entry requirements for undergraduate certificate in...

Top-up Bachelor in Education (Hons) (Facilitating and Adapting Education for Students with Diverse Needs)

Course Description

The course is intended to give candidates the necessary competencies to work professionally as Learning Support Educators (LSEs) especially with those children having diverse needs. This qualification will provide the necessary theoretical knowledge, skills and competencies for candidates in the specialised area of educating and supporting children with diverse needs during their learning. Candidates will be able to understand child development, the nature and challenges of various diverse, and the appropriate pedagogical strategies.. The course will enable candidates to develop and deepen their knowledge and skills in particular issues pertaining to inclusive education focusing specifically on various conditions that they might encounter in their everyday work as LSEs. Moreover, the programme of studies will enable them to develop their skills to work professionally with learners with diverse needs enabling them to be resilient, flexible and conversant with various pedagogical methodologies able to handle everyday difficulties that might arise especially with certain particular cases.

Overall Competences

Upon completion of studies, candidates will have:

a) Awareness and ability to assess issues related to child development and education with special

emphasis on diverse needs and its application with a school setting

b) Awareness of the various diverse needs and their effect on learning and differentiate between

the various diverse needs.

c) Best practice abilities in education of children with learning difficulties and diverse needs.

d) Ability to assess different levels of Literacy and Numeracy outcomes according to the National

Curriculum (NMC) and its application for children with learning difficulties and diverse needs

e) Have the necessary skills to practice inclusion, valuing of diversity and equality

f) Be effective and efficient educators of children with diverse needs

g) Become fully professional in their work as Learning Support Educators abiding with their

boundaries in collaboration with other professionals both in class and out of class Assess health

and safety of children with diverse needs and take the necessary measures

h) Awareness on various issues related with education such as the effect of multiculturism, gifted

children and apply the appropriate pedagogical strategies and resources

i) Ability of conducting basic research in the field of education related with children with diverse

needs and disabilties

j) Ability to use and teach the use of AAC devices to children with diverse needs.

k) Ability to conduct sound research in inclusive education using various research methodologies

Every level of this qualification will enhance further the qualities required for a LSEs working with children with diverse needs preparing them to act professionally in various situations both in the classroom and in the school.

ECTS 120 ECTS Duration 86 weeks

MQF Level 6 Price €2000 Hrs/week 3 hrs

Awarding Body

Malta Leadership Institute

Accredited Country

Malta & EU Accreditation Body NCFHE

Entry Requirements

• Entry requirements for Undergraduate Certificate in Education (Facilitating and

Adapting Education for Students with Diverse Needs) (Level 5): 1. ECDL or equivalent

2. Matsec level in English, Maltese, Maths and a fourth (4th) subject or equivalent or a

proficiency test equivalent to Matsec in the three subject areas earning (MQF Level 3) – (all

minimum Grade 5)

3. Advanced Matriculation Level (minimum grade E) (MQF level 4) or equivalent including VET

qualifications

4. Present working as a Supply for the duration of the course or has worked or intends to work

as an Supply/LSE in the near future (for placement purposes, the latter learner would need

to find a voluntary placement)

5. Valid First Aid Certificate (lasting till till when the certificate is issued) or else the student

makes a committment that s/he will provide one by the end of this course.

6. Exception: For non-native English speakers, they will be exempted from Maltese, however

they need to present another subject at the same level. Moreover, if they do not have an ‘O’

Level in English, they would need to present an English certificate in TOFL or IELTS.

• All the requirement for Certificate in (Facilitating and Adapting Education)

• Diploma in Education (Facilitating and Adapting Education) or equivalent Lecturers Jesmond Friggieri and others

Blended Yes

Type of Assessment Length

Assignment & Dissertation

136 weeks

Exit Points

Topup Bachelor in Education(Hons) (Facilitating and Adapting Education Needs for Students with Diverse Needs) (Level 6)

120 ECTS

28 Modules

Module No: 14 Type Compulsory Code BED404 Title Lecturer: Jesmond

Friggieri and others

No of ECTS

2 ECTS

No of Hrs 27hrs

Course Description One of the roles of the Support Educator is to participate in MAPs and IEPs (Handbook of Job Descriptions, Directorate for Educational Services). IEPs and MAPs are attended by other professionals such as psychologists, speech therapists, occupational therapists, physiotherapists, depending the case. Moreover some Support Educators are required to attend therapeutic sessions at Inspire, in Resource Centres, sessions with Speech Therapists. Apart from collaborating with outside professionals, at core is the collaboration of the LSE with the teacher especially with regards to the the curriculum implementation. This requires from the Support Educator to work in a multi- and trans-disciplinary team whereby she is able to understand the role of every professional and collaborate with other professionals on the different programmes that the student might be attending to improve his/her skills. King, Tucker, Desserud & Shillington (2009) note that when there is a transdisciplinary approach, children are provided with a “more coherent intervention plans and holistic service delivery” (p. 213) and the intensive collaborative teamwork ensures that there role clarity and continuous development both for professionals and the clients.

The aim of this module is to: 1. Understand the difference between various professionals working with children with diverse needs 2. Be a teamplayer when working with other professionals for the benefit of children with diverse needs 3. Become resilient to behaviour of children with diverse needs During this module the following content will be delivered: 1. The roles of different professionals 2. Teamwork skills 3. Multidisciplinary and transdisciplinary teamwork 4. Ethical boundaries and confidentiality Competences

a) Describe and list the different types of professions that children with diverse needs come in contact with

b) Describe the role that the different professionals take in the care of the child c) Network with different professionals at different stages of the child’s educational progress d) Use teamwork skills in order to work in harmony with other professionals e) Use the ethical principles that should be applied between professionals for the benefit of

children with diverse needs f) Design and implement appropriate strategies to assist the teacher within the class setting. g) Develop analytical thinking towards understanding the various perspectives and contributions

emanating from the various professions h) Recognise stress and apply strategies to deal with stress i) Manage time and communication with other professionals dealing with children with diverse

needs Assessment This module will be assessed through a 1500 word assignment where students need to show their understanding of the different roles when supporting children with diverse needs and how to network with other professionals such as speech therapists, physiotherapists, occupational therapists. The candidates will be presented with a case student wherby the student needs show the importance of networking (15%), analyse the networking within the case study (25%), how the student is benefitting from such networking, indicating what is not working and what is working backed up with current literature (40%), propose strategies based on evidence (20%). The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 18 Type Compulsory

Code BED205 Title Supporting Learners with Profound and Multiple Learning Disabilities (PMLD)

Lecturer: Jesmond Friggieri and others

No of ECTS

3 ECTS

No of Hrs 36hrs

Course Description “Learners with profound and multiple learning difficulties (PMLD) have complex learning needs “(Council for the Curriculum, Examinations, and Assessment (n.d.). The name Profound and Multiple Learning Disabilities is a coined term whereby mostly refers either to “pronounced Development

Delay with significant physical and sensory impairments and Epilepsy.”(Douglas Silas Soliciters, n.d. Retrieved from: https://www.specialeducationalneeds.co.uk/). Moreover, such students might have other conditions such as down syndrome, William syndrome, Autism Spectrum Disorders and others which would affect their learning progress. The LSE who assists the teacher needs to be aware of how PMLD creates complexity in the learning process and how to deal with such cases under the supervision of the teacher. These students would need most of the time constant attention and it is within the role of the LSE that would assist the teacher to create and develop adaptations and facilitate education in such situations. It will also focus on understanding the specific needs of the children with PMLD and how they can be helped academically according to the level of severity together with the diverse or multiple difficulties that the student might have been diagnosed with. This module will be an introduction to various strategies that according to evidence prove to be effective with such group of children such as Augmentative and Alternative Communication, Applied Behaviour Analysis and others strategies appropriate for students with PMLD. During this module the following content will be delivered: 1. Definition of PMLD 2. Types of PMLD 3. Causes of PMLD 4. Diagnosis and Assessment of PMLD 5. Comorbidity with PMLD 6. Teaching Strategies 7. Services Offered Competences a) Identify the characteristics of learners with PMLD b) Explain the Causes and prevalence of PMLD c) Assess the educational and behavioural levels of children with PMLD d) Choose best teaching strategies specific to PMLD e) Become familiar with the process of creating a lesson plan for students with PMLD f) Discuss and collaborate with other professionals and the parents for the benefit of children with

PMLD g) Suggest and use technology in order to support and enable learning of children with PMLD in

the appropriate manner; h) Suggest possible goals for the IEP for children with PMLD i) Record and communicate progress of children with PMLD to parents and other professionals. j) Know issues related to health and safety in relation to PMLD k) Be aware of the role of Resource Centres within the College Setting

Assessment This module will be assessed through a 2000-word assignment where students will work individually or as a group in order to demostrate their understanding of PMLD. The candidates will be presented with a case study from the local context, asked to show understanding of a case study (25%), critically analyse the case study, identify the needs of the particular child in the case and develop a number of educational/behavioural goals, strategies and resources for a student in the case study (55%). Moreover they will be required to critically analyse the choice of the strategies to be used with reference to current literature (20%). The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 19 Type Compulsory Code BED206 Title Supporting Learners with Communication Difficulties and

Language disorders Lecturer: Jesmond


No of ECTS

3 ECTS

No of Hrs 36hrs

Course Description This module will focus on understanding the specific needs of the children with Communication Difficulties. Communication Difficulties and disorders can vary Language Disorder, Speech Sound Disorder, Childhood-Onset Fluency Disorder (Stuttering), and Social (Pragmatic) Communication Disorder (American Psychiatry Association, DSM 5, 2013). The aim is to bring out the differences and commonalities between the various disorders and how also these disorders and difficulties can be comorbid with other conditions that are treated in other modules such as ADHD, Autism, Anxiety Disorders, Conduct Disorders and intellectual Disability. The LSE has to be conversant with the characteristics of such disorders as these can seriously impede learning. Being knowledgeable helps the LSE to adapt work according to the needs of the student and thus possibily helps the student to improve academically and socially, During this module the following content will be delivered: 1. Definition and Characteristics of Children with Communication Difficulties and Language Disorders (DSM 5) 2. Causes of communication difficulties 3. Diagnosis and Assessment of communication difficulties 4. Comorbidity with other disorders 5. Importance of technology in supporting learners with communication difficulties and Language disorders Competences a) Identify the characteristics of learners with communication difficulties and Language disorders b) Explain the Causes and prevalence of communication difficulties and Language disorders c) Assess the educational and behavioural levels of children with communication difficulties and

Language disorders . d) Choose best teaching strategies specific to Communication difficulties and Language disorders e) Become familiar with the process of creating a lesson plan for students with communication

difficulties and Language disorders f) Discuss and collaborate with other professionals and the parents for the benefit of children with

Communication difficulties and Language disorders g) Suggest and use technology in order to support and enable learning of children with

Communication difficulties and Language disorders in the appropriate manner; h) Suggest possible goals for the IEP for children Communication difficulties and Language

disorders ; i) Record and communicate progress of children with Communication difficulties and Language

disorders to parents and other professionals. j) Be aware of the role the Support Services within the College Setting and also the Commission for

Rights of Persons with Disability Assessment This module will be assessed through an assignment of 2000 words where students will work individually or as a group in order to demostrate their understanding of communication difficulties and Language disorders. The candidates will be asked to show understanding of a case study, critically analyse the case study and develop a number of educational goals, strategies and resources for a student with communication difficulties and language disorders The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.


Code BED207 Title Supporting Learners with Physical and Sensory Impairment Lecturer: Jesmond


No of ECTS

3 ECTS

No of Hrs 36hrs

Course Description This module will focus on understanding the different existent physical disabilities, their implications both from a physical perspective, but also its influence on the learning process. The aim is to bring out the differences and commonalities and the best evidence-based strategies that help these children. Some students with disabilities will not have difficulties with learning, however many physical disabilities carry with them comobordity of other mental conditions which affect directly learning (Merikangas, K.R. et al, 2015). The Learning Support Educator needs to be well aware of the different physical conditions and how these affect learning especially when they are also comorbid with other conditions. On the other hand the LSE needs to also know how to handle physically disabled children as part of their role. The module will cover the following topics: 1. Definition of Physical and Sensory Impairment 2. Types of Physical and Sensory Impairment 3. Causes of Physical and Sensory Impairment 4. Diagnosis and Assessment of Physical and Sensory Impairment 5. Braille and Sign language 6. Handling of Students with physical and Sensory Impairment 7. Comorbidity with other mental health conditions 8. Teaching Strategies 9. Services Offered Competences a) Identify the characteristics of learners with Physical and Sensory Impairment b) Explain the Causes and prevalence of Physical and Sensory Impairment Assess the educational

and behavioural levels of children with Physical and Sensory Impairment c) Choose best teaching strategies specific Physical and Sensory Impairment d) Become familiar with the process of creating a lesson plan for students with Physical and

Sensory Impairment e) Discuss and collaborate with other professionals and the parents for the benefit of children with

Physical and Sensory Impairment f) Suggest and use technology in order to support and enable learning of children with Physical

and Sensory Impairment in the appropriate manner; g) Suggest possible goals for the IEP for children with Physical Disabilities h) Record and communicate progress of children with Physical and Sensory Impairment to parents

and other professionals. i) Know issues related to health and safety in relation to Physical and Sensory Impairment j) Handle correctly children with Physical and Sensory Impairment k) Be aware of the role of Resource Centres and the Support Services within the College

Assessment This module will be assessed through an assignment of 2000 words where students will work individually or as a group in order to demostrate their understanding of Physical and Sensory Impairment. The candidates will be asked to show understanding of a case study, critically analyse the case study and develop a number of educational goals, strategies and resources for a student

with Physical and Sensory Impairment The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 21 Type Compulsory Code BED208 Title Supporting Learners with Challenging Behaviour Lecturer: Jesmond


No of ECTS

3 ECTS

No of Hrs 36hrs

Course Description This module will focus on understanding the specific needs of the children with diverse profiles with special focus on the Social Emotional Behavioural Difficulties (SEBD). SEBD is considered an umbrella name for persons who have behaviour difficulties emanating from either social conditions or other mental health disorders or comorbidity of various conditions. The LSE needs to be aware of the diversity of conditions while also able to handle students with such difficulties. Cefai & Cooper (2013) indicate that only 10% of SEBD students are in resource centres and the rest are within mainstream schooling. The aim of the module is to bring out the differences and commonalities between the various conditions that fall under SEBD and to detect the best evidence-based strategies that help these children. The module will cover the following topics 1. Definition and Characteristics of Challenging Behaviour 2. Causes of Challenging Behaviour 3. Diagnosis and Assessment of Challenging Behaviour 4. Comorbidity with Challenging Behaviour 5. Behavioural Control Strategies 6. Services Offered 7. Other Models and strategies Competences a) Identify the characteristics of learners with Challenging Behaviour b) Explain the Causes and prevalence of Challenging Behaviour c) Assess the educational and behavioural levels of children with Challenging Behaviour d) Choose best teaching strategies specific Challenging Behaviour e) Become familiar with the process of creating a lesson plan for students with Challenging

Behaviour f) Discuss and collaborate with other professionals and the parents for the benefit of children with

Challenging Behaviour g) Suggest and use technology in order to support and enable learning of children with

Challenging Behaviour in the appropriate manner; h) Suggest possible goals for the IEP for children with Challenging Behaviour i) Develop an Inclusive Behaviour Plan j) Record and communicate progress of children with Challenging Behaviour to parents and other

professionals. k) Be aware of the role Nuture Classes, Learning Support Zones and Centres within the College

Setting

Assessment This module will be assessed through a 1.5 hour examination divided as follows: 1. Short Questions or MCQ: questions related to Challenging Behaviour condition (40%) and 2. One long question (that might be split into different short questions) based on a case study with Challenging Behaviour (60%). This would involve questions around strategies and resources that could be developed for students with Challenging Behaviour

The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.


Code BED209 Title Supporting Learners with Intellectual Disability Lecturer: Jesmond


No of ECTS

3 ECTS

No of Hrs 36hrs

Course Description This module will focus on understanding the specific needs of children with Intellectual Disability (ID). ID is a subset of Developmental disability and children with this condition would need much individual attention, adapted work and early intervention has shown that it helps them improve their skills, even if this might have certain limitations. (Der-Chung Lai, et al, 2013 - https://bmcpediatr.biomedcentral.com/articles/10.1186/1471-2431-14-170) . The aim is to bring out the differences and commonalities and the best evidence-based strategies that help these children. During this module the following content will be delivered: 1. Definition of Intellectual Disability 2. Characteristics of Intellectual Disability 3. Causes of Intellectual Disability 4. Diagnosis and Assessment of Intellectual Disability 5. Comorbidity with Intellectual Disability 6. Teaching Strategies and Early Intervention 7. Services Offered Competences a) Identify the characteristics of learners with Intellectual Disability b) Explain the Causes and prevalence of Intellectual Disability c) Assess the educational and behavioural levels of children with Intellectual Disability d) Choose best teaching strategies specific to Intellectual Disability e) Become familiar with the process of creating a lesson plan for students with Intellectual

Disability f) Discuss and collaborate with other professionals and the parents for the benefit of children with

Intellectual Disability g) Suggest and use technology in order to support and enable learning of children with Intellectual

Disability in the appropriate manner; h) Suggest possible goals for the IEP for children with Intellectual Disability i) Record and communicate progress of children with Intellectual Disability to parents and other

professionals. j) Know issues related to health and safety in relation to Intellectual Disability k) Be aware of the role of Resource Centres and Support Services within the College Setting

Assessment This module will be assessed through an assignment of 2000 words where students will work individually or as a group in order to demostrate their understanding of Intellectual Disability. The candidates will be asked to show understanding of a case study, critically analyse the case study and develop a number of educational goals, strategies and resources for a student with Intellectual Disability. The learner needs to show the ability to critically evaluate the choices made in the education goals, resources and strategies developed.


Module No: 23 Type Compulsory Code BED210 Title Gifted Education Lecturer: Jesmond


No of ECTS

3 ECTS

No of Hrs 36hrs

Course Description “Inclusion is meant to address the needs of all students in the classroom including those who are identified as gifted and talented. Unfortunately, this population is often excluded from funding and differentiated support.”(Borders, Woodley and Moore, 2014, p. 127.). Gifted students could be group into two: those who are simply gifted and are considered high performers and the second group is those who “can display gifted behaviour and learning disabilities (GLD) simultaneously (Newman & Zupko, 2006) or other conditions such as Autism or ADHD The former usually are not statemented as they are not considered to need extra help, but some of the second are statemented and thus are assisted by an LSE. However both groups are liable to be secluded. “Students who are both gifted and learning disabled do not always receive service for both areas (Bees, 1998; Brody & Mills, 1997; Little, 2001; WillardHolt, 1999). Students need the opportunity to participate in enrichment or acceleration programs in order to express their gifts. However, it is also important to address their learning disabilities.” (Bisland, 2004 p.53) While these might not need any academic help, however these might be stigmatized or unwanted (Persson, 2009). The LSE can assist the teacher in preventing from such stigmatising. Moreover, there are schools in other countries who have created a proper curriculum for gifted students and adapted according to their attainment levels (Berube, 1994, Retrieved from https://nrcgt.uconn.edu/newsletters/fall945/#; Berger, 2005) The LSE needs to assist these students together with the teacher and under supervision especially from seclusion. During this module the following content will be delivered: a. Understanding Giftedness b. Identification of the Gifted Learner c. Social and Emotional Development of the Gifted Learner d. Understanding underacheivement in Gifted learners e. Differentiating the Curriculum for the Gifted Learner f. Being Gifted in the Core Subjects: English, Maltese and Mathematics – Developing Programmes Competences The learner will be able to: a) Describe the meaning of Giftedness in Education b) Describe and identify the Gifted Learner c) Describe and identify potential barriers for inclusion for the Gifted learners d) Explain the Social and Emotional Development of the Gifted Learner e) Explain and identify issues of underacheivement in Gifted learners f) Differentiate the Curriculum for the Gifted Learner g) Adapt Core Competences of English, Maltese, and Mathematics for the Gifted Learners Assessment This module will be assessed through an assignment of 2500 words where students will work individually or as a group. Students need to demostrate: a) Understanding of giftedeness (10%) b) Characteristics of the Gifted Learner (20%)

c) The Development of the Gifted Learner (20%) d) Differentiating teaching for the Gifted Learning and adapting work for gifted students (50%) The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 24 Type Compulsory Code BED609 Title MultiCultural Education Lecturer: Jesmond


