MAISE101 Inclusion and Special Education Assignment Brief Part 2 | Hibernia College
MAISE101 Assignment Briefing Part 2
A critical analysis of inclusive practice (2,500 words). You are required to complete both sections (A and B).
- Choose ONE of the following options (1, 2 or 3):
- Select and critically evaluate two key evidence-based strategies/approaches in support of inclusive practice for learners with special and additional needs.
- Select and critically evaluate three key evidence-based strategies/approaches in support of inclusive practice for Jamie. Jamie is four years of age and is attending your preschool setting. He presents with Autism and learning difficulties. He is awaiting a formal diagnosis for Autism. Jamie finds transitions a challenge. He finds it challenging to work in groups. Circle time is of particular difficulty for him.
- Select and critically evaluate three key evidence-based strategies/approaches in support of inclusive practice for Alex. Alex is an adult learner who presents with ADHD, Dyslexia and organisational skills difficulties.
- Provide a rationale for your selection with reference to the research literature and reflect how these approaches can further inclusive practice and help ensure access and participation to quality educational provision for learners.
Remember to ensure you are addressing the learning outcomes (LO3, LO4. LO5) for this part of the assignment:
LO3: Demonstrate a critical awareness and understanding of how to profile and plan for individual and group needs.
LO4: Critically analyse inclusive strategies and approaches for ensuring curriculum access for pupils with special and additional learning needs.
LO5: Self-evaluate and critically reflect on their professional values, concerns, priorities and actions in relation to special and additional learning needs in the light of their new knowledge and learning.
Suggested structure:
This a suggested format. If you use a different structure you must ensure that the guidelines are followed within your own structure. Please ensure your writing is sufficiently critical and follows academic writing guidelines outlined in the Student Handbook Suggestions in bold will help ensure you are meeting the assessment criteria.
| Introduction | In this section you will set the context for your discussion by detailing the role of inclusive practice in meeting the needs of a diverse school population and the importance of evidence-based strategies/approaches for creating more inclusive learning environments. Lastly state the aims and focus of your paper and the main areas of discussion. |
| Evidence -based strategies/approaches | Identify and describe the two specific strategies and/ approaches that you are going to compare, contrast and critically evaluate. Provide a descriptive outline of the evolution/background of each approach, the purpose and intended outcome, target group, structure and content. Justify why you selected these strategies on the basis of their particular relevance/ suitability to meeting student needs and evidence-based best practice for supporting inclusion. |
| Critical Evaluation of evidence- base and
effectiveness |
Critically discuss both strategies/ approaches making links to the wider literature. Critically evaluate how they support access and participation and help meet identified student needs. Your evaluation should be looking at the evidence-base in terms of the effectiveness and limitations of each approach. What are the advantages/disadvantages of each for meeting the individual and group needs of learners? What aspects of learning is addressed? Why is this important? |
| How do these approaches promote inclusive practice? Are there wider implications, or potential impacts?
Reflect and comment on how implementing these approaches is related to inclusion and consider how they have extended your own understanding and practice as an educator. Ensure that you refer back to the learners, and how the selected interventions address individual/group needs. In each part of your discussion, think about the evidence and use the literature to support your ideas. |
|
| Conclusion | This is where you draw together all the threads of your writing –you are concluding on the main points made in each section in your discussion paper. It is very important that you do not bring in any new materials or ideas here. Your conclusion is a precise summary to help the reader recap on the discussion presented. |
| References | Check that all references used are listed and that they are in keeping with the format of referencing advised. |
Points to Remember:
- Please upload your complete assignment (Parts 1&2) to the submission link as one document, with one reference list.
- Work submitted must be within 10% of the given wordcount. An indicative guide for each section is provided above.
- Assessment criteria are as described in the rubrics below. Please make sure you have read these carefully before submitting any coursework.
- Questions regarding the module assignment should be raised with the module tutor(s) as they occur.
- Avoid overuse of quotations. You should probably have no more than 7/8 direct quotations in a 5000-word paper.
- Ensure that all citations are accurate and in Harvard style, and all sources cited in the body of the assignment are referenced in alphabetical order in the reference list.
- Structure your work carefully, using headings and subheadings for clarity. A suggested structure for the assignment is provided in the assignment briefings.
- The Programme Handbook outlines the regulations and expectations around academic integrity and breaches of academic regulations. Please review and familiarise yourself with the issues to ensure you properly acknowledge the scholarly work that informs your thinking and writing.
- Advice and information for submitting your work through URKUND can be found here: studenthelpdesk.hiberniacollege.net
- Please note the final deadline for the submission of assignments. There are procedures in place for extenuating circumstances. An application can be made in accordance with the relevant policy and procedure. You can access this Extenuating Circumstances application form from the ‘Resources’ section of the relevant procedure.
