Postgraduate Diploma in Inclusive Education

Purpose

The purpose of this qualification is to build the knowledge base of teachers and other practitioners in inclusive settings in order for them to be conversant in this field of study and to equip them with relevant theoretical knowledge, teaching skills and assessment strategies to be able to respond to the individual needs of learners. As Inclusive Education requires specific teaching strategies to enable all teachers to learn successfully, qualifying teachers will increase their competence and confidence to work in inclusive situations.

The principles of Inclusive Education emphasise the need for open and respectful communication between learners, teachers, parents and community members. Qualifying teachers can use alternative means of communication (visual, oral or written modes) in order to establish such channels of communication.

The purpose of the learning is to raise the awareness of practitioners that all learners are unique with idiosyncratic ways of functioning. It provides learning opportunities that will empower practitioners to offer and receive support and work towards accepting and accommodating the individual needs of all learners.

Research is an important aspect of postgraduate education. The purpose of the learning is also to equip teachers with a sound understanding of the key issues regarding the conduct of research and professional presentation of research findings in a variety of contexts. It also aims to provide teachers with the necessary skills to interpret, evaluate, judge and apply the concepts, principles and techniques of appropriate scientific methods of inquiry.

This qualification comprehensively addresses the need for practitioners to be adequately equipped with competencies to manage and support diverse learner needs. Practitioners awarded with this qualification will be aware of the realities of our diverse society and be equipped with skills to work towards enhancing social cohesion.

Rationale

Inclusion is the keystone of current education policy driven by the principles of Human Rights as well as national and international imperatives. Current legislation addressing inclusive education, training and development requires practitioners to adopt appropriate teaching strategies that respond to the diverse needs of all learners in inclusive educational settings. Practitioners are also expected to ensure that barriers to learning are addressed to ensure that all learners, including the commonly labelled special needs learners, are taught to the best of their ability alongside their peers in schools that are located in their neighbourhoods. Practitioners need to be empowered with knowledge, skills and attitudes to ensure that all learners receive necessary support and be able to contribute in building an inclusive society.

This qualification will be useful to persons involved in inclusive education settings, including teachers, education specialists as well as other professionals involved with learners with diverse needs.

This qualification provides access to learning and career opportunities for practitioners who wish to specialise in Inclusive Education. It also provides opportunities for those who wish to progress and access further learning at Level 9. It offers an alternative to the more general Bachelor of Education (B Ed) Honours (Hons) Degree, as it allows for a greater level of specialisation in preparation for a Master's degree in Inclusive Education.

Recognition of Prior Learning (RPL)

This qualification may be achieved according to the institutional RPL policy in part through the RPL, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience. The RPL plan for this qualification will align itself to the institution's RPL Policy. There are clear guidelines for portfolio development and all assessment is done by the relevant lecturers.

Entry Requirements

• An approved four-year Bachelor of Education Degree, Level 7.

Or

• An approved three-year Bachelor's Degree and a Postgraduate Certificate in Education, Level 7.

Or

• An approved Advanced Diploma, Level 7.

This qualification consists of compulsory modules at Level 8 totalling 120 Credits.

Compulsory Modules: 120 Credits

• Perspectives of Inclusive Education, 24 Credits.
• Teaching Strategies for Inclusivity, 24 Credits.
• Communicating in Inclusive Settings, 24 Credits.
• Strategies to support learners with diverse needs, 24 Credits.
• Research in Inclusive Education, 24 Credits.

1. Interrogate national and international policies and legislation, as well as theories, philosophies (including African philosophies) in order to demonstrate understanding of the issues of Inclusive Education.
2. Manage an inclusive classroom, design learning programmes and apply various teaching strategies to enable all learners to learn successfully.
3. Assess and apply various means of communication to help facilitate learning for all, including learners presenting with visual, hearing and intellectual impairments.
4. Design and implement appropriate support strategies to overcome barriers to learning.
5. Present a research proposal that promotes effective and efficient implementation of research in inclusive settings.

The Associated Assessment Criteria will be assessed in an applied manner across the Exit Level Outcomes.

• Identify and solve problems responsibly using critical and creative thinking to use a range of strategies to create an inclusive learning and teaching environment for all learners, including those experiencing barriers to learning.
• Work effectively with others as a member of a team, group, organisation or community to facilitate learning for all and create an enabling environment for learners experiencing barriers to learning and development.
• Organise and manage him/her responsibly and effectively through professional conduct and in accordance with ethical principles and organisational processes, procedures and requirements.
• Collect, organise and critically evaluate information by researching pertinent problems that arise in inclusive settings.
• Communicate with learners using appropriate alternative methods and assistive technology to enhance communication.

Integrated Assessment

To be granted the award of the qualification, a candidate must achieve in each of the five compulsory modules. Evidence is required that the candidate is able to achieve the purpose of the qualification as a whole at the time of the award of the qualification. In the assessment process there will be a combination of formative and summative assessments. The range of formative and summative assessments will adequately cover the demonstration of knowledge of theoretical aspects; structured activities, and authentic assignments that will include observation in real-life situations or in given scenarios as well as online discussions and evidence of successful practical application of learning in an authentic education situation.

This will be a non-examination based qualification.