4.
6 Subject Outlines
4.6.1 Subject Name: Inclusive Education
4.6.2 Subject Code Number:BPIE
4.6.3Credits, 10 learning hours: 100 and contact hours: 60
4.6.4Modes of Delivery: Kindly refer in each module details.
4.6.5 Minimum Qualification and Experience required by instructors/lectures: Teaching degree related
to Inclusive education with two years of teaching experience
4.6.6 Pre-requisites - students should have completed grade 10
4.6.7 Co-requisites - N/A
4.6.8 Expected Learning Outcomes
On completion of this module students would be able to:
Define inclusive Education
Identify misconceptions of normalization principles
Identify practice inclusive strategies in accommodating student’s needs special attention such as,
Autism, ADHD, students with visual and hearing impairment
Analyze, compare and contrast inclusive polices among countries
List challenges identifies in inclusivity
4.6.9 Curricular content in terms of topics and a summary of content planned for
each lecture/tutorial session/seminar, etc.,
Topic Details Contact Additional Total Total
hours Hours Hour Credits
s
Introduction Definition 6 8 14
- Disability as cultural
oppression
- Medical diagnosis
Educational provision
- The rights of students
- Society justice and
disability
- Cultural recognition
Setting Frequent misconceptions of 5 8 13
records right normalization principles
Social role
Parental belief on childhood
disability
Narrowing the breach
Capitalism, Materialistic critique of 5 8 13
disability and normalization principle
ideology
Framework The Salamanca Statement and 6 8 14
for action on framework for action on special
special need needs adopted by the world
conference on special need
education: access and quality
Salamanca, Spain 7-10 June -1994-
UNESCO
Inclusive Education : A critical
perspective
Inclusive Education: A requirement
of democratic society
Theoretical Theoretical model of pedagogical 6 8 14
model and disclosure
inclusive Ten critical elements for creating
policies inclusive and effective school
communities
Inclusive polices
- Inclusive polices in
developing countries
- Inclusive policies in Europe
- Inclusive policies in
Maldives
Inclusion Including children with Autism in 8 8 16
general Education classroom
Inclusion of students with severe
disabilities in general education
setting
Including children with visual
impairment
Education of students with hearing
impairment
Individual Education programme
Assessments Assessment based antecedent 5 8 13
intervention used in natural setting
to reduce challenging behavior
Special Integrating learning strategies 5 8 13
Education for Promoting thinking skills
21st Century The effective cooperative learning
with students with emotional and
behavioral disorders
Peer parent tutoring
Effective Co-Teaching 5 8 13
behavior Professional support
support Family centered practice
Family participation in special
Education
Strategies Communication 6 8 14
and Current challenges
Challenges The research to practice gap in
special Education
Evaluation of usable knowledge
from research
Inclusion in Compare inclusion in Maldivian 5 12 17
Maldives classrooms by relating the inclusion
policy of Maldives
60 90 150 15
4.6.6 Assessment Methods and Grading Criteria
Assignment 50%, Exam 50%
Mark Grade Description
85-100 High Distinction (HD) Outstanding and excellent performance
75-84 Distinction (DI) Performance is excellent but not outstanding
65-74 Credit (CR) Acceptable high performance
50-64 Pass (PA) Satisfactory performance
0-49 Fail (FL) Fail
4.6.11 List of reference materials, if relevant:
Mitchell,D.(2006)Special Educational Needs and Inclusive Education:Major Themes in
Education. 2nd Edition,. Routledgefalmer, Taylor and Francis Group, New York.
