Learning Outcomes:

1. 1. 1. Act independently to develop a working definition of ‘inclusive education’ and think of inclusion on three levels (classroom, school and policy levels)
      2. Lead team members to take a critical take on national policies related to Education for school-aged students with Diverse Needs at the national level and reflect on the complexity and range of debates.
      3. Assume responsibility to understand the role of the educator as a change agent due to the institutional power that can be used to facilitate inclusion or to create barriers
      4. Lead team members to develop a “profile of an inclusive educator” and confront other learners with their beliefs of what makes an effective inclusive educator

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

50% [1K] assignment/50% case-study

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Objectives:

1. 1. 1. Act independently to learn about the debates in inclusive education globally, focusing on key theoretical questions and major contemporary issues
      2. Act independently to explore the impact of globalisation in relation to national and transnational inclusive educational initiatives and policies, including the role of international, regional and national organisations.
      3. Instruct other learners to critically reflect on inclusive education globally and its links with and impact on policy and practice, and suggest Inclusive Education Policies.
      4. Act independently to critically evaluate international goals and agendas for inclusion and to understand the tensions of translating these into local policies and practices.
      5. Enable learners to research aspects of education and global development of personal and/or professional importance.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment

80% [1.5 K] assignment/ 20% group role play

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Objectives:

1. 1. 1. Integrate knowledge from various sources and make judgements with limited information on the historical as well as the contemporary national and international legislation and frameworks relating to the social inclusion of all citizens.
      2. Lead a team on the language and culture of disability, and discuss factors related to disability and inclusion that impact an individual’s ability to make a contribution to society.
      3. Act independently to learn about disability within the formal educational context and society, and about invisible disabilities (ASD, deafness, mental health)
      4. Lead a team and assume responsibility for the development of a strategy for inclusivity in education and promote inclusive practices in educational settings.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

80% [1.5K] assignment/20% individual presentation

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Objectives:

1. 1. 1. Integrate knowledge from various sources and make judgements with limited information on the theory and practice of support services within the Maltese context and evaluate whether such approaches are inclusive, participatory and reflect choice and control by people with disability.
      2. Instruct team members on the key concepts underpinning effective support services including supported decision-making, self-determination and advocacy.
      3. Act independently to learn about the range of strategies and technologies utilised by people with disability in view of their range of communication needs and strategies.
      4. Lead a team and assume responsibility for critically examining the implications on the educational journey of school-aged students with diverse educational needs stemming from the role of planning for inclusion across the life course.

Mode of Teaching:

Lectures/ synchronous/  asynchronous

Mode of Assessment:

80% [1.5K] assignment/ /20% 1HR MCQ

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Objectives:

1. 1. 1. Integrate knowledge from various sources and make judgements with limited information on the concept of ‘e-pedagogy’ as related to other pedagogical theories, including critiques of digital cultures as applied to education.
      2. Instruct team members on the appreciation of utilising social media to enhance learning and on the effectiveness of different Web 2.0 learning tools.
      3. Lead a team to apply knowledge of e-pedagogy, assistive technology and other software, and discuss the social and environmental implications of education that is technology-focused.
      4. Act independently to demonstrate a critical appreciation of the ways in which social media can be used to enhance learning.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

80% [1.5K] assignment/20% group presentation

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Objectives:

1. 1. 1. Act independently to learn about the key social determinants of health and how they impact the wellbeing of students with diverse needs.
      2. Instruct team members to apply a critical lens to the best practices addressing health inequalities
      3. Reflect on personal health and wellbeing values and behaviours to inform approaches to enabling positive health and wellbeing, and assume responsibility for such reflections.
      4. Apply knowledge of social determinants of health for students with diverse needs to promote better health, and assume responsibility. 

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

80% [1.5K] assignment/ 20% podcast

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Objectives:

1. 1. 1. Integrate knowledge from various sources to understand the various ways socio-economic status (class), gender, religion, ethnicity, sexuality, disability, and any other aspects of diversity can impact the different educational outcomes of students.
      2. Instruct team members on the importance of applying intersectionality to understand how a combination of these various ways can escalate the impact.
      3. Lead a team on the role and value of social theory in making sense of how social inequalities can be reproduced.
      4. Act independently to suggest ways how educators can practice social justice and create inclusive learning environments for all students.

Mode of Teaching:

Lectures/  synchronous/ asynchronous

Mode of Assessment:

50% case study/  50% critique of JA/ mass media

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Objectives:

1. 1. 1. Demonstrate initiative in learning about quantitative, qualitative and mixed research designs (triangulation), and their strengths and weaknesses.
      2. Integrate knowledge from various sources and make responsible decisions about the most appropriate research designs and the associated research tools and techniques to be able to address the specific research questions of the proposed research project.
      3. Demonstrate creativity in integrating and analysing key findings from research to understand major influences in the areas of Early Years, primary or secondary educational research.
      4. Demonstrate independent learning on evidence-based and person-based practices in response to the identified educational needs of learners
      5. Demonstrate the ability to reflect on one’s positioning within the research (reflexivity)
      6. Make judgements on evidence-based practices (i.e. research-informed practice) as they relate to Early Years/primary/secondary/post-secondary educational contexts.
      7. Become aware of the ethical and moral dimensions related to researching with children (a group of individuals considered as vulnerable for the purpose of research) and other vulnerable groups
      8. Become aware of the shift from research ON and ABOUT students/children/young people to research WITH students/children/young people
      9. Demonstrate independent learning on the value of participatory/creative methods such as Mosaic Approach and Arts-Based Educational Research which are more inclusive for school-aged students with diverse needs

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

85% [1.5K]  Reflective portfolio (including a 1.5K research proposal)15% conference poster

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Objectives:

1. 1. 1. Integrate knowledge from various sources and make judgements with limited information on the concepts of ‘mental health’ and ‘wellbeing’ and view these as important components of the total health of school-aged learners.
      2. Act independently to learn about lifestyle factors that positively impact the mental health and wellbeing of school-aged students, and realise the importance of resilience, emotional literacy, self-efficacy and mindfulness as part of a positive mental health and well-being strategy.
      3. Develop practical skills to promote wellbeing by fostering resilience, building emotional literacy, enhancing self-efficacy and practising mindfulness with school-aged children, and assuming responsibility for decisions taken.

Mode of Teaching:

Lectures/  synchronous/ asynchronous

Mode of Assessment:

80% [1.5K] assignment/  20% podcast

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Objectives:

1. 1. 1. Integrate knowledge from various sources and make judgements with limited information on the range of issues related to mental health and wellbeing faced every day by educators.
      2. Act independently to learn about dealing effectively with stress and anxiety which may emanate from dealing with the expectations of the SMT, parents/guardians and students and how to maintain professional boundaries.
      3. Act independently to equip oneself with the necessary skills to enhance self-confidence, self-reflection, resilience and mindfulness, and building and maintaining good relationships with colleagues.
      4. Act independently to equip oneself with the necessary skills to build resilience in educators and achieve a work-life balance.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

80% [1.5K] assignment/20% reflective entries

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15