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

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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 (7th module) within the same field of study. The 8th 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

Bachelor of Arts in Facilitating Inclusive Education (Honours) Top-Up Degree – B.A. (Inc. Ed.) (120 ECTS)

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Aim of the course:

This course aims to prepare those working in an educational setting in the area of inclusive education to become a Learning Support Educator 3 (LSE3). The program is targeted towards professionals within the area of inclusive education who wish to enhance their skills and competences in this specific area of study.

Target audience & entry requirements: 

The target audience is learners holding MQF level 5 certificates in the practice of inclusive education in the classroom [20week course [30 ECTS credits] and 30week course [30 ECTS credits]] and wishing to progress within the education sector as graduate Learning Support Educators 3.

In addition to the above students must submit copy of their O’level or proficiency certificate in Maths, English and Maltese OR the accreditation letter as LSE 2

Method of delivery: 

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

The taught element of this course is made up of 18 modules. There is a Practice Placement in the First Year and one in the Second Year.  A Long Essay of 9,000 is completed in the second year.

Course outline: 

This graduate degree will enable the learner to have a comprehensive focus on contemporary debates within special and inclusive education including local, national and international policies and approaches. The course considers the specific needs of children with learning difficulties and disabilities, communication impairments, literacy difficulties/dyslexia, autism and SEBD/ADHD to illustrate the challenges encountered in professional practice.

This course is suitable for learners who are interested in developing their knowledge and understanding of children and young people with special educational needs, working as a facilitator for teacher or associated professional in mainstream education or specialised settings wishing to extend their skills and practice, an experienced professional, or already working with children with additional needs. It provides high-quality professional development and flexibility for learners to explore areas and in-depth study that interests them.

The course is intended to upskill learners who already have competences as Learning Support Educators and have already a working experience with children with disabilities and learning difficulties.

This qualification will provide more specialised theoretical knowledge and understanding of child development, the dynamics of various disabilities and/or learning difficulties, and teaching strategies, taking into consideration all the competences that the learners should have acquired when they have undergone the LSE Advanced Certification Course (30 week course) or its equivalent. Thus, it 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 a Learning Support Educator. 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 have sound knowledge and understanding of child development and education with special emphasis on disability or learning difficulties
  2. To acquire sound knowledge of the National Curriculum (NMC) and other local educational structures and its application for children with learning difficulties and disabilities
  3. To further their knowledge and understanding on the most common disabilities and learning difficulties (especially those that were not covered in previous studies)
  4. To master ICT knowledge, strategies and devices to be used with children with learning difficulties and disabilities.
  5. To further develop their professional skills and vocationally appropriate competence to work with children with diverse needs
  6. To become fully professional in their work as Learning Support Educators.
  7. To develop understanding of inclusive practice and value diversity
  8. To apply health and safety of children with diverse needs

In order to achieve the above, the learner will have 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 children. These include more focused modules on child development, psychology of learning, numeracy and literacy with special reference to children with disabilities and learning difficulties. Apart from this it incorporates a module focusing specifically on the various disabilities and learning difficulties.

This course when completed will ensure that the learners will have acquired the responsibility and autonomy to complete a wide series of tasks with children having different learning difficulties and disabilities and are of different levels of the educational system, according to the curriculum and vocational qualifications.

Access to resources:

At the start of the course, learners are given access to the institution’s VLE where every student is to create his/her personalised password-protected account. This online portal is utilized as a direct link between student, teacher and institution. Here lecturer upload resources for students, and students upload work assigned. The portals are also used for attendance records and gradebooks. Moreover, they provide for a direct news portal and means of communication between students and teachers or institution.

 

Delivery of lessons & method of assessment:

Tuition and online one-to-one assessments/orals take place via the platform ZOOM. Online classes are delivered in real-time so that students are able to bring forth queries and teachers can offer feedback. Lectures are held twice a week between 5pm and 8pm for 78 weeks. Where it comes to timed assessments, these continue to be taken via the online portal and invigilated via the ZOOM platform.

The total learning hours amount to 3000 hours out of which 464 hours are contact hours and 360 hours are supervised placement hours.

