MAISE 102 General Learning Disabilities: Understanding and Best Practice Assignment Briefing Part 1, 2026 | Hibernia College
| University | Hibernia College (HC) |
| Subject | MAISE102 General Learning Disabilities: Understanding and Best Practice |
MAISE 102 Assignment Briefing Part 1
A critical review of policy and practice related to the inclusive education of pupils with general learning disabilities (GLD).
(2500 words)
- Critically examine policy and practice with regard to the effective education and inclusion of learners with general learning disabilities (GLD), with particular reference to your own setting or a setting with which you are familiar. Consider changes and developments over time and link to current thinking and research.
- Identify and analyse key issues, dilemmas and debates relating to the teaching, learning and assessment of pupils GLD. Support your ideas with evidence from research, readings and other relevant sources.
- Critically reflect on the implications of research for policy and practice relating to the effective education and inclusion of pupils with GLD.
Learning Outcomes
Remember to ensure you are addressing the learning outcomes (LO1, LO2) for this part of the assignment:
LO1: Demonstrate knowledge and a critical understanding of current thinking and research with regard to the teaching and learning of pupils with general learning disabilities (GLD).
LO2: Demonstrate an understanding of a range of assessment principles, methodologies and best practice approaches in response to pupils with GLD.
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 introducing the topic of inclusive education for pupils with GLD; outline the aims, scope and focus of your assignment and indicate the main areas for discussion. |
| Provide a succinct outline of current definitions /understanding of general learning disabilities | Briefly outline current definitions and some of the key characteristics of learners with GLD – explain our current understanding and conceptualisation of general learning disabilities. |
| Critically examine policy and practice relating to the inclusive education of learners
GLD |
Discuss policy developments over time both nationally and internationally with regard to the effective education and inclusion of pupils with GLD. Consider how changes in attitudes overtime (models of disability) and legislative initiatives have impacted educational practice and provision for pupils with GLD. Consider gaps and inconsistencies and support your ideas with evidence from relevant literature. |
| Present a critical analysis of some of the key issues, dilemmas and debates relating to the inclusive education of leaners with GLD | Identify and critically analyse some of the key issues, dilemmas and debates relating to the teaching, learning and assessment of pupils GLD. Choose two or three key issues/ dilemmas or areas of debate which you feel are particularly important and link to your current educational setting. Link these issues/ dilemmas to policy and provision, and examine the implications of these issues for learners with GLD.
Critically analyse, and evaluate the evidence, make comparisons and draw out inconsistencies. Discuss your own position on the issues/ dilemmas you have selected. 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? |
| Addressing the issues and dilemmas | Consider how the issues and dilemmas identified can be addressed. It is important that you only cover ways of addressing the issues and dilemmas you outlined in the previous section. What does the literature say about these areas of debate – what key practices/ approaches are suggested as a resolution? Focus on key principles, appropriate methodologies and best practice approaches for the effective education of earners with GLD. Provide evidence for your ideas, drawing on research and relevant readings. Reflect on the implications of research for practice. |
| Conclusion | This is where you draw together all the main points of your essay to deliver a cohesive conclusion – 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. |
Guidelines for Submission
- Please upload your complete assignment (Parts 1&2) to the submission link as one PDF document, with one reference list.
- The module coversheet should be appended to the front of the assignment before saving as a PDF.
Points to Remember:
- 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.
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Assessment Criteria and Summative Feedback
| Learning
Outcomes (PgDip) |
First Class
Honours (70%+) |
Second Class
Honours (Grade 1) (60-69%) |
Second Class
Honours (Grade 2) (50-59%) |
Pass (40-49%) | Fail (0-39%) |
| Learning
Outcomes (Masters) |
First Class
Honours (70%+) |
Second Class
Honours (Grade 1) (60-69%) |
Second Class
Honours (Grade 2) (50-59%) |
Pass (40 – 49%) | Fail (0-39%) |
| Learning outcomes
1, & 2 |
The text shows advanced systematic knowledge and critical understanding of key theories, concepts and issues relating to general learning disabilities 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 general learning disabilities informed by current research – although some key points may be missed or under-addressed. 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 general learning disabilities informed by current research – although a number of key points may be missed or under- addressed. 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 general learning disabilities 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 general learning
disabilities 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. |
| Learning outcomes
3 ,4,5 |
The text shows the ability to critically evaluate current approaches for support of learners with general learning disabilities and select appropriate interventions. There is a clear indication of the ability to critically appraise policy and practice for the effective inclusion of learners with general learning disabilities and reflect on values, knowledge and attitudes to inform and develop practice. | The text shows the ability to critically evaluate current approaches for the support of learners with general learning disabilities and select appropriate interventions. There is good indication of the developing ability to critically appraise policy and practice approaches for the effective inclusion of learners with general learning disabilities and reflect on values, knowledge and attitudes to inform and develop practice. | The text shows the ability to critically evaluate current approaches for the support of learners with general learning disabilities and select appropriate interventions. There is adequate indication of the developing ability to critically appraise policy and practice approaches for the effective inclusion of learners with general learning disabilities and reflect on values, knowledge and attitudes to inform and develop practice. | The text shows some ability to evaluate current approaches for the support of learners with general learning disabilities
and select appropriate interventions. There may be a limited indication of the ability to critically appraise policy and practice approaches for the effective inclusion of learners with general learning disabilities and limited evidence of reflection on values, knowledge and attitudes to inform and develop practice. |
The text shows little or no ability to evaluate current approaches for the support of learners with general learning disabilities and fails to select appropriate
interventions. There is little or no indication of the ability to critically appraise policy and practice approaches for the effective inclusion of learners with general learning disabilities and little or no evidence of reflection on values, knowledge and attitudes to inform and develop practice. |
Formative Feedback
| First Class
Honours (70%+) |
Second Class
Honours (Grade 1) (60-69%) |
Second Class
Honours (Grade 2) (50-59%) |
Pass (40 – 49%) | Fail (0-39%) | |
| Academic
writing skills
|
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. | 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.
|
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.
|
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. |
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. |
More Information
Further information and guidance is available in the assignment forum on MyHelms. This is where you can seek guidance from your tutor about any aspect of the assignment.
There is also detailed information on Hibernia’s assessment policy here: Assessment, Grading and Certification Policy / Document / Hibernia College Quality Framework
Applications for extenuating circumstances:
If you are legitimately prevented from making a fair attempt at an assessment — for example, due to a sudden illness — 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.
Applications for reasonable accommodation:
If you would like to apply for support in programme participation and assessment due to a disability or long-term condition, an application can be made in accordance with the relevant policy and procedure.
You can access this Reasonable Accommodation application form from the ‘Resources’ section of the relevant procedure.
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