No of ECTS

3 ECTS No of Hrs 36hrs

Course Description Inclusion does not only refer to the integration of persons with diverse needs, but of children and people coming from a different culture. Malta is growing economically at a rapid pace and during these last 5 years, it has experienced an increase of 40, 000 immigrants due to economic reasons apart from asylum seekers. This is having a great impact on the education system where we are assisting to multinational schools. For instance the population of the Sliema Primary School is made 75% of immigrants. Likewise for other schools. This changing the physiognomy of our schools but also it is affecting our education. Moreover Maltese students carry the culture of their own towns even if this have diminished because people are no more confined to live within their town of birth. Such a change is not only influenced by economic reasons, but also because Malta is part of the European union. In fact, the EU is proposing that Multiculturalism becomes a core competence as this enriches the development of transversal skills across the EU community providing lifelong opportunities to all (Halasz & Michel, 2011, European Commission, 2018). With this flow of immigration and change in the demographic aspects of the Maltese population, “Multicultural education’s ultimate ambition is to inculcate social integration at all levels of society through social institutions, schools being the primary medium.” (Martin, 2016). LSE need to be prepared to assist the teacher in the classroom to help in the integration of these students within the class especially as some of them would be unable to speak Maltese or English and thus they would need facilitation and adaptation of work in order to help them integrate within the classroom setting. During this module the following content will be delivered: 1. Increasing awareness of global issues 2. World Migration and the effects on education systems 3. Theories of Second and Third Language Acquisitions 4. Different Educational Systems 5. World migration theories 6. Strengthening cultural consciousness 7. Strengthening intercultural awareness 8. Teaching students that there are multiple historical perspectives 9. Encouraging critical thinking 10. Understanding the different religions and their impact on education 11. Adapting strategies according to the cultural framework of the students Competences a) present basic skills in teaching and organizing learning processes within a context of diverse of culture b) compare and analyze educational systems in different countries and demonstrate an understanding of the influence of historical, political and economic factors c) identify and explain theories of second and third Language Acquisition and apply this knowledge to the process of teaching/learning d) reflect on teaching and learning with regard to the perspectives of ethnicity, gender and

social class and to display skill in integrating these concepts in the process of creating the democratic class-room e) analyze world migration and its consequences, particularly for the teaching and learning process and in this context recognize the development and functions of ethnic and racial prejudice and stereotypes and further to show proficiency in utilizing this knowledge in the class-room practice f) define basic value systems based on religions and ideologies and their relationship to the formulation of educational objectives and to personal identity and group behaviour. Assessment This module will be assessed through a 1.5 hour examination divided as follows: 3. Short Questions or MCQ: questions related to Multicultural Education (40%) and 4. One long question (that might be split into different short questions) based on a case study with Multicultural Education (60%). This would involve questions around strategies and resources that could be developed for students with Challenging Behaviour The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 25 Type Compulsory Code BED604 Title Historical Development and Philosophy of Education Lecturer: Jesmond


No of ECTS

2 ECTS

No of Hrs 22hrs

Course Description When studying a subject matter and working in a context, it is important to understand its origins and also the end purpose of that subject matter itself (ontos). Martin (1956) explains that ‘when we speak of philosophy of education, we refer to the philosophical presuppositions in the human doing and making which is education.” Being knowledgeable about the history and philosophy of education helps the student during this course to be “consistent with these ideas, [developing] an informed personal and social praxis-an integration of theoretical insight and practical action that combined daily life in classrooms with social, moral, and political concerns (Beyer, 1997, p. 92) Through understanding the dialectics within the philosophy of education, the Support Educator develop critical skills and a wider vision of education not only as an academic exercise, but education as enhancing the development of the person as a whole. The student shall grasp the historical aspect of formal education and how philosophical inputs have changed education systems throughout the centuries. Understanding the roots of our educational system, enables the educator to put and implement learning in a more holistic perspective. During this module the following content will be delivered: 1. History of the Philosophy of Education 2. Main theoretical writings in the Philosophy of Education 3. Critique to the theoretical writings 4. Application of the theoretical writings in the classroom 5. Influence of philosophical writings on policies Competences a) Demonstrate an understanding of the main philosophical texts within the area of the Philosophy of Education b) Define the area and distinguish it from sociology/psychology of education c) Demonstrate knowledge of the main issues in philosophy of education and how these have been dealt with in the past

d) Describe the main ideas of a number of philosophers in education e) Engage in a dialogue about issues in education f) Make use of the appropriate vocabulary when discussing issues related to the philosophy of education g) Explain the the current educational system in Malta and engage critically with it h) Classify the main writers in the area according to tradition and time Assessment This module will be assessed through an assignment of 2500 words where students will work individually or as a group. The learners shall demostrate their understanding of the philosophical theories of education and principles and how these inflluence our education policies and development. The learner shall also demonstrate how the present education policies are linked to the development of philosophy of education and the understanding of students’ needs today. Such as the following: The Ministry of Education has recently launched the Learning Framework Outcomes. This major change focuses in the presentation of what child should be competent in during compulsory education from one level to another. The concept of the Learning Outcomes framework is based on solid philosophical principles and is the result historical development in Education.

1. Discuss the development and the philosophical underpinnings of the Learning Outcomes

Framework.

a. Make reference to theories in philosophy of education. (50%)

b. Referring to historical development of education explain the reasoning why this

approach is more effective than others. (25%)

c. Give examples from the learning outcomes in any subject to prove your

understanding of philosophical education and and reasoning behind it.(25%)

(2500 words) The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.


Code BED104 Title Inclusive Learning and Critical Pedagogy Lecturer: Jesmond


No of ECTS

4 ECTS

No of Hrs 44hrs

Course Description Following the generic module on the history and philosophy of education, this module focuses one of the most interesting development with has special relevance to inclusion. Critical Pedagogy was conceived to bring critical awareness of how education is provided whereby “education should lead to transforming action and it is a political praxis which constantly serves to liberate human. Good teaching should aim at political transformation for the purpose of justice” (Friere, 1985, Joldersma, 1999 in Aliakbari & Faraji, 2011) and thus it promotes emancipation and inclusion. Critical pedagogy distinguishes itself from the traditional education system where it is conceived as problem solving process towards establishing justice rather than an academic process of knowledge transmission by the teacher (Friere 1985 in Aliakbari & Faraji, 2011). Through facilitating and adapting work for the student with diverse needs, the LSE in collaboration with the teacher would be providing equal opportunities and establishing equitable measures in favour of those who have different needs. Critical Pedagogy is a perspective that the LSE can take in

order to practice fully his/her role. Thus Critical Pedagogy enables the learner to become critical and analytical towards the application of the inclusion within the classroom. It enables the learner to understand that inclusion is an ongoing process and professionals have to make a constant effort to ensure that differentiated pedagogical output according to the needs of the students During this module the following content will be delivered: 1. Introduction to Critical Pedagogy 2. Critical Pedagogy and Inclusion 3. Application of Critical Pedagogy in the Classroom 4. Differentiated Learning Competences

a) Describe and apply the main philosophical concepts of inclusion of children with diverse needs

within an educational system

b) Describe and apply the main movements towards inclusion

c) Outline and apply the main principles and theoretical frameworks of critical pedagogy

d) Identify the relationship between inclusion, ideology and power

e) Describe the relationship between critical pedagogy and education

f) Critique the theory and practice of the anti-oppressive educational and related social practices

of one group or movement within the community sector

g) Describe the relevance of the learning for the learner's work and/or community context

h) Engage in a critical analysis of reality

i) Develop critical consciousness which can inform teaching practice

Assessment The course will be delivered using the following methods: 1. Lectures as part of the contact hours including interactive methods amongst discussions, classroom exercises, group work, case studies, role plays and small tasks that will enable LSEs to learn how to apply the theoretical aspect within the class setting; 2. Self-study whereby candidates are expected to read analytically and critically articles and books and view videos on the Learning Mangement System (LMS) that would enable to deepen the knowledge acquired during lectures; this will also be part of the preparation for assignments; 3. Write assignment as part of their assessment. During this module the following content will be delivered: 1. Introduction to Critical Pedagogy 2. Critical Pedagogy and Inclusion 3. Application of Critical Pedagogy in the Classroom

Module No: 27 Type Compulsory Code BED608 Title Contemporary Issues in Education Lecturer: Jesmond


No of ECTS

4 ECTS

No of Hrs 44hrs

Course Description This module aims at highlighting issues on two levels:

a. Education issues within the local context b. Generic Issues that affect education today

The model to be used to be structure these issues is brought from Management called PESTEL meaning Political, Economic, Social, Technological, Environmental and Legal. Though the LSE works within the classroom, however education is not a standalone system and it is affected by the various aspects that happen in the country and around the world. Thus the LSE without delving in too much depth needs to be aware of these issues as they affect everyday schooling. Moreover, education looks towards the integration of students in society in the future and these needs to be prepared for the challenges that they encounter in the future.

1. Political: this will focus on the demographics of education, including globalization, Malta as member of the EU and immigration and their effects on the education

2. Economic: the economic development of Malta is a fully-developed country and its effects on education; the pressure of producing certain skills in complement with the economy and the preparation of children for work. Also here issues related to literacy and numeracy would be dealt with.

3. Social: the changing social network within the Maltese society, the change in the concept of what is a family, the importance of the extended families, the integration of women in the labour market and poverty. Gender and sexual orientation issues will be highlighted within this context

4. Technological: the digital explosion, the relation of technology to the labour market, the preparation of students in ICT as a core competence

5. Environment: Climate change is at the centre of the controversy and awareness is being brought towards protecting our world. Various initiatives are taken within school such as Eko-Skola whereby student with diverse needs can be easily included.

6. Legal: LSEs need also become aware of the legal aspects that affect the Education system. While the Rights of Children would have been covered in another module, the focus to bring awareness how laws develop as a resultant of needs of people and to regulate behaviour within society. Under this aspect the Curriculum, Malta Qualifications Framework, European Qualification Framework is presented and today the focus is on competence attainment rather than what is taught at school. (Exit points) Also the difference between Informal and Formal Learning will be highlighted.

All the above will be dealt with in the context of how these issues affect education and the classroom. During this module the following content will be delivered:

a) Main contemporary educational theory b) Compare and contrast this educational theory c) Analysis of how this educational theory is applied to our schools.