- Participants are advised to keep a copy of all assignments submitted for evaluation.
MAISE101 Assessment Criteria and Summative Feedback
| Learning
Outcomes (PgDip) |
First Class
Honours (70%+) |
Second Class
Honours (Grade 1) (60-69%) |
Second Class
Honours (Grade 2) (50-59%) |
Pass (40-49%) | Fail (0-39%) |
| Learning
Outcomes (Masters) |
First Class
Honours (70%+) |
Second Class
Honours (Grade 1) (60-69%) |
Second Class
Honours (Grade 2) (50-59%) |
Pass (40 – 49%) | Fail (0-39%) |
| Learning outcomes
1, & 2 |
The text shows advanced systematic
knowledge and critical understanding of key theories, concepts and issues relating to inclusive education informed by current research. There is clear evidence of the ability to critically examine and reflect on the implications of theory and research for policy and practice. |
The text shows advanced systematic and
critical understanding of key theories, concepts and issues relating to inclusive education informed by current research – although some key points may be missed or underaddressed. There is very good evidence of the ability to critically examine and reflect on the implications of theory and research for policy and practice. |
The text shows good systematic and critical understanding of key theories, concepts and issues relating to inclusive education informed by current research – although a number of key points may be missed or underaddressed. There is adequate evidence of the
ability to critically examine and reflect on the implications of the theory and research for policy and practice. |
The text shows general knowledge and understanding of key theories, concepts and issues relating to inclusive education informed by current research. The ability to critically examine and reflect on the implications of theory and research for policy and practice is evident but may be uneven, limited or unsustained. | The text shows little
or poor knowledge and understanding of key theories, concepts and issues relating to inclusive education and is not adequately informed by current research. The ability to critically examine the implications of theory and research findings for policy and practice is superficial or lacking. |
| Learning outcomes
3 ,4,5 |
The text shows the ability to critically evaluate current approaches for support of learners with special and additional learning needs and select appropriate interventions. There is a clear indication of the ability to critically appraise policy and practice for the effective inclusion of all learners and reflect on values, knowledge and attitudes to inform and develop practice. | The text shows the ability to critically evaluate current approaches for the support of learners with special and additional learning needs and select appropriate interventions. There is good indication of the developing ability to critically appraise policy and practice approaches for the effective inclusion of all learners and
reflect on values, knowledge and attitudes to inform and develop practice. |
The text shows the ability to critically evaluate current approaches for the support of learners with special and additional learning needs and select appropriate interventions. There is adequate indication of the developing ability to critically appraise policy and practice approaches for the effective inclusion of all learners and
reflect on values, knowledge and attitudes to inform and develop practice. |
The text shows some ability to evaluate current approaches for the support of learners with special and additional learning needs and select appropriate interventions. There may be a limited indication of the ability to critically appraise policy and practice approaches for the effective inclusion of all learners and limited evidence of reflection on values, knowledge and attitudes to inform and develop practice. | The text shows
little or no ability to evaluate current approaches for the support of learners with special and additional learning needs and fails to select appropriate interventions. There is little or no indication of the ability to critically appraise policy and practice approaches for the effective inclusion of all learners and little or no evidence of reflection on values, knowledge and attitudes to inform and develop practice. |
| Formative Feedback | |||||
| First Class
Honours (70%+) |
Second Class
Honours (Grade 1) (60-69%) |
Second Class
Honours (Grade 2) (50-59%) |
Pass (40 – 49%) | Fail (0-39%) | |
| Academic | The quality of the | The quality of the | The quality of the | The quality of the | The quality of the |
| writing | writing (in terms of | writing, expression of | writing, expression of | writing is generally | writing is poor overall |
| skills | syntax, cohesion, | ideas and conformity | ideas and conformity | coherent but there | and may be |
| coherence, clarity, | to conventions of | to conventions of | may be | syntactically | |
| organization, | referencing are good | referencing are | syntactic | erroneous, | |
| punctuation and | overall – but there | adequate, with some | inaccuracies, | stylistically | |
| logicality), and the | may be some lapses | lapses in academic | organizational | inappropriate and | |
| expression of ideas | in academic | usage/style and | weaknesses, lapses in | weak or lacking in | |
| and conformity to | usage/style and | inaccuracies in | academic usage/style | cohesion, coherence, | |
| conventions of | minor inaccuracies in | referencing. | and inaccuracies in | organization and | |
|
|
referencing are consistent with the quality required for publication in an academic/ professional journal. | referencing.
|
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referencing.
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logicality.
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