SU6 Theoretical and Practical Aspects of Leadership in the Educational Setting

SU7 Area of Specialisation:

Option 1: SU7.1 Physical & Multiple Disabilities within the area of Incusion

Option 2: SU7.2 Comprehensive & Alternative Communication Methods

SU8 Dissertation

Guided Learning Hours

The Total Learning Hours is 2250 hours, out of which 390 are Contact Hours.

JAN24 M.Ed. Incl. COURSE