Competences a) Articulate the key debates within contemporary educational theory and practice. b) Distinguish between different ideological and political orientations as expressed in contrasting models of education. c) Identify and express the key challenges facing different stakeholders within education such as pupils, parents, management, teachers, politicians and multi-agency professionals. d) Discuss and articulate the contrasting ways in which different models of education respond to issues of educational inequality. e) Develop a range of perspectives on how the concepts of education and schooling are positioned within wider social, economic and political policies and institutional practices within society. f) Analyse different contemporary educational curriculum frameworks, debate what the purposes, ambitions and ideological under-pinnings are of a range of contemporary models of schooling.

g) Reflect critically and identify the strengths and weaknesses of contrasting contemporary approaches to addressing issues of educational inequality. h) Critically analyse the role of attainment, targets and outcomes within contemporary education and their effects on learners and educational institutions. i) Explain how education fits into wider multi-agency approaches. j) Critically analyse the teaching methods used in the classroom Assessment This module will be assessed through a 1.5 hour examination divided as follows: 1. Short Questions or MCQ: questions related to Contemporary Issues in Education according to what has been learnt in class (40%) and 2. One long question based on a case study. Candidates will be asked to discuss contemprorary issues in Educaiton in relation to a particular case study. (60%). The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 28 Type Compulsory Code BED610 Title Ethical Principles for Educators Lecturer: Jesmond


No of ECTS

4 ECTS

No of Hrs 44hrs

Course Description One of the main pillars for any profession is ethics or code of conduct or practice. This is one of the elements that make a type of work a profession. Though LSEs do not have code of ethics of their own they are obliged to follow the Code of Conduct and regulations that are issued from the Directorate of Educational Services from time to time. While principles of the code of conduct of teachers (Code of Conduct and Practice for Teachers, 2012, Retrieved from https://education.gov.mt/en/Ministry/Documents/New%20Code%20of%20Ethics%20Doc%20EN.pdfwas introduced in another Module, this module aims at giving the philosophical underpinnings of ethical behaviour. Aristotle’s Nicomachean Ethics sets the basis of the ethical principles for any profession. The life of “virtue’ is based on the third way, namely a balance between extremes and any person has always to work hard and consistently to find the ‘third way’. This struggle in reaching a balance is not always easy and it creates ethical dilemmas. The module will cover the principles underpinning the code of ethics for teachers and through case studies and situations the LSE will learn how to make the best decision whilst abiding with the Code of Ethics. This is a core aspect in protecting the rights of children and is directly correlated with the concept of inclusion. For instance an ethical dilemma that presents in practice is: the LSE is shared between a student who has serious academic difficulties and another student who needs prompting and can follow the class concurrently. The former student needs a lot attention and is taking most of the time of the other student apart from becoming jealous. What should the LSE do and how much time should he dedicate to one student and another. Moreover the former student is disruptive and if he is not given the attention, he will disrupt the class. However giving the attention to the first student is stopping the LSE from prompting the second student and consequently the latter is losing attention. What is ethically correct and what should the LSE do? During this module the following content will be delivered: a. Revision of the Principles of Ethics b. Philosophy of Ethics c. Ethical Dilemmas d. Understanding students in a non-judgemental way

e. Values in Education Competences a) Explain and practice the principles of professionalism b) Describeand practice the philosophical and ethical principles that regulate professional behavior

in teaching c) Identify and discuss ethical dilemmas d) Critically discuss and review appropriate ideas, theories, research, conceptual frameworks,

policy and practice. e) Implement ethical principles to support learning within the curriculum. f) Explain the philosophies and values underpinning Maltese education including diversity,

children’s rights and ethical issues. g) Reflect upon a range of psychological, sociological, health, welfare, educational, political and

economic perspectives and consider how these underpin children’s education Assessment This module will be assessed through a 2 hour examination divided as follows: 1. Short Questions or MCQ: questions related to the understanding of what is Ethics and its importance for Educators (40%) and 2. One long question (that might be split into different short questions) based on a case study where candidates will be asked to discuss one or two ethical principles in relation to the same case study. The case study will focus on ethical dilemmas. The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 29 Type Compulsory Code BED405 Title Strategies in working with children with diverse needs – Early

Years Lecturer: Jesmond


No of ECTS

3 ECTS

No of Hrs 33hrs

Course Description The role of the LSE in conjunction with that of the teacher is “the preparation of educational materials and playing an active part in all the components of the instructional and educational process in class under the direction of the class teacher” (Job Descriptions Handbook, Directorate for Educational Services). Though such strategies and educational materials are too developed with the teacher, however the LSE needs to know how these are developed, used and also measure the outcome together with the teacher after the implementation has been performed. Research has been focusing on measuring the effectiveness of strategies ranging from behavioural to academic adapted according to the needs of the students with disabilities (Bisland, 2004; Baum; Schader; Owen, 2017; Jaramillo; Jaramillo, 2013; Nwachukwu, 2017) Three modules have been devised according to the levels of Education divided in the Maltese Educational System namely: Early Years (Kinder to Year 2), Primary Years (Year 3 to Year 6) and Secondary (Year 7 to Year 11). While some of the strategies would have been introduced in the modules according to the various needs, the aim of these modules is to explore transversal strategies which could be applicable with various needs. The LSE has to be equipped with strategies that range from Kinder level to the Secondary Level as students allocated vary from year to year and even if students might have attained Secondary level, the academic level could be that of the primary years depending on the severity of the disability. The strategies to be explored in these modules will be evidence-based. The aim of this module (one of series of three modules) is to enable the candidates to develop the

right skills to create strategies and resources appropriate to the needs of the students with diverse needs during the early years. This module will delve in further depth to develop practical understanding of literacy and numeracy according to the theoretical framework of child development and academic level. This module will be focusing on the Early years. During this module the following content will be delivered: 1. Understand the Curriculum (Guidelines) of Early Years according to the Maltese Curriculum 2. Creation of Strategies and Resources 3. Developing strategies and resources to children with various diverse needs Competences a) Identify educational needs of students with diverse needs b) Demonstrate knowledge of the basic theories and general practices for effectively assisting within the classroom environment. – Early years c) Develop lesson plans for specific groups of students with diverse needs - Early years d) Develop educational materials according to the UDL principles – Early years e) Demonstrate knowledge and application of the importance of appropriate design of strategies for students with diverse needs – Early years f) Illustrate the importance of early intervention for students with diverse needs g) Describe and employ proficient written and verbal communication skills, including the appropriate use of technology for students with diverse needs. – Early years h) Demostrate the importance of formative ongoing assessment and its application with students with diverse needs – Early Years i) Observe and assess the environment from the learning perspective and identify aspects to support students' learning process of students with diverse needs – Early Years j) Recognize ways to how to supports students' study motivation of students with diverse needs – Early Years Assessment This module will be assessed through a 2000 word assignments whereby students will need to demonostrate their understanding of parts of the curriculum and develop strategies and resources based on a case study of a child from local context with diverse needs in early years. Moreover, they would need to provide justification why according to their opinion would help based on evidence from current literature and develop a prognosis why they could be effective based also on evidence with reference to current literature. The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 30 Type Compulsory Code BED406 Title Strategies in working with children with diverse needs– Primary



No of ECTS

3 ECTS

No of Hrs 33hrs

Course Description The role of the LSE in conjunction with the teacher is “the preparation of educational materials and playing an active part in all the components of the instructional and educational process in class under the direction of the class teacher” (Job Descriptions Handbook, Directorate for Educational Services). Though such strategies and educational materials are too developed with the teacher, however the LSE needs to know how these are developed, used and also measure the outcome

together with the teacher after the implementation has been performed. Research has been focusing on measuring the effectiveness of strategies ranging from behavioural to academic adapted according to the needs of the students with diverse needs (Bisland, 2004; Baum; Schader; Owen, 2017; Jaramillo; Jaramillo, 2013; Nwachukwu, 2017) Three modules have been devised according to the levels of Education divided in the Maltese Educational System namely: Early Years (Kinder to Year 2), Primary Years (Year 3 to Year 6) and Secondary (Year 7 to Year 11). While some of the strategies would have been introduced in the modules according to the various needs, the aim of these modules is to explore transversal strategies which could be applicable with various needs. The LSE has to be equipped with strategies that range from Kinder level to the Secondary Level as students allocated vary from year to year and even if students might have attained Secondary level, the academic level could be that of the primary years depending on the severity of the disability. The strategies to be explored in these modules will be evidence-based. The aim of this module (this is the second in the series of three modules) is to enable the candidates to develop the right skills to create strategies and resources appropriate to the needs of the students with diverse needs during the early years. This module will delve in further depth to develop practical understanding of literacy and numeracy according to the theoretical framework of child development and academic level. This module will be focusing on the Primary years. The following topics wil be covered:: 1. The Curriculum of Primary Years according to the Maltese Curriculum in the Learning Outcomes Framework 2. Creation of Strategies and Resources 3. Developing strategies and resources to children with diverse needs at this age Competences a) Identify educational needs of students with diverse needs b) Demonstrate knowledge of the basic theories and general practices for effectively assisting

within the classroom environment. – Primary Years c) Develop lesson plans for specific groups of students with diverse needs - Primary Years d) Develop educational materials according to the UDL principles – Primary years e) Demonstrate knowledge and application of the importance of appropriate design of strategies

for students with diverse needs – Primary Years f) Illustrate the importance of early intervention for students with diverse needs g) Describe and employ proficient written and verbal communication skills, including the

appropriate use of technology for students with diverse needs. – Primary Years h) Demostrate the importance of formative ongoing assessment and its application with students

with diverse needs – Primary Years i) Observe and assess the environment from the learning perspective and identify aspects to

support students' learning process of students with diverse needs – Primary Years j) Recognize ways to how to supports students' study motivation of students with diverse needs –

Primary Years Assessment This module will be assessed through a 2000 word assignments whereby students will need to demonostrate their understanding of parts of the curriculum and develop strategies and resources based on a case study of a child from local context with diverse needs in primary years. Moreover, they would need to provide justification why according to their opinion would help based on evidence from current literature and develop a prognosis why they could be effective based also on evidence with reference to current literature.


