Early Intervention and Inclusive Practice for Children - MA

Program Overview

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Early Intervention and Inclusive Practice for Children – MA

Course Overview

The Master of Arts in Early Intervention and Inclusive Practice for Children is a pioneering programme designed to provide postgraduate-level study for those who wish to enhance their knowledge, skills and competencies in working with children (Birth – 12 years) from diverse backgrounds who experience adversity and a resultant inability to meaningfully participate in their education.

More Information

The key features of this master’s programme have been designed to evaluate the evolving international theoretical frameworks, policies and varied research in relation to Early Intervention and to explore its links to supporting the inclusion of children and their families. The key features of these programmes will be discussed throughout the document but can be summarised as:

• Delivered as a one year full-time or two year part-time on-campus Level 9 master’s degree
• A focus on the skills and early intervention strategies that may be used in supporting the inclusion of children from birth to 12 years and their families.
• Specialised skills and knowledge of strategies to ensure that graduates are industry ready following completion of either programme.
• The programme is underpinned by Sustainable Development Goals, students will be afforded the opportunity to discuss contemporary issues in the that context.

Funding

Students can potentially access funding through SUSI or the 2024 Learner Fund Graduate Bursary.

Delivery

• Part time – One day a week for 2 years as per the academic Calander
• Full time – Two days a week for 1 year as per the academic Calander

Entry Requirements

The programmes entry requirements for Level 8 (2.2) in cognate discipline. RPL including– application form, mature applications.

Module Overview

Semester 1

• Historical & Contemporary Perspectives Of Inclusion
  • Credits: 5
  • This module provides a broad foundation for learning and studying inclusion. It is designed to enable students to gain an understanding of the field of inclusive practice both internationally and in Ireland.
• Early Intervention Through Physical Education
  • Credits: 10
  • The purpose of this module is to critically examine the role of physical activity and the development of physical education in structured settings in line with the Aistear theme of Well-being.
• Therapeutic & Creative Play Skills
  • Credits: 10
  • The focus of the module to empower students to understand how therapeutic play and the creative arts can support in the holistic and in particular their emotional development of children.
• Wellbeing and Professional Development

Semester 2

• Adversity Trauma & Resilience
  • Credits: 5
  • This module aims to explore the critical perspectives and applications to practice in relation to complexity and trauma in children and young people.
• Strategies for early intervention and practices
  • Credits: 10
  • This module will aim to critically examine current legislation and policy relating to children and young people’s mental health and wellbeing.
• Positive Behaviour Strategies & Child Development
  • Credits: 10
  • This module is designed to provide students with the necessary skills and knowledge to evaluate and examine the cultural, social and psychological perspectives of behaviour and development.
• Applied Research Methods
  • Credits: 5

Semester 3

• Early Intervention And Inclusive Practice Research Project
  • Credits: 30
  • The module aims to encourage learners to develop an integrative approach to learning and critical thinking as they bring together a range of concepts, theories, frameworks and practices within a research setting.

What can you do after the course?

Career Opportunities

Master of Arts in Early Intervention and Inclusive Practice graduates may find work in the private and public sectors nationally and locally. Settings include but are not limited to ELC & SAC settings, Primary Schools, Government departments and agencies including but not limited to DCEDIY, NCCA, Pobal, Tusla, Better Start (Area based Childhood, Family Resource Centres, Family Support services, youth work other agencies such as Enable Ireland, Coolmine, youth services Therapeutic Community, City and county-based Early Intervention Services.

International Employment Opportunities

Students may find opportunities to work in the UK and other European countries on targeted early intervention programmes. Students could potentially source employment with statutory, non-statutory or charitable organizations.

Further Study

Upon successful completion of this programme, graduates have the opportunity to complete Level 9/10 programmes here at TUS or elsewhere.

Program Outline

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Early Intervention and Inclusive Practice for Children – MA

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Degree Overview:

The Master of Arts in Early Intervention and Inclusive Practice for Children is a postgraduate program designed for individuals seeking to enhance their knowledge, skills, and competencies in working with children (Birth – 12 years) from diverse backgrounds who experience adversity and struggle to participate meaningfully in their education. This adversity can stem from various sources, including disability, additional learning needs (ALN), poverty, parental substance abuse, and social/emotional disturbance. The program aims to equip students with the skills, knowledge, and competencies required to successfully support the inclusion of all children experiencing challenges within their learning and development. It focuses on evaluating evolving international theoretical frameworks, policies, and research in relation to Early Intervention and explores its links to supporting the inclusion of children and their families.

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Outline:

The program is delivered as a one-year full-time or two-year part-time on-campus, or part-time blended Level 9 master's degree. It focuses on skills and early intervention strategies that can be used to support the inclusion of children from birth to 12 years and their families.

