Inclusion and Special Education Assignment Brief | Hibernia College (HC)
| University | Hibernia College (HC) |
| Subject | Inclusion and Special Education |
Assignment Briefing Part 1
A critical review of inclusive education and the challenges involved in making it a reality (2500 words)
- Critically examine the development of inclusive education, as a global agenda, both nationally and internationally. Consider definitions of inclusion; models of disability; language of labelling and policy developments with regard to these issues over time.
- Identify and analyse key issues and challenges relating to inclusion. Support your ideas with evidence from readings, research and other relevant sources.
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Remember to ensure you are addressing the learning outcomes (LO1, LO2) for this part of the assignment:
LO1: Demonstrate knowledge and a critical understanding in relation to the broad principles of special education, inclusive education and best practice.
LO2: Critically evaluate and select appropriate approaches and methodologies in support of effective inclusive education of students with special/additional needs.
Suggested structure: This a suggested format. If you use a different structure you must ensure that the guidelines are followed within your own structure. Please ensure your writing is sufficiently critical and follows academic writing guidelines outlined in the Student Handbook Suggestions in bold will help ensure you are meeting the assessment criteria.
| Introduction | In this section you will set the context for your discussion by using a few opening sentences on inclusion, how it is now a global agenda worldwide etc. Give a brief outline of your current setting? What is your own experience of inclusion? Lastly state the focus of your paper and the main areas of discussion. |
| Background to inclusion | This section is really about the journey of inclusion – how did we get to where we are today?
Briefly discuss policy developments over time both nationally and internationally with regard to furthering inclusive policy in practice. This does not have to be a detailed analysis of all polices but just a reference to the major ones that influenced change both nationally and internationally. Consider how society viewed people with disability overtime (models of disability) and the language of labels that was/is used to describe differences in pupils. While it is authentic to hear your own views, in each section, you need to show the reader that you have read widely, critiqued the literature and that you can use the literature to support the points in your discussion. So, ask yourself the question – who is writing/researching about this topic that I am now discussing. |
| Defining inclusion | Outline the difficulties in defining inclusion, and discuss why you think there is no universal definition arrived at to date.
You need to link this to policy; this could be national or local. What does the national or school policy say about inclusion? How does this fit with definitions you have discussed?
Again, critically evaluate; this means drawing comparisons between definitions, showing overlaps and inconsistencies. Pick a definition of inclusion that best reflects your own understanding and discuss why this is the case. As above find a range of references that connect with what you are discussing – analyse and summarise what they are saying – do you agree with what they present? Is there another view of this? When writing about definitions, there can be a temptation to quote at length; it is better to paraphrase and just quote key phrases to illustrate what you mean. |
| The challenges to inclusion | Outline what you consider are the key challenges to inclusion. You do not need to cover all the challenges, just choose two or three which you feel are particularly important and link to your current educational setting. It is important not to make this into a list of complaints or problems within your own setting; instead you need to link challenges you have read about in the literature to your own setting. You can use sub headings to discuss the challenges.
Again, you need to be critical here. What have other authors said which relates to your own experience? What does the research say? |
| Addressing the challenges | How could the challenges detailed above be addressed?
It is important that you only cover ways of addressing the challenges you outlined in the previous section. What does the literature say about challenges like these – what key practices/ approaches are suggested as a resolution?
Focus on key practices, appropriate approaches and methodologies which support effective inclusive education of students with special/additional needs. Be critical – would that work in your setting? Provide evidence for your ideas, drawing on research and readings. Use subheadings. |
| Conclusion | This is where you draw together all the threads of your writing –you are concluding on the main points made in each section in your discussion paper. It is very important that you do not bring in any new materials or ideas here. Your conclusion is a precise summary to help the reader recap on the discussion presented. |
| References | Check that all references used are listed and that they are in keeping with the format of referencing advised. |
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Points to Remember:
- Please upload your complete assignment (Parts 1&2) to the submission link as one document, with one reference list.
- Work submitted must be within 10% of the given wordcount. An indicative guide for each section is provided above.
- Assessment criteria are as described in the rubrics below. Please make sure you have read these carefully before submitting any coursework.
- Questions regarding the module assignment should be raised with the module tutor(s) as they occur.
- Avoid overuse of quotations. You should probably have no more than 7/8 direct quotations in a 5000-word paper.
- Ensure that all citations are accurate and in Harvard style, and all sources cited in the body of the assignment are referenced in alphabetical order in the reference list.
- Structure your work carefully, using headings and subheadings for clarity. A suggested structure for the assignment is provided in the assignment briefings.
- The Programme Handbook outlines the regulations and expectations around academic integrity and breaches of academic regulations. Please review and familiarise yourself with the issues to ensure you properly acknowledge the scholarly work that informs your thinking and writing.
- Advice and information for submitting your work through URKUND can be found here: https://studenthelpdesk.hiberniacollege.net/en– us/knowledgebase/article/KA01242
- Please note the final deadline for the submission of assignments. There are procedures in place for extenuating circumstances. An application can be made in accordance with the relevant policy and procedure. You can access this Extenuating Circumstances application form from the ‘Resources’ section of the relevant procedure.
- Participants are advised to keep a copy of all assignments submitted for evaluation.
Assessment Criteria and Summative Feedback |
|||||
| PgDip / Masters | (70%+) | (60-69%) | (50-59%) | (40-49%) | (0-39%) |
| The text shows advanced systematic
knowledge and critical understanding of key theories, concepts and issues relating to inclusive education informed by current research. There is clear evidence of the ability to critically examine and reflect on the implications of theory and research for policy and practice. |
The text shows advanced
systematic and critical understanding of key theories, concepts and issues relating to inclusive education informed by current research – although some key points may be missed or underaddressed. There is very good evidence of the ability to critically examine and reflect on the implications of theory and research for policy and practice. |
The text shows good systematic and critical understanding of key theories, concepts and issues relating to inclusive education informed by current research – although a number of key points may be missed or underaddressed. There is adequate evidence of the
ability to critically examine and reflect on the implications of the theory and research for policy and practice. |
The text shows general knowledge and understanding of key theories, concepts and issues relating to inclusive education informed by current research. The ability to critically examine and reflect on the implications of theory and research for policy and practice is evident but may be uneven,
limited or unsustained. |
The text shows little
or poor knowledge and understanding of key theories, concepts and issues relating to inclusive education and is not adequately informed by current research. The ability to critically examine the implications of theory and research findings for policy and practice is superficial or lacking. |
|
| Academic writing skills | (70%+)
The quality of the writing (in terms of syntax, cohesion, coherence, clarity, organization, punctuation and logicality), and the expression of ideas and conformity to conventions of referencing are consistent with the quality required for publication in an academic/ professional journal. |
(60-69%)
The quality of the writing, expression of ideas and conformity to conventions of referencing are good overall – but there may be some lapses in academic usage/style and minor inaccuracies in referencing. |
(50-59%)
The quality of the writing, expression of ideas and conformity to conventions of referencing are adequate, with some lapses in academic usage/style and inaccuracies in referencing. |
(40-49%)
The quality of the writing is generally coherent but there may be syntactic inaccuracies, organizational weaknesses, lapses in academic usage/style and inaccuracies in referencing. |
(0-39%)
The quality of the writing is poor overall and may be syntactically erroneous, stylistically inappropriate and weak or lacking in cohesion, coherence, organization and logicality. |
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