Module No: 31 Type Compulsory Code BED407 Title Strategies in working with children with diverse needs – Secondary



No of ECTS

4 ECTS

No of Hrs 44hrs

Course Description The role of the LSE in conjunction with the teacher is “the preparation of educational materials and playing an active part in all the components of the instructional and educational process in class under the direction of the class teacher” (Job Descriptions Handbook, Directorate for Educational Services). Though such strategies and educational materials are to developed with the teacher, however the LSE needs to know how these are developed, used and also measure the outcome together with the teacher after the implementation has been performed. Research has been focusing on measuring the effectiveness of strategies ranging from behavioural to academic adapted according to the needs of the students with diverse needs (Bisland, 2004; Baum; Schader; Owen, 2017; Jaramillo; Jaramillo, 2013; Nwachukwu, 2017) Three modules have been devised according to the levels of Education divided in the Maltese Educational System namely: Early Years (Kinder to Year 2), Primary Years (Year 3 to Year 6) and Secondary (Year 7 to Year 11). While some of the strategies would have been introduced in the modules according to the various needs, the aim of these modules is to explore transversal strategies which could be applicable with various needs. The LSE has to be equipped with strategies that range from Kinder level to the Secondary Level as students allocated vary from year to year and even if students might have attained Secondary level, the academic level could be that of the primary years depending on the severity of the disability. The strategies to be explored in these modules will be evidence-based. The aim of this module (one of series of three modules) is to enable the candidates to develop the right skills to create strategies and resources appropriate to the needs of the students with needs during the secondary schooling. This module will delve in further depth to develop practical understanding of the core competences, but also how the LSE should adapt and facilitate materials from various subjects such as Sciences (Physics, Biology and Chemistry), History and other subjects that students usually choose at Secondary Level. This module will be focusing on the Secondary years. 1. The Curriculum of Primary Years according to the Maltese Curriculum in the Learning Outcomes Framework 2. Creation of Strategies and Resources 3. Developing strategies and resources to children with diverse needs at this age Competences a) Identify educational needs of students with diverse needs b) Demonstrate knowledge of the basic theories and general practices for effectively assisting within the classroom environment. – Secondary Years c) Develop lesson plans for specific groups of students with diverse needs - Secondary Years d) Develop educational materials according to the UDL principles – Secondary years e) Demonstrate knowledge and application of the importance of appropriate design of strategies for students with diverse needs – Secondary Years f) Illustrate the importance of early intervention for students with diverse needs

g) Describe and employ proficient written and verbal communication skills, including the appropriate use of technology for students with diverse needs. – Secondary Years h) Demonstrate the importance of formative on-going assessment and its application with students with diverse needs – Secondary Years i) Observe and assess the environment from the learning perspective and identify aspects to support students' learning process of students with diverse needs – Secondary Years j) Recognize ways to how to supports students' study motivation of students with diverse needs – Secondary Years Assessment This module will be assessed through a 1.5 hour examination divided as follows: 1. Short Questions or MCQ: questions related to understanding the Curriculum and the Strategies to be used with students in Secondary Education (40%) and 2. One long question (that might be split into different short questions) based on a case study of a learner with diverse needs and what strategies would be adapted for the learner (60%). The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 32 Type Compulsory Code BED605 Title Development of English language in children Lecturer: Jesmond


No of ECTS

3 ECTS

No of Hrs 38hrs

Course Description “One in five 15-year-olds are not achieving baseline standards in reading, literacy and mathematics.” (EU Skills Panorama, 2014). In collaboration and under the supervision of the teacher, the role of LSE is to assist students to acquire at least the core competences if this is possible and attainable. In order to achieve this they need to have sound linguistic knowledge in the English language. The assistance that students need vary. At times LSEs together with the teacher need to create very different resources while in other situations, students need prompting and second explanation. LSEs also work with students that vary from Kindergarten to the last year of the secondary. In relation to core competences they need to be fully equipped in order that they would able to support the students professionally. Having good mastery of the language and also a deep understanding of how the English language is formed is an essential for the LSE to be able to support the students not only in English, but also in other subjects and if she has to create adaptations, understand well the level of attainments of the students, know well the philosophy underpinning the Learning Outcome Framework, then English linguistics would give stronger tools to prepare adapted and facilitate work. This module will assist the LSE in understanding “the continuing developments in linguistic theory and in language teaching theory as well as the constant changes in the language itself demand the permanent study of language and the relations between linguistic theory and language teaching or language pedagogy.” (Meng, 2009) Thus the aim of this module is: a) to give the LSE a deep understanding of English linguistics, a) formation of language and communication in the English language and b) able to assess barriers towards difficulties in learning the language which enables the LSE to develop appropriate pedagogical approach in the English language and have the necessary theoretical framework to develop the appropriate activities according to the needs of the children with diverse needs. Moroever through this module the LSE acquires the

necessary knowledge that is at the background of the Curriculum and Learning Outcomes Framework. During this module the following content will be delivered: a. Definition and principles of linguistcs b. English linguistics c. Curriculum and LOFs and the understanding of the scaffolding underlying the LOFs d. Phonics, Syntax, Pragmatics, Semantics e. Teaching the English language at various levels f. Relating language formation, articulation and writing to dyslexia and dysgraphia Competences a. Articulate general issues concerning nature & function of language namely phonetics,

phonology, morphology, syntax, semantics, and pragmatics. b. Acquire knowledge of the ways different human languages embody these mechanisms. c. Analyze specific sounds & understand systematic properties of sound system of English. d. Recognize and analyze the grammatical system of English and other languages. e. Analyze the structure and function of language as used in natural discourse. f. Compare and contrast languages in terms of systematic differences in phonetics, phonology,

morphology, syntax, semantics, and pragmatics. g. Relate linguistics issues and principles to difficulties encountered by children with dyslexia,

dysgraphia and learning difficulties. Assessment This module will be assessed through an assignment of 2000 words where students will work individually or as a group. The students needs to show how the understanding and knowledge of linguistics help in:

- The understanding of student’s difficulties in relation to dyslexia and dysgraphia - How to develop appropriate strategies and resources for children having learning difficulties

including dyslexia and dysgraphia - Develop resources in relation to English language activities - Critically evaluate such resources and their effectiveness


Module No: 33 Type Compulsory Code BED606 Title Development of the Maltese language in Children Lecturer: Jesmond


No of ECTS

3 ECTS

No of Hrs 33hrs

Course Description Another core competence that students are required to attain is that of the Maltese language. As emphasised for Module 34 Development of Maltese language in children, the same principles ideas apply for Maltese Linguistics. This module has been split from that of English as the structure and formation of the Maltese language differs from that of English. In fact Camilleri Grima states for the teacher it is not sufficient “to establish attainment targets” (p.128), but also “to make sure that the technical terminology (or metalanguage) is available and is appropriate for use in classroom. This is a task that forms part of the larger endeavour of “intellectualisation” of a language, in this case of Maltese” (p,128) The role of LSE is to assist students to acquire at least the core competences if this is possible and attainable in collaboration with the teacher, then s they need to have sound linguistic knowledge in the Maltese language. Thus the aim of this module is to give the LSE a deep understand of Maltese linguistics which enables the LSE to develop appropriate pedagogical approach towards the Maltese

language and have the necessary theoretical framework to develop the appropriate activities according to the needs of the children with diverse needs. During this module the following content will be delivered: a. Definition and principles of linguistcs b. Maltese linguistics c. Curriculum and LOFs and the understanding of the scaffolding underlying the LOFs d. Phonics, Syntax, Pragmatics, Semantics e. Teaching the Maltese language at various levels f. Relating language formation, articulation and writing to dyslexia and dysgraphia, learning difficulties, and communication difficulties Competences a. Articulate general issues concerning nature & function of language namely phonetics,

phonology, morphology, syntax, semantics, and pragmatics of Maltese Language. b. Acquire knowledge of the ways different human languages embody these mechanisms. c. Analyze specific sounds & understand systematic properties of sound system of Maltese

Language. d. Recognize and analyze the grammatical system of Maltese Language and other languages. e. Analyze the structure and function of language as used in natural discourse. f. Compare and contrast languages in terms of systematic differences in phonetics, phonology,

morphology, syntax, semantics, and pragmatics. g. Relate linguistics issues and principles to difficulties encountered by children with dyslexia,

dysgraphia and learning difficulties. Assessment This module will be assessed through an assignment of 2000 words where students will work individually or as a group. The students needs to show how the understanding and knowledge of linguistics help in:

- The understanding of student’s difficulties in relation to dyslexia and dysgraphia - How to develop appropriate strategies and resources for children having learning difficulties

including dyslexia and dysgraphia - Develop resources in relation to Maltese language activities - Critically evaluate such resources and their effectiveness


Module No: 34 Type Compulsory Code BED607 Title Development of mathematical abilities in Children Lecturer: Jesmond


No of ECTS

4 ECTS

No of Hrs 44hrs

Course Description Numeracy and thus Mathematics is another core competence that students need to attain during primary and secondary schooling (DQSE, 2009). Teachers are obliged to teach mathematics at primary level using different methods, so that students would have choice in using different methods. The Maths support team within the Department of Curriculum basis its support to Primary teachers on the fact that learners are diverse and thus “no single textbook or scheme can ever be the only resource used in class to be able to provide a quality mathematics education.” (Casha Sammut, Retrieved from: http://primarymaths.skola.edu.mt/wp-content/uploads/2016/08/maths-matters-42.pdf). In the context that students are learning within the class different methodologies, it obliges the LSE to know these different methodologies (most probably they did not learn maths using certain methodologies such as abacus”) and not learn such methodologies from the class

http://primarymaths.skola.edu.mt/wp-content/uploads/2016/08/maths-matters-42.pdf

http://primarymaths.skola.edu.mt/wp-content/uploads/2016/08/maths-matters-42.pdf

teacher during the lesson. This is line with the LSE’s role that of facilitating and adapting educational resources to assist students to acquire at least the core competences if this is possible and attainable. In order to achieve this they need to have sound knowledge in mathematics and how the pedagogical methods used. Thus the aim of this module is to give the LSE a deep understanding of Mathematics which enables the LSE to develop appropriate pedagogical approach towards the Mathematics and have the necessary theoretical framework to develop the appropriate activities according to the needs of the children with diverse needs. During this module the following content will be delivered: a. Understand the Curriculum (Guidelines) of Early Years according to the Maltese Curriculum b. Mathematical Concepts c. Creation of Strategies and Resources in Mathematical concepts d. Dealing with Maths anxiety e. Dyscalculia, Dysgraphia and Learning Difficulties and Mathematics f. Maths Anxiety and learning mathematics g. Developing strategies and resources to children with diverse needs at this age Competences a) Analyse the syllabus documents to ascertain the particular concepts and skills pupils need to

develop in mathematics; b) Plan, present and manage lessons maths lessons for children with dyscalculia; c) Explain mathematical ideas accurately and with clarity including use of suitable language,

examples and models; d) Work as part of a team to develop teaching materials; e) Evaluate and reflect on teaching and its effectiveness; f) Use technology in teaching mathematics. g) Link research and the pedagogy of the classroom. h) Recognize and differentiate the use and teaching of mathematics across diverse cultures i) Develop activities directly benefitting the broader community using mathematics. j) Use analytical and theoretical skills to model and solve mathematical problems. k) Analyze data and draw appropriate statistical conclusions. l) Effectively utilize a variety of teaching techniques and classroom strategies to positively

influence student learning. m) Effectively adapt mathematical activities for students with dyscalculia, dysgraphia and learning

difficulties n) Assist students to deal with maths anxiety Assessment This module will be assessed through an assignment of 2500 words where students will work individually or as a group. The students needs to show how the understanding and knowledge of linguistics help in:

- The understanding of student’s difficulties in relation to dyscalculia, dysgraphia and learning difficulties

- How to develop appropriate strategies and resources for children having learning difficulties including dyscalculia and dysgraphia and maths anxiety.

