Units: Education EDA Units

* Includes non-ED required units

EDA10 The Nature of Disabilities (Credits: N/A)
This unit provides participants with a basic understanding of the different disabilities that they are likely to encounter in schools. In addition to the knowledge of disabilities gained the students are informed of the agencies in the community that are designed to support people with special needs.

EDA11 Catholic Education (Credits: N/A)
This unit aims to develop in the participants, an understanding of the ethos, goals and basic principles of Catholic Education. It also provides an overview of the sacramental programme provided for the children at specific times in their schooling.

EDA12 Special Education within the Catholic Education System (Credits: N/A)
Participants in this unit are given a comprehensive overview of the aims, policies and procedures of the Catholic Education Office in providing education for children with special needs. The unit includes a visit to at least one special education unit or centre in a Catholic school.

EDA13 Basic Teaching Skills (Credits: N/A)
In order for teacher assistants to function with maximum effectiveness in the classroom, they must acquire a basic understanding of some important skills of instruction. Attention is given to techniques of motivation, questioning, task analysis, evaluation and reinforcement.

EDA14 Behaviour Management (Credits: N/A)
Appropriate behaviour is a necessary pre-requisite for children with special needs being included in regular classrooms. Basic strategies for initiating, maintaining and eliminating behaviours are examined on both an individual and whole class basis.

EDA15 Strategies for Inclusion (Credits: N/A)
In this unit, participants are exposed to a range of strategies, designed to enhance the integration of children with special needs into the regular classroom. Focus is on the adaptation of both the learning environment and the instruction and on the role of the assistant in this process. Specific information is given on effective strategies for the inclusion of children with particular difficulties.

EDA16 Adaptive Technology (Credits: N/A)
Learning assistants are more and more required to use computer technology in their support of children with special needs. The unit introduces participants to the basic computer skills and strategies for enhancing the effectiveness of computer assisted learning.

EDA17 The Role of the Teaching Assistant (Credits: N/A)
This unit familiarises participants with the structure of the schools, the roles and responsibilities of the principal, teachers and teaching assistants. Central to this unit are the rights, roles and duties of the teacher assistants and aspects of confidentiality and duty of care that might impinge on their work. The relationship between the teacher and the teacher assistant is covered in detail.

EDA18 Strategies for Literacy and Numeracy Support (Credits: N/A)
Participants are exposed to a wide range of strategies that may be utilised by the teacher for enhancing the literacy and numeracy skills of children with learning difficulties. These include direct instruction procedures, organisation of interactive procedures and an introduction to the First Steps programme.

EDA19 Facilitating Needs and Access (Credits: N/A)
Augmentative communication systems and adaptive technology are often critical to the effective inclusion of special needs children into regular schools. In this unit participants are exposed to some of the equipment being used to help children with physical and/or communication disabilities. A number of non-verbal communication systems including Compic and Makaton are demonstrated. Further focus is on the acquisition of correct lifting and handling skills for children with physical disabilities and on the critical responses to trauma.

EDA20 Learning Difficulties (Credits: N/A)
In this unit, students gain an understanding of learning difficulties, both general and specific and they examine specific remedial strategies that the teacher might develop to assist the children.

EDA21 Focus on Pre-primary and Secondary Years (Credits: N/A)
For those students particularly interested in the early childhood years, this unit covers procedures and strategies for the effective integration of children with special needs in this crucial period of their education. It presents strategies used for adapting various aspects of the curriculum. The transition from school to post-school environment represents a very important period in the life of a child with special needs. The unit therefore focuses also on the role of the teacher assistant in the support of pupils with special needs in transition programs, work experience and continuing education options. It includes strategies for supporting students in mainstream electives and in physical education and recreation.

EDA22 Practicum (Credits: N/A)
In this unit, students complete a 10-day teaching practicum in a special needs setting attached to a regular school or in a regular class in which children with special needs are being included. They work under the direction and guidance of a teacher and are supervised by a member of the University staff. Students are expected to complete a journal that reflects not only their experiences in working with children with special needs but also the academic content of the course. Some in-class assessment is also conducted. In addition to the journal, the students are expected to meet set criteria for their practicum and are assessed on these by University staff.