Master of Education in Inclusive Education
Intro
This course will enable learners to enhance knowledge and skills to become specialised in an area in Inclusive Education and be in a better position to support school-aged students with diverse needs.
The type of learners anticipated are fresh graduates in possession of an MQF Level 6 in Inclusive Education, General Education, Psychology or a related field, who wish to further their studies in the area of Inclusion in Education.
Another target group anticipated shall be of persons who are already LSEs (Learning Support Educators), teachers or psychologists within the Maltese Educational context be it government, church or independent schools, who wish to further their profession and become even more effective in the field of Inclusion.
Overall Competences
Upon completion, the individual will be able to:
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- Be knowledgeable and understand the learners’ needs and apply the principles of inclusion and equity.
- Develop strategies and resources professionally in the role of a Learning Support Educator within a classroom setting for learners with different needs.
- Develop and apply a wide range of interpersonal skills and teaching strategies to empower and enable the development of learners with diverse needs in collaboration with other educators/professionals
- Collaborate efficiently and effectively within a team of professionals to enhance the physical, intellectual/cognitive and emotional development of learners with diverse needs from an educational perspective
- Research on the internet and online library to back up the knowledge acquired during lectures, and follow videos and read materials critically.
- Write professional and well-referenced (APA referencing) assignments making use of good English
- Be self-reflective and use such self-reflections for personal and professional development.
Mode of Delivery
Course Structure
Learning Outcomes:
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- Act independently to develop a working definition of ‘inclusive education’ and think of inclusion on three levels (classroom, school and policy levels)
- 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.
- 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
- 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
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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:
-
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- Act independently to learn about the debates in inclusive education globally, focusing on key theoretical questions and major contemporary issues
- 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.
- 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.
- Act independently to critically evaluate international goals and agendas for inclusion and to understand the tensions of translating these into local policies and practices.
- Enable learners to research aspects of education and global development of personal and/or professional importance.
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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:
-
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- 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.
- 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.
- Act independently to learn about disability within the formal educational context and society, and about invisible disabilities (ASD, deafness, mental health)
- Lead a team and assume responsibility for the development of a strategy for inclusivity in education and promote inclusive practices in educational settings.
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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:
-
-
- 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.
- Instruct team members on the key concepts underpinning effective support services including supported decision-making, self-determination and advocacy.
- 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.
- 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.
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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:
-
-
- 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.
- Instruct team members on the appreciation of utilising social media to enhance learning and on the effectiveness of different Web 2.0 learning tools.
- 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.
- Act independently to demonstrate a critical appreciation of the ways in which social media can be used to enhance learning.
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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:
-
-
- Act independently to learn about the key social determinants of health and how they impact the wellbeing of students with diverse needs.
- Instruct team members to apply a critical lens to the best practices addressing health inequalities
- Reflect on personal health and wellbeing values and behaviours to inform approaches to enabling positive health and wellbeing, and assume responsibility for such reflections.
- Apply knowledge of social determinants of health for students with diverse needs to promote better health, and assume responsibility.
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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:
-
-
- 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.
- Instruct team members on the importance of applying intersectionality to understand how a combination of these various ways can escalate the impact.
- Lead a team on the role and value of social theory in making sense of how social inequalities can be reproduced.
- Act independently to suggest ways how educators can practice social justice and create inclusive learning environments for all students.
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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:
-
-
- Demonstrate initiative in learning about quantitative, qualitative and mixed research designs (triangulation), and their strengths and weaknesses.
- 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.
- 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.
- Demonstrate independent learning on evidence-based and person-based practices in response to the identified educational needs of learners
- Demonstrate the ability to reflect on one’s positioning within the research (reflexivity)
- Make judgements on evidence-based practices (i.e. research-informed practice) as they relate to Early Years/primary/secondary/post-secondary educational contexts.
- 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
- Become aware of the shift from research ON and ABOUT students/children/young people to research WITH students/children/young people
- 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
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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:
-
-
- 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.
- 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.
- 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:
-
-
- 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.
- 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.
- 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.
- Act independently to equip oneself with the necessary skills to build resilience in educators and achieve a work-life balance.
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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
Learning Outcomes:
-
-
- Instruct team members on the prevalence, typical characteristics/symptoms and causes of Mental Health conditions
- Act independently to assess the educational and behavioural levels of school-aged students with Mental Health Conditions.
- Monitor work progress of school-aged students with Mental Health Conditions and communicate to parents and other professionals.
- Act independently to discuss and collaborate with other professionals and the parents for the benefit of school-aged students with Mental Health Conditions.
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Mode of Teaching:
Lectures/ synchronous/ asynchronous
Mode of Assessment:
50% [2K] assignment/ 50% case study
Total Contact Hours:
60
Supervised Placement and Practice Hours:
0
Self-Study Hours:
110
Assessment Hours:
30
Learning Outcomes:
-
-
- Integrate knowledge from various sources to become aware of various mental health conditions and their underlying symptoms that adults can experience and that can make an individual dysfunctional.
- Integrate knowledge from various sources to research the impact of COVID-19 on mental health as it pertains to educators.