- Develop resources in relation to mathematical activities - Critically evaluate such resources and their effectiveness


Module No: 35 Type Compulsory Code BED408 Title Creative expressions a means towards inclusive education Lecturer: Jesmond


No of ECTS

6 ECTS

No of Hrs 56hrs

Course Description “Children with learning disabilities are often stigmatized and associated with failure, which lowers their self-esteem”(Pandy, 2012, p. 2). “The production of art can provide this group with a sense of competence and mastery, which in turn builds self-esteem” (DiCowden, 1987; Erickson, 1979; Omizo & Omizo, 1988 in Xenakis et al 2012). Moreover, the EU is working at putting creative expression in the different forms as one of the core competences as part of the cultural development for lifelong learning (Halasz & Michel, 2011, European Commission, 2018). Moreover, it has been proven that great entrepreneurs have been very creative such as JetBlue Airways founder David Neeleman or Virgin Group founder Richard Branson and this requires and amount of creativity. . Thus, students learn in various methods and one way how students learn are through play and artistic means. The aim of the module is to provide the educator with exposure to different creative skills and creative thinking skills in order to provide other ways of teaching and thus achieve the objectives of learning with the curriculum. a. Creative artists with different and special needs b. Play, fun and creative arts as a means towards inclusion and learning c. Different media used in creative arts d. Practical creative activities and strategies that can be used in the classroom to motivate students

with diverse needs e. Creativity and Problem-solving Skills f. Creativity and Enterpeneurials skills

Integration of creative activities in the curriculum as a means towards learning for core subjects Competences a) Investigate how children understand and articulate their individual and collective social and

material place through creative practices b) Identify how teachers work with and build children’s academic, aesthetic, social and cultural

resources c) Develop ways in order to enhance holistic learning through creative methods including arts,

music and other artistic methods d) Identify how children can explore and develop their skills through creative exploration,

construction and representation their identities e) Investigate how parents/carers respond to the impact of the creative programme on their child, f) Critically analyse how the school developed relationships and networks with families and the

wider community through creative expression g) Develop creativity and problem-solving skills h) Practice creative and artistic strategies to include students within the curriculum Assessment This module will be assessed through an assignment of 3500 words where students will work individually or as a group. They need to demonstrate how children with diverse needs can use creative and artistic methods to achieve learning outcomes in the curriculum as an alternative method towards learning, by creating the appropriate resources and strategies. The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 36 Type Compulsory Code BED409 Title Collaboration in Classroom Management Lecturer: Jesmond


No of ECTS 6 ECTS

No of Hrs 56hrs

Course Description This module focuses on the main principles of how a class is managed that is planned, organised, lead and monitored. Any Educator working in the class setting, even if s/he is not the teacher and

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ultimately s/he is not responsible of the class, needs to know the principles of managing a class and the dynamics that are created between students and the teacher and other professionals and how these are managed. S/he also needs to be aware and know the necessary boundaries in order that proper teamwork is created within the class setting.. Moreover, the role of the LSE on an individual or shared basis, will be able to assist the student to be deeply involved with their work, especially with academic, teacher-led or guided instruction. (Bezzina & Fenech, n.d.) Goetz, Hunt & Soto found that collaboration between various professionals within the classroom to enhance inclusion has produced the following “direct and collateral outcomes of the project included the following: (1) increased inclusion team members' sense of self-efficacy; (2) increased social and academic participation of the focus students in the general education classroom; and (3) participant satisfaction with the process and results” (2002) During this module the following content will be delivered:

1. The principles of Leadership and Management 2. Orchestration of the elements in the 21st Century classroom 3. Collaboration between Class Teacher and LSEs 4. Building an emotionally safe and engaging environment 5. Legal and ethical practices for the benefit of all learners within the classroom 6. Sensitivity to the Learning Enviroment (Bezzina & Fenech, n.d) 7. The Psychology of Classroom Teamwork

Competences a) Explain the differences between management, leadership and administration b) Collaborate with the teacher in the organization of a classroom illustrating optimum use of

instructional resources that facilitates efficiency and effectiveness of access, use, maintenance, and storage of such resources.

c) Manage student progress data in collaboration with teacher of students with disabilties and different needs

d) Assist the teacher in the organization of the physical aspects of a classroom especially for students with disabilties and different needs

e) Assist the teacher in the establishment of classroom procedures and expectation (rules) to promote a positive, effective and efficient learning environment especially for students with disabilties and different needs

f) Demonstrate knowledge and skill of affective domain-based theoretical models to deal with learners’ behaviour effectively

g) Use legal, ethical and professional aspects in dealing with learners’ issues especially for students with disabilties and different needs

h) Observe, analyze and document student behaviour to match an appropriate intervention strategy to change behaviour in a desired direction for students with disabilties and different needs where appropriate

i) Develop and implement behaviour management strategies effectively and efficiently for students with disabilties and different needs where appropriate

Assessment 70% of this module will be assessed through a 2 hour written examination divided as follows: 1. Short Questions or MCQ: questions related to principles of Collaboration in Class (30%) and 2. One long question (that might be split into different short questions) based on a case study to

collaboration in class and the benefits that can be reaped in the best interest of the students through this collaboration (40%). This would involve questions around strategies and resources that could be developed for students with Challenging Behaviour

30% of the module will be assessed through a role play in class whereby the candidates need to show how to use particular skills for collaboration. This would be considered as an oral examination. The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 38 Type Compulsory Code BED411 Title Educational Technology for the Inclusive Classroom II Lecturer: Jesmond


No of ECTS

2 ECTS

No of Hrs 22hrs

Course Description The use of technology has become an integral part of the classroom: interactive boards, tablet and laptops/computers. Students have raised their expectations and expect the teacher to use technology to present the subjects during lessons. While it increases concentration and interaction, it enhances the teacher’s explanations through visuals, learning through fun and play especially at the primary level. ICT helps student to connect and learn at their own pace apart from being fun (Cox, n.d. Retrieved from: http://www.teachhub.com/benefits-technology-classroom). ICT is an important tool in preparing adapted work and facilitate its implementation for students. Moreover, the LSE can personalise the learning experience for the student according to his/her needs (Mata, 2015, Retrieved from: https://centretechnologies.com/importance-of-technology-in-the-classroom/). Personalising the experience can be highly beneficial as it targets the academic levels of the student while using the best mode through which the student learns. Thus, it is essential for the LSE to know the benefits of technology, how to use the technology, how to connect on device to another as this would be part of the learning process within the classroom, Technology has advanced so much that devices specifically for persons with disability were developed using last technology to assist persons with severe disabilities to learn and communicate. This mostly refers to an alternative method to communicate. Augmentative and Alternative Communication which was mostly hard copy has become mostly technological with devices that help the student communicate. It is part of the learning process and the support that the LSE should offer to help the student learn to use such devices. Iacono, Trembath & Erickson (2016) say that there is growing evidence of the benefits of AAC for children with autism, but there is a need for more well-designed studies and broader, targeted outcomes (p. 2349) The non-technological AAC aspect will be taught as part of the strategies in the module on Autism, even this is used by students having other conditions such as sign language. This module is split into two: the first part will focus on ICT in general while the second module (Module 42) will focus more on devices available for diverse needs that fall under AAC. During this module the following content will be delivered: a. The understanding of AAC developments in relation to children with diverse needs b. Different technologies in AAC c. Practical AAC activities and strategies that can be used in the classroom to motivate students d. Integration of AAC activities in the curriculum as a means towards learning for core subjects e. The role of Access to Communication & Technology Unit (ACTU) Competences a) Identify and understand the importance of providing inclusive education to achieve equal

opportunities for all; b) Describe and discuss the importance of ICT & AAC in relation to education needs of with

children with diverse needs c) Identify, evaluate and analyse the role of ICT and AAC in providing inclusive education for

students with SEN; d) Understand and critically and reflectively select and use ICT and AAC according to exclusive

needs of students; e) Identify and understand the appropriate educational conditions for successful application of ICT

http://www.teachhub.com/benefits-technology-classroom

https://centretechnologies.com/importance-of-technology-in-the-classroom/

https://centretechnologies.com/importance-of-technology-in-the-classroom/

https://education.gov.mt/en/education/student-services/Pages/Special_Education/Access-to-Communication--Technology-Unit-(ACTU).aspx

and AAC for children with diverse needs f) Use correctlyICT and AAC devices with children with diverse needs for educational purposes g) Describe and implement the ICT policy used with the Maltese educational system. h) Describe the role of Access to Communication & Technology Unit (ACTU) Assessment This module will be assessed through an assignment of 1500 words where students will work individually or as a group. Students need to demostrate good understanding of the importance of AAC as part and a means towards achieving inclusive education and also the implementation in practice how AAC devices are used with different students having diverse needs. The learner needs to demonstrate critical evaluation skills with regards to AAC when the are used appropriately, what type of AAC facilitates learning in particular cases. The assignment would be based on a case study from local context. The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 39 Type Compulsory Code BED301 Title Introduction to Research Methods Lecturer: Jesmond