Practice placement will be conducted at the learner’s place of work, hence within the school where s/he is already employed as LSE. The learner will be expected to be in full time employment within this setting and will be required to validate 180 hours of practice in each one of the two practice placements. When on sick leave, missed hours would need to be compensated.

 

This will consist of hands-on practice undertaken by the learner within the duration of the course. Such hours are a mandatory part of the course.

 

The HoS or the INCO will be responsible for validating the said practice hours. No specific contract is required to conduct the placement, since the learner will already be engaged in full time employment, and the practice hours will be part of her/his daily role.

 

The taught modules will be delivered using the following methods:

 

  • Online synchronous lectures which mainly constitute of explanations, highly informative presentations followed by class discussions and case studies which engage all participants in learning through critical thinking and verbal interaction.

 

  • Self-directed study through online research and the Future Focus online platform where relevant course material is made available for students.

 

Tutors with a breadth and depth of knowledge, understanding and skills developed through experience in the field, provide for interactive and collaborative teaching methods promoting shared enquiry. Individual and group tutorials with emphasis on formative feedback will support learners to successfully complete the course. Learners will have the opportunity to discuss approaches with other experienced practitioners.

 

Training of lecturers for the effective and efficient employment of the digital system is ongoing, with meetings held regularly to improve and fine-tune the delivery of classes online. Students also undergo an induction session at the start of every course and this includes explanations on how to use the digital means of delivery of lessons and of the online institutional platform.

 

All tests will be in the form a multiple choice questionnaire and this will be in the form of 20 questions which are to be answered in 40 minutes.

 

 

Classes for this course are twice a week, in the evenings via zoom, which classify this course as a full time course.

Structure 
Module Title Comp

(C)

or

Elective

(E)

  

ECTS

 MQF

Level
of

each

module

 Mode of

Teaching

(Lectures,

workshop,

placement, asynchronous,

forums, VLE, etc.)

 Mode of Assessment

 

(Examination, assignment, project, blog, etc.)
SU1: Academic skills in the Area of Inclusion C 6 6 Lectures Test +

Reflective Journal
SU2: Positive Behaviour: Skills and Support C 5 6 Lectures Academic Poster
SU3: Language Diversity and Disorders C 5 6 Lectures Test +

Reflective Journal
SU4: Inclusive Education for Children with Physical and Multiple Disability C 6 6 Lectures Test +

Reflective Journal
SU5: Developing Identity and Personality C 5 6 Lectures Presentation
SU6: Inclusion and Legal Rights C 5 6 Lectures Test +

Reflective Journal
SU7: IEP in the Classroom – Design and Evaluation C 5 6 Lectures Assignment
SU8: Cooperation, Collaboration, Prevention and Response C 5 6 Lectures Test +

Reflective Journal
SU9: Research Methods and Analysis C 8 6 Lectures Assignment
SU10: Practice Placement 1 C 10 6 Work-Based Learning Portfolio

Oral Examination

 
60
SU11: Critical Pedagogy C 4 6 Lectures Assignment
SU12:Promoting Independence Through Assistive Technology C 4 6 Lectures Academic Poster
SU13: Health Issues: Theoretical and Practical Aspects C 4 6 Lectures Test +

Reflective Journal
SU14: Language and Cultural Diversity C 4 6 Lectures Assignment
SU15: Pedagogy for Inclusion C 6 6 Lectures Assignment
SU16: Comprehensive and Alternative Communication Methods C 4 6 Lectures Test +

Reflective Journal
SU17: Inclusive Education and the Parents C 4 6 Lectures Presentation
SU18: Gifted Children and Their Needs C 4 6 Lectures Test +

Reflective Journal
SU19: Mental Health in the Education Scenario C 4 6 Lectures Test +

Reflective Journal
SU20: Practice Placement 2 C 10 6 Work-Based Learning Portfolio

Oral Examination
SU21: Dissertation C 12 6 Tutoring

Research

 

 Thesis & Oral Examination
60
 

Total ECTS
for Programme Completion
120 ECTS
Modules 1 to 10 together make 60 ECTS credits. These shall be done in the First Year (2 sessions of 3 hours each, for a total of 6 contact hours per week).

