| CODE | EDU5937 |
| TITLE | Inclusive Educational Practices for Specific Learning Difficulties |
| 今日黑料 LEVEL | 05 - Postgraduate Modular Diploma or Degree Course |
| EQF/MQF LEVEL | 7 |
| ECTS CREDITS | 5 |
| DEPARTMENT | Faculty of Education |
| DESCRIPTION | This study-unit aims to develop students’ understanding of how Specific Learning Difficulties, including dyslexia, dyspraxia and dyscalculia, affect learning, participation and emotional wellbeing within educational settings. The study-unit places particular emphasis on promoting inclusive practices that recognise and respond to the diversity of learner profiles, with a strong focus on equity, access and belonging. Students will be introduced to contemporary research and theoretical frameworks that highlight the cognitive, behavioural and social-emotional aspects of Specific Learning Difficulties. Rather than adopting a deficit-based approach, the unit encourages a neurodiversity-affirming perspective that values individual strengths and supports flexible, responsive teaching. Attention is given to how traditional school structures and teaching methods may create barriers to learning and how these can be dismantled through thoughtful adaptations and inclusive design. The study-unit also aims to build students’ confidence in recognising early signs of SpLDs, collaborating with families and professionals, and applying strategies that promote engagement and success. Students will explore how to implement inclusive practices not only at the level of individual learners but also at the classroom and whole-school level. The study-unit draws on principles of inclusive design and Universal Design for Learning to guide planning and intervention. Through critical reflection and practical application, students will examine their own attitudes and assumptions about learning differences. They will consider the emotional and social impact of exclusion and explore how inclusive approaches can help prevent negative outcomes such as low self-esteem, disengagement and anxiety. By the end of the study-unit, participants will be equipped to create learning environments that are inclusive, strengths-based and genuinely responsive to the needs of learners with Specific Learning Difficulties. Study-Unit Aims: This study-unit aims to help students develop a clear understanding of Specific Learning difficulties, including dyslexia, dyscalculia, dysgraphia and related difficulties, and how these may affect reading, writing, spelling, numeracy, organisation, memory, processing speed, sensory processing, confidence and participation in learning. Students will be supported to recognise common barriers experienced by learners with Specific Learning Difficulties in classroom tasks, assessment situations and wider school routines. They will consider how these difficulties may become more visible when teaching is heavily text based, when instructions are unclear, when tasks depend strongly on speed, when sensory demands affect attention and regulation, or when learners are expected to show their understanding in only one way. The study-unit therefore encourages students to look beyond the learner alone and to examine how teaching approaches, classroom expectations, learning materials, sensory environments and assessment practices can either increase or reduce barriers to participation. The study-unit also aims to develop students’ ability to plan practical and respectful classroom responses for learners with Specific Learning Difficulties. These responses include adapting instructions, breaking tasks into manageable steps, providing visual and structured supports, allowing alternative ways of recording work, using assistive technology, giving feedback that supports learning, considering sensory demands in the learning environment, and making reasonable adjustments in assessment. Students will use learner profiles, case examples and research evidence to make informed decisions about support, while taking account of each learner’s strengths, views, preferences and needs. Finally, the study-unit aims to strengthen students’ professional judgement and reflective practice by encouraging them to examine how their expectations, language and teaching decisions can affect learners with Specific Learning Difficulties, and how they can contribute to learning environments that are accessible, respectful and fair. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Describe the core principles of inclusive education in relation to Specific Learning Difficulties; - Explain how educational settings can create or remove barriers for learners with dyslexia, dyspraxia and dyscalculia; - Identify key theoretical models and research findings that inform inclusive practice for students with SpLDs; - Summarise the social, emotional and academic implications of exclusion for learners with SpLDs; - Outline how inclusive for Learning supports access and participation for diverse learners. 2. Skills: By the end of the study-unit the student will be able to: - Apply targeted instructional strategies that support the literacy, coordination, or numeracy needs of learners with dyslexia, dyspraxia, and dyscalculia; - Analyse learner information to identify indicators of Specific Learning Difficulties and propose context-appropriate responses; - Design inclusive lesson plans that incorporate evidence-based adjustments for students with dyslexia, dyspraxia, and dyscalculia; - Communicate clearly and sensitively about the learning needs and strengths of students with Specific Learning Difficulties in both academic and professional contexts; - Critically evaluate traditional models of Specific Learning Difficulties and engage in informed discussions that question assumptions and promote inclusive, neurodiversity-affirming perspectives. Main Text/s and any supplementary readings: |
| STUDY-UNIT TYPE | Lecture |
| LECTURER/S | Ruth Falzon Ramona Vella Vidal |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2026/7. It may be subject to change in subsequent years. |
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