No of ECTS

4 ECTS

No of Hrs 44hrs

Course Description Research has become integral in the practice of any profession and this also applies in education. Support Educators might have gained experience and thus learnt how to deal with difficulties of children through trial and error, however any practice should be based on evidence that has been gathered through research. “Evidence-based approach to teaching and learning is crucial to maximising student outcomes.” (Bruniges, 2005; Black, Balneaves, Garossino, 2015), because it focuses on what is successful and what works, rather than by trial and error. In order that the Support Educator acknowledges and appreciates the importance of evidence-based practice, s/he has to become acquainted with the various way how research is conducted, both quantitative and qualitative and be able to interpret between practices based on research and others that are gained through experience. During the module, the learner will explore the various research methods: quantiative, qualitative and mixed research designs. Moreover s/he will learn how research is conducted, learn how to critically and review literature, explore research paradigms and designs, data collection methods and and data analysis. This module would also be a partial preparation for the research that needs to be conducted for the disseration. It will helps student to understand the different methodologies that they can use for research purposes and how these are used. During this module the following content will be delivered:

1. The rationale for evidence based practice and person-based practice 2. Definitions of evidence-based/person-based practice 3. The advantages and disadvantages of both approaches 4. The nature of knowledge and the relevance of different types of knowledge upon

decision making 5. Research paradigms and designs 6. Data collection methods 7. Data analysis

https://education.gov.mt/en/education/student-services/Pages/Special_Education/Access-to-Communication--Technology-Unit-(ACTU).aspx

8. Ethical considerations 9. Role of Reflexivity 10. Evaluation and use of evidence to inform practice

Competences a) Describe, understand and apply quantitative, qualitative and mixed research designs b) Describe and apply the importance of evidence- and person-based practice c) Analyse and integrate key findings from research to understand major influences on student

learning and teacher performance. d) Identify, and critically appraise appropriate evidence-based and person-based practices in

response to identified student needs e) Implement, monitor and evaluate evidence-based practices as they relate to specific classroom

contexts f) Discuss critically the concept of evidence-based practice in the classroom versus person-based

practice g) Evaluate the nature of evidence versus that of experience h) Implement the strategies emerging from evidence practice.

Assessment This module will be assessed through a 4000 word assignment in the form of a report where students will work in groups of two by conduct a small research as preparation for the dissertation. The student has also to demonstrate in the assignment evidence informs the development of resources and strategies according to the research conducted and how this enables to provide new insight on the effective implementation of resources and strategies with children with diverse needs. Moreover, the students need to bring out ethical considerations and how research in schools might impinge on the academic success of students. The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 42 Type Compulsory Code BED503 Title Practical in Supportive Work within the Classroom III Lecturer: Jesmond


No of ECTS

9 ECTS

No of Hrs 205hrs

Course Description When working with people, practice is an essential part of the learning process. In this module, the learner is expected to learn how to evaluate and reflect upon his/her everyday practice. “Teaching requires adapting. We need to continually reflect on our teaching and be ready to make changes when appropriate (e.g., something is not working, we want to try something new, the student population has changed, or there are emerging issues in our fields). Knowing what and how to change requires us to examine relevant information on our own teaching effectiveness.” (Carnegie Mellon University, 2018, Retrieved from https://www.cmu.edu/teaching/principles/teaching.html). The LSE who collaborates with the teacher needs to equally reflect and examine the resources developed, whether these are reaching the IEP goals and review together with the teacher, INCO and parents these goals if necessary. The LSE has to examine whether his/her practice is:

a) “learner-centred approaches to teaching and learning; b) reflective teaching and learning; c) learning that is practical and active (as opposed to a passive transmission-absorption model

of learning);

https://www.cmu.edu/teaching/principles/teaching.html

d) learning that links practice to theory (rather than vice versa); e) learning that encompasses ‘the community’, rather than delimited by the physical

boundaries of the school. (Ebbutt & Elliott, 1998) The LSE during this module is expected that to show that:

a) s/he is able to develop and use the appropriate resources b) s/he has the right attitude when supporting learners c) s/he is able to review and evaluate in the correct his/her own practice d) s/he is able to reflect and see whether she is able to improve his/her own skills e) s/he is able to reflect on her own attitude and behaviour in relation to the student/s

s/he is supporting. In order to achieve the above the learner is expected to record the hours and self-reflections and evaluations on a weekly basis and include resources developed. This has to be supported with references to theories and current literature and research. (this is one the three modules that focus on the practical component of the course) The Competences and outcomes of this module are identical with the previous as this is a continuation of Module 40 & 41

1. Aims and objectives of placement 2. Presentation of logbook 3. Formulating SMART Goals 4. Outcomes expected during placement

Competences a) Compose, set up and write an excellent learner portfolio a) Understand and apply the importance of personal development even during practice. b) Be reflective and able to evaluate work done with the children with diverse needs, learning

difficulties and disability c) Write SMART goals d) Demonstrate through self-reflection the importance to develop the potential of children with

diverse needs. e) Work professionally under supervision of other professionals f) Compile and create a group of resources that are adapted to the diverse needs/learning

difficulties/disability of the child based on evidence and research a) Support learners with diverse needs for at least 180 hour placement in a suitable work setting,

therefore giving them an opportunity to put their in class learning into practice. Assessment This module will be assessed as follows:

1. Two visits where an external tutor will observe the learner how s/he is working with students with diverse needs (25%/25%)

2. The external tutor will check and verify that the learner knows how to build a student file according to the procedures of the Directorate for Quality Standards of Education (DQSE) (See no 4 in the the Core Reading list) including the Daily Schedules (25%)

3. The learner has to do a number of self-reflections and self-evaluations along the placement and how s/he can improve on her work. S/he will be assessed on the portofolio. (25%)

Module No: 43 Code BED032 Title Dissertation Lecturer: Jesmond

Friggieri and

No of ECTS

25 ECTS

No of Hrs 219hrs

others Course Description The aim of a dissertation is to produce a piece of reserach on a theme usually chosen by the student in this context it should be on inclusion of persons with disabilties and education. It gives the student the experience of how evidence-based practice is constructed and that being a professional as an LSE in not only trying things by trial and error or through experience, but the assumptions and hypothesis can be proven through a methodological process that make those conclusions valid and reliable. In certain situations conclusions can be generalised especially when it comes to quantitative research. The LSEs following this course shall appreciate that professions and practices today are based on research that has been conducted in the past and created theories or identified trends rather than based on assumptions that is gathered through experience. Maaranan (2009) conducted a research with teachers to examine how “research may be viewed as practitioner research, when it is conducted on one’s own work with the aim of developing the work, learning from the work, changing, or sharing information. The teachers were able to distinguish areas of professional development such as adjusting teaching, interaction skills, self-confidence, and criticalness, and many teachers saw an analogy between researching and teachers’ work” (p.221). Thus teacher research becomes a tool for transformation (Zeichner, 2003) and experimentation with new ways of working “One form of professional development is teacher research or inquiry” Shulman (2004, 514) Thus this module is a summative assessment of what has been learnt throughout the course from various perspectives: the knowledge, its application through skills and the understanding of its reliability and validity through research. Mainly the student needs to produce a piece of research academically sound in the form of a long essay. As preparation for the dissertation, the student will be provided with the following lectures:

1. Revision of Research Methods 2. Developing a dissertation based on research 3. Writing a dissertation

A proposal should be presented which will need to be accepted by a board. Ethical considerations need to be considered before research is accepted. Competences The learner will be able to: a) Develop and analyse a case or cases from an academic and professional perspective b) Write objectively observations of the child during class from a physical, cognitive and socio-

emotional perspective c) Interpret the observations to bring out the strengths and needs of the child d) Write a long essay on a particular theme or case e) Use qualitative and quantitative research methods f) Write a literature review on a particular theme g) Develop appropriate practice according to a particular theme or case study h) Analyse critically literature and results of research Assessment This module will be assessed by requiring the learner to build up a full-blown dissertation based on a case study or a theme. In the dissertation, the learner will need to produce a piece of research which would compromise the following elements:

1. Introduction 2. Literature Review

https://www.tandfonline.com/doi/full/10.1080/13664530903335574?needAccess=true

3. Methodology 4. Results 5. Conclusions 6. Recommendations 7. Bibliography

S/he has also to show the application of predictive analysis for the whole process. Prior to starting the case study, the learner has to submit a case study proposal and this has to be accepted by a specifically appointed board also considering ethical issues. Words of the dissertation will be between 9000 to 12000 words Moreover the correction of the dissertation will be conducted by two internal assessors and the average of the marking of both assessors will be the provisional mark. An external assessor will review the marking and the final marking will be confirmed or amended thereafter accordingly. The marking will be out of 100 like all other markings. The passmark shall be 50%.

Module No: 44 Type Compulsory Code BED414 Title Mindfulness for Educators Lecturer: Jesmond


No of ECTS

2 ECTS

No of Hrs 22hrs

Course Description

The LSEs as per job description has to support students with diverse needs which at times could be very stressful either because behaviour can be very challenging or else because the students need constant support. Though the full responsibility of the student does not fall on the LSE, however the latter has to be resilient and present in face of challenging behaviour and feel secure and sure of herself. Working under stressful situations, can be counterproductive for student’s wellbeing (Emerson et al, 2017). Emerson et al (2017), through the meta-analysis of literature review of 13 articles examined effects of “Mindfulness Based Interventions on stress, emotion regulation and self-efficacy”. They found that through participation in mindfulness training teachers experienced more emotional regulation which is correlated to self-efficacy (Emerson et al). It increased a sense of decentering, regulation of attention and self-compassion. Moreover, Flook et al (2017) also report that neural differences in those who practiced mindfulness as “mindfulness intervention adapted for educators boosts aspects of teachers’ mindfulness and self-compassion, reduces psychological symptoms and burnout, increases effective teaching behaviour, and reduces attentional biases.” (p.189). Bensay (2014) who has researched teachers at their start of their career found that “The participants all believed, as evidenced in their journals and interview transcripts, that mindfulness had made a significant difference in their ability to cope with the stresses of the first year of teaching” (p. 65). The latter two articles also demonstrate in practice what mindfulness exercises the teacher have conducted in order to reduce stress and burnout, engender self-compassion, keep themselves emotionally regulated and keep sense of gratitude and optimism. Moreover only to mention one research with regards the effectiveness of mindfulness when working with children, Chapman et al (2013) through their meta-analysis of eleven studies “found improvements in aggression and sexual arousal for people with intellectual disabilities after mindfulness training” (p,179). Thus the aim of this module being optional is to delve deeper in self-development, to create further self-awareness and resilience in view to reduce stress and burnout while focusing on the most importance academic development of students. During this module the following content will be delivered: Mindfulness for Educators

1. Overview of mindfulness 2. Key mindfulness concepts and practices 3. The benefits of mindfulness in the classroom 4. Practicing mindfulness in the classroom 5. Becoming the mindful Educator

Competences a) Describe and implement mindfulness and the correlated skills in everyday life b) Develop a toolbox of internal skills to respond to situations with more creativity, openness and

calm when working with children with diverse needs c) Intentionally shift attention and focus their minds for prolonged periods of time during

interventions with children with diverse needs d) Have a more flexible approach to one’s own thoughts, resulting in a greater flexibility of mind

during interventions with children with diverse needs e) Take a step back from challenging situations in order to see the larger picture during

interventions with children with diverse needs f) Be familiar with a range of mindfulness practices for daily use to minimise stress in the

classroom g) Differentiate between nurturing and depleting activities and how to balance them within the

classroom or with particular students h) Increase their self-soothing skills and develop a friendlier attitude towards one’s own personal

experience and the students in the classroom

Assessment This module will be assessed through an assignment of 1500 words where students whereby the student needs to demonstrate and prove how mindfulness could help the Educator to become more resilient in front of difficult behaviour. As part of the assignment the learner would be expected to do produce a self-reflective log (30%) whereby s/he has used mindfulness and critically analyse the self-reflective log making reference to current literature (50%) and finally indicate improvements in his/her way of being and how these can be beneficial to the student/ss with disaiblities and different needs (20%). The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 45 Type Compulsory Code BED415 Title Coaching and Mentoring students towards inclusion and success Lecturer Jesmond


No of ECTS

2 ECTS

No of Hrs 22hrs

Course Description Coaching as defined by Whitemore (2017) is “unlocking a person’s potential to maximise their growth”. Part of the role of the LSE is to assist the teacher to practice inclusion in class and thus maximise the potential of each child in class. Coaching has developed into a profession on this own merit and even new teachers are being mentored and coached in the first two years of their work after studies. Coaching and mentoring proved to be helped to empower people, improve their skills in a particular area and improve their self-esteem. While in schools coaching improved productivity and effectiveness by 88% (Olivero, Bane, and Kopelman, 1997 Australian Council for Educational Research, 2016, p. 7 ), Joyce & Showers (2002) report that when teachers applied coaching in their teaching “this led to higher achievements by students, shared the same common characteristics , which included:

• Teachers and school leaders focused on curriculum and pedagogies

• Goals were set for improvements in student learning

• School-based research was used to evaluate the implementation of the learning

• Both formative and summative measures of progress toward the identified goals were used” (Australian Council for Educational Research, 2016, p. 7)

The same research focuses also on the roles that coachers and mentors may take which included the following:

• To facilitate an understanding of the purposes of the relationship;

• To explore the motivations, skills, thought processes to be used;

• To discuss the processes of observation, listening, and asking questions;

• To support goal setting and assessment;

• To support solutions-oriented approaches to teaching, learning and leadership;

• To support the development of a commitment to action;

• To ensure a planned approach to the improvement of personal skills and abilities;(Austrial Council for Educational Research, 2016, p. 13)

All the above all fall within the role of the LSE in as much as collaborating with teacher to develop educational resources, participating in Provisional mapping and IEP meetings and also handling students with diverse needs in various circumstances such as when monitoring them one-to-one. Further research shows that that coaching and mentoring will impact on planning, monitoring and improving teaching quality as teachers: • experience and develop understanding of an integration of knowledge and skills • gain multiple opportunities to learn and apply information • find their beliefs challenged by evidence that is not consistent with their assumptions

• have opportunities to process new learning with other (Lofthouse et al., 2010) Moreover research indicates that “when training is complemented with coaching, teachers are significantly more likely to adopt and maintain the skills developed and have greater self-efficacy beliefs regarding the new practices” (Driscoll, Wang, Mashburn, & Pianta, 2011; Forman, Olin, Hoagwood, Crowe, & Saka, 2009; Ransford, Greenberg, Domitrovich, Small, & Jacobson, 2009; Wenz-Gross & Upshur, 2012 as cited in Melchor-Couto & Jauregi, 2016, p. 186). Thus, it would be beneficial for LSEs to learning coaching and mentoring skills as complementary skills to their full training. This will enhance their self-efficacy which in turn it would be beneficial for students with diverse needs. During this module the following content will be delivered:

1. Introduction to Coaching and Mentoring 2. Various Models of Coaching and Mentoring and their application to the role of the Educator 3. The skills used in coaching and mentoring and their application to the role of the Educator 4. The application of coaching and mentoring in the classroom.

Competences a) Describe and explain the principles of coaching and mentoring b) Assess one’s skills as a coach/mentor and educator and identify personal development needs

and goals. c) Demonstrate the use of the various models of coaching in support of your own development and

the development of students with diverse needs. d) Use and work with the key coaching skills or models to enhance the educator’s repertoire. e) Recognise and use the opportunities for the use of coaching and mentoring in the classroom. f) Describe and explain of the role and responsibilities of the workplace coach and mentor. g) Explain how coaching and mentoring can impact the classroom and the school. h) Provide evidence of one’s own development as a coach and mentor and their use in helping

inclusion in the classroom. Assessment This module will be assessed through an assignment of 1500 words where students whereby the student needs to demonstrate and prove how mindfulness could help the Educator to become more resilient in front of difficult behaviour. As part of the assignment the learner would be expected to do produce a self-reflective log (30%) whereby s/he has used coaching and mentoring skills and critically analyse the self-reflective log making reference to current literature (50%) and finally indicate improvements in his/her way of being and how these can be beneficial to the student/ss with disaiblities and different needs (20%). The pass mark will be 50/100 overall. Referencing of assignments should be according to APA style.

Module No: 46 Type Optional Code BED412 Title Designing and Implementing Provisional Mapping & IEPS in

Primary Education


No of ECTS

4 ECTS

44hrs

Course Description Two aspects of the role of the LSE are that: 1. S/he designs IEPS under the supervision of the teacher

and the INCO according to the needs of learner and 2. implements what has been decided during the

IEP and make suggestions for reviews. The LSE as part of the process has to work hand-in-hand with

the teacher to ensure this implementation, but also that the adaptations if necessary are according

to the needs of the learner. It is a tool that enables educators to differentiate teaching in a

structured manner and for the benefit of the particular students. The design and implementation

within Primary and Secondary education differs because of the difference in the level of learning but

also due to the methodology and the class formation as part of the curriculum. Moreover this

differs because of the development in the student that might differ from the usual pattern and thus

might create diverse needs according to the age and condition. Thus this module will specifically

focus on designing and implement Provisional Mapping and IEPS during the Primary Education.

During this module the following content will be delivered:

1. Designing IEPS for Primary Education

2. Principles of Management, Leadership and Administration for IEPs during the

Primary Education

3. Principles of planning, setting goals and reviewing IEP

4. Writing SMART goals for Primary Education

5. Choosing the right strategies for the IEP goals for Primary Education

6. Reviewing and evaluating the IEPS for Primary Education

Competences a) Use the principles of planning, setting goals and designing a plan in Primary Education.

b) Compose, set up, write and review an IEP and Provisional Mapping according to the Universal

Learning Design in Primary Education.

c) Identify the strategies and methods on how to implement an IEP and Provisional Mapping in

Primary Education.

d) Evaluate and observe when the IEP needs adjustments and adapt the IEP as per the needs and

progress of the children that are being supported in Primary Education.

e) Provide personal assistance to children, parents, teachers and other professionals to ensure that

the IEP is used to its maximum capacity in Primary Education.

f) Collaborate with teachers and INCO in the formulation of the IEPs and Provisional Mapping in

Primary Education.

Assessment This module will be assessed through an examination of 2hours whereby the student will be given a

case study and s/he has to develop a number of IEP goals in SMART format, providing the rationale

for the choice of those goals, together with creating one or two activities that would be related a

particular goal.


Module No: 47 Type Optional Code BED413 Title Designing and Implementing MAPS & IEPS in Secondary Education


No of ECTS

4 ECTS

No of Hrs 44hrs

Course Description Two aspects of the role of the LSE are that: 1. S/he designs IEPS under the supervision of the teacher

and the INCO according to the needs of learner and 2. implements what has been decided during the

IEP and make suggestions for reviews. The LSE as part of the process has to work hand-in-hand with

the teacher to ensure this implementation, but also that the adaptations if necessary are according

to the needs of the learner. It is a tool that enables educators to differentiate teaching in a

structured manner and for the benefit of the particular students. The design and implementation

within Primary and Secondary education differs because of the difference in the level of learning but

also due to the methodology and the class formation as part of the curriculum. Moreover this

differs because of the development in the student that might differ from the usual pattern and thus

might create diverse needs according to the age and condition. Thus this module will specifically

focus on designing and implement Provisional Mapping and IEPS during the Secondary Education.

During this module the following content will be delivered:

1. Designing IEPS for Secondary Education

2. Principles of Management, Leadership and Administration for IEPs during the Secondary

Education

3. Principles of planning, setting goals and reviewing IEP

4. Writing SMART goals for Secondary Education

5. Choosing the right strategies for the IEP goals for Secondary Education

6. Reviewing and evaluating the IEPS for Secondary Education

Competences a) Use the principles of planning, setting goals and designing a plan in Secondary Education.

b) Compose, set up, write and review an IEP and Provisional Mapping according to the Universal

Learning Design in Secondary Education.

c) Identify the strategies and methods on how to implement an IEP and Provisional Mapping in

Secondary Education.

d) Evaluate and observe when the IEP needs adjustments and adapt the IEP as per the needs and

progress of the children that are being supported in Secondary Education.

e) Provide personal assistance to children, parents, teachers and other professionals to ensure that

the IEP is used to its maximum capacity in Secondary Education.

f) Collaborate with teachers and INCO in the formulation of the IEPs and Provisional Mapping in

Secondary Education.

Assessment This module will be assessed through an examination of 2hours whereby the student will be given a

case study and s/he has to develop a number of IEP goals in SMART format, providing the rationale

for the choice of those goals, together with creating one or two activities that would be related a

particular goal.
