Expand+Who should apply?
Full Time option suitable for:
Domestic(EEA) applicants: Yes
International (Non EEA) applicants currently residing outside of the EEA Region. No

The course is open to teachers with recognised teaching qualification. S...

Hide-Who should apply?
Full Time option suitable for:
Domestic(EEA) applicants: Yes
International (Non EEA) applicants currently residing outside of the EEA Region. No

The course is open to teachers with recognised teaching qualification. Selection is by interview, and preference will be given to those with relevant SEN teaching experience. As the course is full-time, teachers in permanent employment who do not receive a place under the conditions of the relevant DES Circular will need to arrange leave of absence with their school authorities.

Expand+GradDip Special Needs Education

Graduate Taught (level 9 nfq, credits 60)

The Grad.DipSEN provides substantial theoretical and practical continuing professional development for support teachers working with students with additional needs in rec...

Hide-GradDip Special Needs Education

Graduate Taught (level 9 nfq, credits 60)

The Grad.DipSEN provides substantial theoretical and practical continuing professional development for support teachers working with students with additional needs in recognised mainstream and other educational settings. The programme is designed specifically to assist teachers in meeting the learning and psycho-social needs of students, thus enhancing the provision of appropriate education for children and young people with additional needs.

- The programme, with its balance of theory and practice, seeks to provide teachers with opportunities for receptive critical thinking, active participation and the development of theoretical, philosophical and curricular competencies which are informed by evidence-based practice and research.

- It offers students a learning environment in which they feel encouraged and supported in constructively challenging their existing personal inclusive values and related practices. They are encouraged to become active, autonomous learners and critical thinkers who will be agents of personal and systemic change.

- A key aspect of the course is continuous professional practice in the teachers’ schools in which they are closely mentored, thus supporting them in their leadership and advocacy role and the development of a community of inclusive praxis. The programme uses varied learning and assessment approaches which include: case studies, policy analysis and development, group presentations, group and individual assignments, role play of administration of diagnostic assessments and feedback, work place audits and a professional placement portfolio. It is confidently expected that its graduates will make a significant contribution to essential developments in policy, structure and provision of our national system of education.

Expand+The programme is of one year's duration and involves a blended model of delivery incorporating block release from school/centre amounting to a total of eight weeks; four weeks in Semester One (October/November), and four weeks in Semester Two (March)...

Hide-The programme is of one year's duration and involves a blended model of delivery incorporating block release from school/centre amounting to a total of eight weeks; four weeks in Semester One (October/November), and four weeks in Semester Two (March). It also involves five Saturdays of collaborative workshops and seminars.

Stage 1 - Core
Exploring Diversity: Assessment, Profiling and Planning for Additional Needs & Disabilities EDUC40980
Inclusive Pedagogy: Supporting Curricular Access for Students with Additional Needs EDUC40990
Professional Practice & Portfolio Development EDUC41420
Inclusive Therapies and Approaches for Additional Needs EDUC41430
Inclusive Education: Theory and Practice EDUC41440