- Act independently to learn about how mental health affects performance in the workplace, specifically in an educational context.
- Act independently to equip oneself with the necessary skills to self-reflect on one’s profession and how one is dealing with particular situations in the workplace to be in a position to take action and seek help accordingly.
-
Mode of Teaching:
Lectures/ synchronous/ asynchronous
Mode of Assessment:
100% [2K] assignment
Total Contact Hours:
30
Supervised Placement and Practice Hours:
0
Self-Study Hours:
55
Assessment Hours:
15
Learning Outcomes:
-
-
- Choose appropriate teaching strategies and create lesson plans specific to Mental Health Conditions, using technology whenever possible, and assume responsibility for such choices.
- Monitor work progress of school-aged students with Mental Health Conditions and communicate to parents and other professionals.
- Act independently to discuss and collaborate with other professionals and the parents for the benefit of school-aged students with Mental Health Conditions.
- Suggest possible goals for the IEP for school-aged students with Mental Health Conditions and develop an Inclusive Behaviour Plan.
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Mode of Teaching:
Lectures/ synchronous/ asynchronous
Mode of Assessment:
75% [2K] assignment/25% individual presentation
Total Contact Hours:
45
Supervised Placement and Practice Hours:
0
Self-Study Hours:
80
Assessment Hours:
25
Learning Outcomes:
-
-
- Integrate knowledge from various sources to understand the difference between learning difficulties and disabilities, and the most common learning difficulties/disabilities which exist among school-aged students.
- Act independently to learn about dyslexia, dysgraphia, dyspraxia, dyscalculia and other related difficulties and how these affect the academic performance and other domains in the life of school-aged children
- Monitor work progress of school-aged students exhibiting learning difficulties/disabilities
- Act independently to support self-advocacy and success in student learning.
-
Mode of Teaching:
Lectures/ synchronous/ asynchronous
Mode of Assessment:
50% assignment [2K]/50% case study
Total Contact Hours:
60
Supervised Placement and Practice Hours:
0
Self-Study Hours:
110
Assessment Hours:
30
Learning Outcomes:
-
-
- Integrate knowledge from various sources to understand the cognitive /intellectual impairments and disabilities faced by learners
- Act independently to learn Cognitive/Intellectual Impairment and Disability and how these affect the academic performance and other domains in the life of school-aged children suffering from such conditions/disabilities
- Monitor the cognitive work progress of students (regression, progression) with Cognitive/Intellectual Impairment and Disability
- Act independently to support self-advocacy and success in the learning of students with Cognitive/Intellectual Impairment and Disability.
-
Mode of Teaching:
Lectures/ synchronous/ asynchronous
Mode of Assessment:
75% assignment [3K] /25% individual presentation
Total Contact Hours:
60
Supervised Placement and Practice Hours:
0
Self-Study Hours:
110
Assessment Hours:
30
Learning Outcomes:
-
-
- Integrate knowledge from various sources to develop detailed knowledge and understanding of Autism Spectrum Condition (including High Functioning Autism).
- Act independently to systematically identify and address one’s own learning needs in the area of the Autism Spectrum, making use of academic research as appropriate.
- Act independently to understand the implications of Autism Spectrum Condition for teaching and learning
- Exercise autonomy and initiative and take responsibility for one’s own work.
- Work effectively in collaboration with others, to address the needs of students on the Autism spectrum, taking a leadership role where appropriate.
-
Mode of Teaching:
Lectures/ synchronous/ asynchronous
Mode of Assessment:
50% [2K] assignment/50% case study
Total Contact Hours:
60
Supervised Placement and Practice Hours:
0
Self-Study Hours:
110
Assessment Hours:
30
Learning Outcomes:
-
-
- Act independently learn what APA entails, including from where it originated and the rationale behind it, and research the effectiveness of APA programmes when implemented with students on the Autism spectrum (APA as an evidence-based practice).
- Integrate knowledge from various sources to be able to assess the skills and difficulties experienced by students on the Autism Spectrum, and set goals and objectives
- Act independently to design and implement an APA programme that teaches the target skill, and measure it to see whether the programme is being effective
- Instruct team members on how to evaluate an APA programme to make required changes as needed to assist students on the Autism Spectrum effectively.
-
Mode of Teaching:
Lectures/ synchronous/ asynchronous
Mode of Assessment:
75% [3K] assignment/25% individual presentation
Total Contact Hours:
60
Supervised Placement and Practice Hours:
0
Self-Study Hours:
110
Assessment Hours:
30
Learning Outcomes:
-
-
- Act independently to learn about behaviours that may be considered challenging and the role and function of the multidisciplinary / agency team in assessing and supporting those who challenge.
- Act independently to research the various strategies (non-therapeutic) that can be implemented with students exhibiting challenging behaviour.
- Integrate knowledge from various sources and outline a range of specific assessment tools/methods and therapeutic interventions, including family therapy, behavioural therapy, cognitive therapy and other complementary therapies that can be used for students exhibiting challenging behaviour.
- Act independently to learn about the associations and differences between challenging behaviour and mental ill-health.