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Modules:

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Semester 1:

• Historical & Contemporary Perspectives Of Inclusion (Credits: 5): This module provides a broad foundation for learning and studying inclusion.
It aims to enable students to gain an understanding of the field of inclusive practice both internationally and in Ireland. It will give an overview of the historical, contemporary, legislative, and research frameworks regarding the development of Early Intervention. The module also introduces students to some key contemporary issues as a basis for critical examination and further development of their knowledge and understanding of inclusion in practice and policy. It draws on different perspectives, such as the rights-based approach, strengths approach, universal design for learning, and other theories such as the systems theory. Students will be enabled to explore the connections between issues, perspectives, and with emphasis on understanding different sociological, medical, educational models.
• Early Intervention Through Physical Education (Credits: 10): The purpose of this module is to critically examine the role of physical activity and the development of physical education in structured settings in line with the Aistear theme of Well-being.
The module will focus on including children of all abilities in structured physical activities in various settings such as indoor and outdoor environments. Students will develop the skills necessary to adapt various exercise programs for indoor and outdoor areas to meet the needs of specific special population groups. This module will focus on methods and strategies to improve participation and retention in physical activity, play, risky play, and education in school indoor and outdoor settings. Students will review, critique, and implement evidence-based strategies, current literature, and recommendations for physical activity and play. Additionally, students will analyze and investigate the barriers to the implementation of physical education and available support for services. Students will also explore the use of technology as a tool to implement exercise and activities in a structured setting.
• Therapeutic & Creative Play Skills (Credits: 10): The focus of the module is to empower students to understand how therapeutic play and the creative arts can support the holistic and, in particular, the emotional development of children.
Analysis of the theories of therapeutic play and child development is examined. Using a range of creative mediums such as paint, sand, and clay, students explore through practical experiential learning how they can support children's wellbeing, nurture critically thinking, and promote interpersonal skills. Students will plan and develop therapeutic play experiences and consider children's presenting concerns. Students will also explore and develop an awareness of their personal sense of self through experiential practices to develop their own sense of creativity and wellbeing. It explores strategies for maintaining personal wellbeing and managing stress in demanding work environments. Current perspectives and theoretical models will be critically reviewed and evaluated. Students will consider factors that influence how children and young people respond to trauma and evaluate how that may impact on the process of recovery over the lifespan, including short and longer-term impacts on development and wellbeing. The module offers a critical examination of research evidence relating to trauma assessment and intervention with children and young people, taking account of their family, their experiences, and the larger community. Students will further explore the influential role of wellbeing maintenance for the prevention of issues as well as risk factors associated with child learning and development. Students will further examine the application of a systems approach to early intervention strategies that may be employed to protect, support, and prevent problems with child and young children's health and wellbeing.
• Positive Behaviour Strategies & Child Development (Credits: 10): This module is designed to provide students with the necessary skills and knowledge to evaluate and examine the cultural, social, and psychological perspectives of behavior and development.
It aims to allow students to explore and understand the concepts and issues that impact both behavior and development in young children.
• Applied Research Methods (Credits: 5): This module introduces students to the fundamentals of research methodology.
It covers research design, data collection techniques, data analysis, and ethical considerations in research. Students will develop the skills necessary to conduct and evaluate research in the field of early intervention and inclusive practice.

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Semester 3:

• Early Intervention And Inclusive Practice Research Project (Credits: 30): The module aims to encourage learners to develop an integrative approach to learning and critical thinking as they bring together a range of concepts, theories, frameworks, and practices within a research setting.
The module focuses on the following: preparation of a small-scale research proposal, analysis, and synthesis of extant literature at the forefront of the candidate's research interest; application of the findings from the literature review to the design; testing and execution of an in-depth; primary research study; interpretation and reporting of findings to supervisor, and the application of both secondary and primary findings to the preparation of clear, well-justified conclusions which address the original aims and objectives of the research.

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Assessment:

The program utilizes a variety of assessment methods, including:

• Assignments: Students will complete written assignments throughout the program to demonstrate their understanding of the course material.
• Presentations: Students will present their research findings and other projects to their peers and faculty.
• Exams: Students will take exams to assess their knowledge of the course material.
• Dissertation: Students will complete a dissertation based on their research project.

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Teaching:

The program employs a variety of teaching methods, including:

• Lectures: Lectures provide students with a foundation in the key concepts and theories of early intervention and inclusive practice.
• Seminars: Seminars provide students with the opportunity to engage in critical discussion and debate on the course material.
• Workshops: Workshops provide students with hands-on experience in applying the skills and knowledge they have learned.
• Guest speakers: Guest speakers from the field of early intervention and inclusive practice share their expertise and insights with students.

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Careers:

Graduates of the Master of Arts in Early Intervention and Inclusive Practice may find work in the private and public sectors nationally and locally. Settings include but are not limited to ELC & SAC settings, Primary Schools, Government departments, and agencies including but not limited to DCEDIY, NCCA, Pobal, Tusla, Better Start (Area based Childhood, Family Resource Centres, Family Support services, youth work other agencies such as Enable Ireland, Coolmine, youth services Therapeutic Community, City and county-based Early Intervention Services.

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International Employment Opportunities:

Students may find opportunities to work in the UK and other European countries on targeted early intervention programs. Students could potentially source employment with statutory, non-statutory, or charitable organizations. The program will provide the students with relevant research skills to explore specific national and international policy and practice.

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Further Study:

Upon successful completion of this program, graduates have the opportunity to complete Level 9/10 programs here at TUS or elsewhere.

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Other:

The program is underpinned by Sustainable Development Goals, and students will be afforded the opportunity to discuss contemporary issues in that context.

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Delivery:

• Part-time: One day a week for 2 years as per the academic calendar.
• Full-time: Two days a week for 1 year as per the academic calendar.

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Contact Details:

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Entry Requirements:

• Level 8 (2.2) in a cognate discipline.
• RPL (Recognition of Prior Learning) including application form, mature applications.