 

Modules 11 to 21 together make another 60 ECTS credits. These shall be completed in the Second Year of Studies (2 sessions of 3 hours each, for a total of 6 contact hours per week).

 

Certificate in the Practice of Inclusive Education in the Classroom: Level 2 (30 ECTS) [formerly known as the 30 week course]

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This course is targeted for any person who wishes to become a Learning Support Educator 2 (LSE2) within Maltese education system.

The following are the units covered together with the credits for each unit

S.No Modules ECTS
1 Intra/Interpersonal Skills in the Inclusive Classroom 2
2 Child and Adolescent Development with emphasis on difference in disability 2
3 Psychology of Learning for children with disabilities 3
4 Addressing Diverse Needs 2
5 Challenges of Literacy in the Classroom 3
6 Challenges of Numeracy in the Classroom 3
7 ICT in the inclusive classroom 1
8 Supporting Students with Intellectual Impairment 1
9 Supporting Students with Learning Disabilities 1
10 Supporting Students with Challenging Behaviour 1
11 Supporting Students with Multiple Disabilities 1
12 Supporting Students with Physical Impairment 1
13 Supporting Students with Visual Impairment 1
14 Writing and Implementation of IEPs 1
15 Learners’ Portfolio 2
16 Practice Placement and Final Assignment 5

The method of assessment for this course is via multiple choice tests and 1 final assignment.

The next course is starting soon. Applications are open. Classes will be held once weekly from 17.00 hrs to 20.00 hrs or on Saturday from 9.00 hrs to 12.00 hrs.

The Total Learning Hours is 750 hours, out of which 210 are Contact Hours.

Course fee € 1280 of which € 400 are paid as a non-refundable deposit and the rest on the first day unless payment by installments agreement is signed. A charge of  € 59(inclusive of VAT) will apply if you opt to pay in installments.

Entry requirements

To book you will need an ID card or other means of identification.

You will also need to present a copy of your LSE 1 certificate (20-week course certificate).

The course must be completed within 12 months from commencement.

If you have completed your 20-week course elsewhere please also provide a valid first-aid certificate including pediatrics at the application stage.

Official Recognition Document

 

30 wk course

Certificate in the Practice of Inclusive Education in the classroom: Level 1 (30 ECTS) [formerly known as the 20 week course]

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Target Audience: The course is intended to prepare learners to work with children as a Learning Support Educator in a classroom situation.

The qualifications provide the theoretical knowledge and understanding of child development and education and in addition to this the learner will at the end of the course have the needed skills to be able to act as a support LSE, this is necessary for working with children in a variety of job roles and settings and will enable learners to apply this knowledge in practical environments.

The qualifications aim to allow learners to: 

  • Develop an in-depth knowledge and understanding of child development, education,
  • Health and safety of children and the value of play
  • Develop their professional skills and vocationally appropriate competence
  • Implement, evaluate and reflect on professional practice
  • Develop understanding of inclusive practice and value diversity

In addition to this the learner will be introduced to a number of additional modules on an in depth basis which will broaden and deepen their knowledge within the Childcare industry, these include in depth modules on the psychology of learning, supporting children with special needs and how to deal with numeracy and literacy.

This course when completed will ensure that the learners will have acquired the responsibility and autonomy to complete a wide series of tasks.

Lessons are held once weekly. Each lesson is 3 hours long.

The Total Learning Hours is 750 hours, out of which 154 are Contact Hours and 180 hours are Placement Hours.

The method of assessment for this course is via multiple choice tests and 1 final assignment.

Entry requirements

You would need to be in possession of the Supply LSE course (10 week course).