-
Mode of Teaching:
Lectures/ synchronous/ asynchronous
Mode of Assessment:
75% [2K] assignment/25% individual presentation
Total Contact Hours:
45
Supervised Placement and Practice Hours:
0
Self-Study Hours:
80
Assessment Hours:
25
Learning Outcomes:
-
-
- Integrate knowledge from various sources to acquire the necessary knowledge to implement strategies to help students compensate for Expressive Language difficulties
- Integrate knowledge from various sources to acquire the necessary knowledge to implement strategies to help students compensate for Reading Difficulties
- Integrate knowledge from various sources to acquire the necessary knowledge to implement strategies to help students compensate for Receptive Language Difficulties
- Integrate knowledge from various sources to acquire the necessary knowledge to implement strategies to help students compensate for Mathematic Difficulties
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Mode of Teaching:
Lectures/ synchronous/ asynchronous
Mode of Assessment:
75% resources toolkit; 25% [2K] assignment
Total Contact Hours:
60
Supervised Placement and Practice Hours:
0
Self-Study Hours:
110
Assessment Hours:
30
Learning Outcomes:
-
-
- Act independently to observe and assess a child’s play and social skills, and identify the characteristics of a socially competent child
- Integrate knowledge from various sources to explain strategies for helping and encouraging children with communication and language difficulties when they play, including social stories;
- Act independently to learn about a child’s sensory integration skills, describe the hidden senses and explain what sensory integration disorder means
- Interact with families through effective communication strategies
-
Mode of Teaching:
Lectures/ synchronous/ asynchronous
Mode of Assessment:
100% [2K] assignment
Total Contact Hours:
30
Supervised Placement and Practice Hours:
0
Self-Study Hours:
55
Assessment Hours:
15
Learning Outcomes:
-
-
- Act independently to learn how to observe and assess (functional assessments) a school-aged student’s communication skills and recognise different types and stages of communication;
- Integrate knowledge from various sources to list appropriate strategies and procedures when confronted with challenging behaviours in school-aged students with autism.
- Instruct team members on appropriate activities to help school-aged students learn self-regulation
- Act independently to develop effective strategies that can assist school-aged students on the Autism Spectrum in their learning and also in their socio-emotional realm.
-
Mode of Teaching:
Lectures/ synchronous/ asynchronous
Mode of Assessment:
100% [2K] assignment
Total Contact Hours:
30
Supervised Placement and Practice Hours:
0
Self-Study Hours:
55
Assessment Hours:
15
Learning Outcomes:
-
-
- Show initiative in learning independently about the importance of planning and preparation required to undertake a research project.
- Consult numerous sources and integrate knowledge creatively to develop a thorough understanding of the chosen subject area.
- Integrate knowledge from various sources and make responsible judgements on the correct use of various research methods (qualitative, quantitative, mixed methods) to suit the research questions of the dissertation.
- Manage effectively the process of critically appraising the current literature and interpreting the results from primary and secondary data collection and presenting them in a logical manner.
- Effectively communicate knowledge in a scientific manner through the writing of a high-quality dissertation.
- Integrate knowledge from interdisciplinary fields to provide recommendations based on research findings.
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Mode of Teaching:
Lectures/ synchronous/ asynchronous
Mode of Assessment:
100% [12K] dissertation
Total Contact Hours:
130
Supervised Placement and Practice Hours:
0
Self-Study Hours:
440
Assessment Hours:
80
Careers
This Qualification will make learners eligible to apply for the post of INCO in government, church and independent schools in Malta or in other countries. Moreover, this qualification shall make learners eligible to apply for specialised services within the Educational sector (e.g. ACTU for SEBD).
Entry Criteria
Entry requirements for the Masters of Education in Inclusion (Level 7) include the following:
- A Bachelor’s Degree in Inclusive Education (MQF Level 6 – 180 ECTS) with a first-class or second-class upper classification (in case of a third-class classification prospective candidates can still apply. However, in such cases, the student will be subject to a pre-assessment consisting of the presentation of an improved version of their undergraduate dissertation and attaining at least a mark of 75%.
OR - A Bachelor’s Degree in Education OR Psychology OR Sociology (MQF Level 6 – 180 ECTS) with a first-class or second-class upper classification (in case of a third-class classification prospective candidates can still apply. However, in such cases, they will be subject to a pre-assessment consisting of the presentation of an improved version of their undergraduate dissertation, and attaining at least a mark of 75%). OR
- A diploma (MQF Level 5- 60 ECTS) AND at least 5 years experience working as a Learning Support Educator or in a similar role- However, in such cases, the student will be subject to a pre-assessment consisting of the presentation of a 2,000-word dissertation proposal and attaining at least a mark of 75%.
In the case of international prospective candidates, they would be required to present an English Proficiency Test such as TOEFL or equivalent to ensure they have the required level of English to be able to follow the course with profit.
Fees
Maltese/EU
Location
Malta Leadership Institute
Valley Towers, Suite 9
Valley Road
Birkirkara BKR9022
Malta
Stay in Touch
If this change requires an additional deposit fee, then this change will be only accepted on the condition that we receive the payment immediately. Unfortunately, we cannot accept such changes if you've already started the original course.
