Inclusive education is an international goal and a fundamental human right. This course introduces key concepts and models linked to policy, research and practice in inclusive education. It considers inclusive education from two perspectives; examining mechanisms of exclusion or barriers to learning that can exclude particular groups or individuals from their presence, participation, achievements in education; and the concept of inclusive education as involving transformative processes that move towards all learners experiencing an appropriate curriculum, encountering diverse forms of assessment and engaging in socially just practices in teaching and learning.

Friday 9am to 12am

MSc AI in Education

1. Portfolio-Based Assessment (75% total)
A multi-component portfolio that demonstrates engagement across all seven course topics, submitted progressively throughout the 7 weeks

a) Component 1: Critical Incident Reflections (25%)
Students submit: A reflection (1000 words) on a critical incident from their own experience

b) Component 2: Visual/Multimodal Analysis (25%)
Create an infographic, annotated diagram, or short video (3-4 minutes) analysing how social identities intersect in a specific educational setting

c) Component 3: Policy Examination Briefing (25%)
Produce a policy briefing document (1000 words) for a specific stakeholder (school board, education ministry, etc.) examining an existing inclusive education policy.

2. Collaborative Peer Learning Activity (25%)
Case Study Workshop Facilitation
In groups of 3-4, students design and facilitate a 30-minute workshop analysing a case study related to one of the seven topics discussed in class.

The aims of the course are:

to introduce students to important concepts and theories in inclusive education;
to introduce students to important theoretical debates and discourses in inclusive education
to discuss recent developments in inclusive education.
to reflect on the contextualisation of inclusive education globally and locally

By the end of this course students will be able to:

LO1 Show critical understanding of theories/ models related to inclusive education, drawing on a range of appropriate literature.

LO2 Contextualise inclusive education taking account of curriculum, pedagogy and/or assessment in an educational setting, describing the learners' experiences in that context.

LO3 Reflect on the assumptions that underlie ideas of inclusive education in a cultural context.

LO4 Analyse critically the learners' experiences and their policy and historical contexts in terms of the models/ theories related to inclusive education; and propose action to move towards more inclusive practice well founded in the theory and research.

LO5 Demonstrate critical awareness and articulation of personal perspectives on issues of equity and social justice in inclusive education, including reflection on the use of disabling terminology and attitudes within collaborative and facilitated learning contexts.

LO6 Demonstrate professional, inclusive, and context-appropriate communication and facilitation skills through the design and delivery of collaborative learning activities, including the clear articulation of ideas, responsive engagement with peers, and effective management of group interaction.