 Topics covered and ECVET credits

1. Advanced introduction to Child and Adolescent Development Number of ECTS: 2
2. Introduction to Psychology of Learning Number of ECTS: 2
3. Intra/Inter-Personal Skills in the Classroom Number of ECTS: 2
4. Introduction to Diversity and Inclusion in the Classroom Number of ECTS: 2
5. Introduction to Literacy in the Classroom Number of ECTS: 2
6. Introduction to Numeracy to the Classroom Number of ECTS: 2
7. Supporting Children with Communication Difficulties Number of ECTS: 2
8. Supporting Students with SEBDs Number of ECTS: 2
9. Formulation and implementation of IEPs Number of ECTS: 2
10. Principles of Inclusive Education in the Community Number of ECTS: 1
11. First Aid Course Number of ECTS: 2
12. Practical Placement & Learner’s Portfolio ECTS: 7
13. Final Assignment Number of ECTS: 2

Total number of credits: 30 credits

Fee for the course:  Euro 980.
The payment is made as follows: Euro 400 (non-refundable) on application and the balance on the first lesson. If you prefer to pay by installments you can opt to do so at a charge of €59(inclusive of VAT). In such a case on the first lesson, you pay Euro 200 (course fee) and €59(inclusive of VAT) installment agreement charge.

 

Applications will be received on a first-come-first-served basis.

Telephone bookings are not accepted but we will be more than happy to answer your questions via phone.

To book please come to our office and bring with you an ID card, CV, the Supply LSE certificate (10-week course) and a non-refundable deposit of Euro 400. You can apply for this course via the apply now page on our website.

Further details can be obtained from Future Focus, 8, Triq L-Imhazen, Floriana, FRN1119. Contact us  21 225884/ 21 221371 [email protected] 

We are open daily from 8.30 hrs to 17.30 hrs and on Saturdays from 8.30 hrs to 12.00 hrs.

The next course will start soon. Registrations are open.

Official Recognition Document

 

20 WK COURSE

Supply Learning Support Educator Course (14 ECTS) [formerly known as the 10 week course]

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This course is targeted for any person who wishes to become a Supply Learning Support Educator within the education sector.

This is a course that prepares learners to work with children as a Learning Support Educator within a classroom. The qualifications obtained will provide students with the theoretical knowledge and understanding of child development and education and offer the needed skills to be able to act as a support LSE. This course also enables students to apply this knowledge in practical environments. This is an MQF level 4 course.

Topics include:

  • Inclusive education
  • Supporting different needs
  • The inclusive curriculum
  • Behavior management
  • Development and Implementation of MAP and IEP
  • Working with Team-Professionals and Parents
  • Practical Placement

This qualification has 14 credits

Students will:

Develop knowledge of children development, education and health, and safety in children
Develop their professional skills and implement, evaluate and reflect on professional practice
Develop an understanding of the inclusive practice and value diversity


Fee

€400 inclusive of VAT, course notes, examination, tuition, and certification. Assessment fees are included in this price. Booking can be made by filling in the application form and sending a non-refundable deposit of €200 and another €200 must be paid on the first day of the course.


Duration

This course is 10 weeks long with one lesson per week of 3 hours duration. The student is expected to undergo a 110 hour work placement. For those already in employment, these can be done while employed as LSE’s. Students are also expected to have 40 hours of contact with their workplace tutor. The multiple choice tests are held after the lesson and are online. The assignment is expected to take you around 10-15 hours to complete.

The Total Learning Hours is 360 hours, out of which 70 are Contact Hours and 110 hours are Placement Hours.


Assessment

Multiple-choice tests (online) and one assignment.


Entry requirements

a) Be engaged as a Supply Learning Support Educator in a licensed school, and able to communicate in English and Maltese;

OR b) Have a minimum of four MQF level 3 subjects at Grade 1-5, Grade C or a comparable, which must include Maltese, English Language, Mathematics, and any other subject;

OR c) In possession of an MQF Level 3 VET Qualification (minimum 60 ECTS, or equivalent)

ONLY for employment purposes, students would need to be in possession of one A’level or level 4 qualification and four MQF level 3 subjects at Grade 1-5, Grade C or a comparable, which must include Maltese, English Language, Mathematics, and any other subject

To book please come to our office and bring with you an ID card and a deposit of Euro 200. You can also download the application and scan and send your documents by e-mail or send them by post. Apart from the application form and the non-refundable deposit, please send documents to prove that you meet the entry requirements mentioned above.

We are open daily from 8.30 hrs to 17.30 hrs and on Saturdays from 8.30 hrs to 12.00 hrs.

The next course is starting soon. Applications are open.

 

10 wk course