The Postgraduate Diploma in Special Educational Needs is a full-time
programme running for 9 months from the date of first registration for
the programme designed for primary and post-primary teachers. Teachers
will be released from their schools for 8 weeks during the academic
year to attend lectures and seminars in the University. In addition,
teachers will be supervised in their schools during the portion of the
academic year when they return to their teaching duties. Teachers will
also be required to undertake action research and case study work in
their schools, all of which will form an integral part of the
programme.
Application forms containing further details and requirements will be
available as a circular and will be posted on the Department of
Education and Skills website www.education.ie
in January of the year of entry to the programme.
This programme is for all serving teachers including those who provide Special Education Teaching in recognised Primary schools, Post-Primary schools, and other recognised Educational Services. Teachers serving in special schools and special classes are also eligible to apply.
Priority will be given to teachers who meet the criteria below and who have not already attended a similar post-graduate programme for Special Education Teachers approved by the Department of Education and Skills.
Please note that teachers will not be eligible to take up a place or continue on the programme unless the necessary hours and facilities to enable full participation are provided in their own school setting.
(a) Primary
Teachers will be required to forward a copy of their Registration Certificate or Confirmation of Registration letter from the Teaching Council, when submitting their application form. If the "Education Sector(s)" field is blank, teachers will be required to provide evidence that they have qualifications suitable either to teach in the mainstream primary sector or to teach students with special educational needs.
Applicants from Primary Schools should have successfully completed their probationary period in accordance with the requirements as set out by the Teaching Council in their publication Procedures for Induction and Procedures and Criteria for Probation and hold a position in a sanctioned post in an area of special education or be taking up such posts in the September of the year of course commencement. For the purpose of the course, teachers will need to deliver a range of programmes related to the learning and teaching of students with special educational needs. Teachers' timetables must also include periods during which they are working with small groups of students. Collaborative practices, such as team-teaching, can also form a part of these arrangements.
(b) Post Primary
Teachers will be required to forward a copy of their Registration Certificate or Confirmation of Registration letter from the Teaching Council, when submitting their application form. If the "Education Sector(s)" field is blank, teachers will be required to provide evidence that they have qualifications suitable either to teach in the mainstream post-primary sector or to teach students with special educational needs in the post-primary sector.
Applicants from Post-Primary Schools should have successfully completed their Induction and Post Qualification Employment (PQE).
Applications are invited from recognised second-level schools/centres that have been allocated special education teaching supports or officially sanctioned special classes. The person nominated must be a teacher eligible to hold a permanent post in recognised second level schools. In order to be eligible for the programme, teachers must spend a minimum of 11 hours per week including in-class support working with students who have special educational needs. For the purpose of the course, teachers will need to deliver a range of programmes related to the learning and teaching of students with special educational needs. Teachers' timetables must also include periods during which they are working with small groups of students. Collaborative practices, such as team-teaching, can also form a part of these arrangements. At least four class periods should be allocated to teaching individuals or groups of not more than six students. Additional time should also be made available for consultation with parents/guardians and colleagues. Together with work in numeracy, assigned hours must include at least 4 class periods per week of literacy work (maintaining a focus on developing pupils' literacy skills related to reading, writing, listening and speaking).
(c) Special Schools
Teachers will be required to forward a copy of their Registration Certificate or Confirmation of Registration letter from the Teaching Council, when submitting their application form. If the "Education Sector(s)" field is blank teachers will be required to provide evidence that they have qualifications suitable either to teach in the mainstream primary or post-primary sectors or to teach students with special educational needs in the primary or post-primary sector or to teach in special school settings.
Applicants from Special Schools should have successfully completed their probationary period in accordance with the requirements as set out by the Teaching Council in their publication Procedures for Induction and Procedures and Criteria for Probation and hold a sanctioned post in a Special School or be taking up such posts in the September of the year of course commencement.
(d) Other Educational Services
Teachers will be required to forward a copy of their Registration Certificate or Confirmation of Registration letter from the Teaching Council, when submitting their application form. If the "Education Sector(s)" field is blank teachers will be required to provide evidence that they have qualifications suitable to teach either in the mainstream primary or post-primary sectors or to teach students with special educational needs in the primary or post-primary sectors.
Applicants must have successfully completed their Induction and probationary period/PQE in accordance with Teaching Council requirements and be recognised as being eligible for permanent appointment in a primary, post-primary or special school. Applications are invited from qualified teachers employed by ETBs as literacy and/or numeracy tutors in Youthreach, Community Projects or in the Prison Service and who are assigned to Special Education work for a minimum of 11 hours per week. At least four class periods should be allocated to teaching individuals or groups of not more than six students. Additional time should also be made available for consultation with parents/guardians and colleagues. Together with work in numeracy, assigned Special Education hours must include at least 4 class periods per week of literacy work.
Students take 60 credits as follows:
ED6201 Special Educational Needs - School Organisation and
Practice (10 credits)
ED6202 Assessment for and of Individual Pupil Learning and
Attainment (10 credits)
ED6203 Curriculum Provision and Teaching Methodologies for
Pupils with Special Educational Needs (10 credits)
ED6204 Supporting Pupils with Additional Learning Needs (10
credits)
ED6205 Contemporary Issues in Special Educational Needs (10
credits)
ED6206 Developing Inclusive Practice and Provision (10 credits)
Examinations
Full details and regulations governing Examinations for each programme
will be contained in the Marks and Standards 2019/2020 Book and for
each module in the Book of Modules, 2019/2020.
Entry to the MEd
For candidates who satisfactorily meet the entry requirements of the
MEd, and have achieved an honours grade in the Postgraduate Diploma in
Special Educational Needs, an exemption of 60 credits of the taught
element of the MEd programme will be granted. The remaining 60 credits
of the MEd programme must include the compulsory dissertation of 30
credits.
Programme Learning Outcomes for Postgraduate Diploma in
Special Educational Needs (NFQ Level 9, Major Award)
On successful completion of this programme, students should be able
to: