MAEL109 Assessment Brief
| Module code | MAEL109/01/2023 |
| Module title | Educational Leaders and Inclusion |
| MQF level | 7 |
| ECTS | 5 |
Task 1
| Task type | Essay |
| Task description | Read the following extract:
Lee is a 13-year-old autistic student at a secondary primary school. He is nonverbal with few strategies in place for communicating. He demonstrates no understanding of language. Parents are very anxious about him and phone SLT daily and want the fine details of how he was managed each day. He wears headphones for most of the day, cannot tolerate waiting for anything and has extreme temper outbursts if he does not have his needs addressed immediately. Such outbursts are causing lesson disruptions. Discuss the following: 1. Explain how, as a member of the SLT (or as a leading professional supporting the school) adopting a social model of disability, as opposed to applying the medical model of disability, you will favour Lee’s inclusion at school. 2. By drawing upon two different definitions of inclusion, define what inclusion at school means to you. How can systemic barriers inhibiting inclusion be overcome to experience true inclusion in our schools? Draw upon your own personal experience to support your arguments. 3. Discuss how good school leadership can make inclusion work. Include references to literature to support your arguments. |
| Task weighting | 60% |
| Task length | 2000 to 2500 |
Assignment Criteria Rubric Task 1 – Essay 60%
| Unsatisfactory | Limited | Competent | Exemplary | |
| 0-3 | 4-6 | 7-9 | 10-12 | |
| Content knowledge and understanding of the different models of disability.
(12 marks) |
Demonstrates lack of understanding with little to no references to literature or supporting evidence. | Demonstrates limited understanding of content, supported by limited references to literature and evidence. | Demonstrates broad understanding and application, often supported by references to literature and evidence. Occasionally offers a divergent perspective. | Demonstrates a deep understanding and application of content, supported by references to literature and evidence. Offers unique interpretations or perspectives. |
| Critical thinking and reflection on the definitions of inclusion.
(12 marks) |
Demonstrates no critical thinking and reflection on the definitions of inclusion. | Demonstrates limited critical thinking and reflection, often taking a position with little acknowledgement of different definitions of inclusion. | Demonstrates critical thinking and reflection which sustains inquiry through alternative definitions of inclusion. | Demonstrates deep, critical thinking and reflection on the definitions of inclusion which sustains inquiry to explore alternative views of inclusion. |
| Content knowledge and understanding on how to make inclusion work.
(12 marks) |
Demonstrates lack of understanding with little to no references to literature or supporting evidence. | Demonstrates limited understanding of content, supported by limited references to literature and evidence. | Demonstrates broad understanding and application, often supported by references to literature and evidence. Occasionally offers a divergent perspective. | Demonstrates a deep understanding and application of content, supported by references to literature and evidence. Offers unique interpretations or perspectives. |
| Content knowledge and understanding of the characteristics of good school leaders that can make inclusion work. (12 marks) | Demonstrates lack of understanding with little to no references to literature or supporting evidence. | Demonstrates limited understanding of content, supported by limited references to literature and evidence. | Demonstrates broad understanding and application, often supported by references to literature and evidence. Occasionally offers a divergent perspective. | Demonstrates a deep understanding and application of content, supported by references to literature and evidence. Offers unique interpretations or perspectives. |
| Language expression
(12 marks) |
Presents information without organisation and no clear progression with ideas expressed through basic vocabulary and syntax with errors, spelling and/or word formation hindering readability. | Presents information with some organisation; sometimes lacking overall progression. Ideas are expressed through a limited range of vocabulary. Noticeable errors in syntax and spelling. | Develops arguments sufficiently well, although sometimes mechanically.
Ideas are logically presented and expressed through a sufficient range of vocabulary. There are occasional syntax errors. |
Develops arguments cohesively with ideas logically presented and expressed clearly through a wide range of vocabulary and accurate syntax. |
Task 2
| Task type | Voice-Over Presentation |
| Task description | Develop and Present a Plan for your school, based on Multicultural Principles addressed in this module.
Develop a management plan of how your school can better host and integrate foreign nationals (EU/non-EU nationals and refugees). Start by providing an assessment of your school’s strengths and weaknesses in promoting equality and denouncing discrimination. As a school manager, develop action plans and provide a description of policies and/or measures required to further help:
Explain and discuss what may hinder the implementation of such measures. Describe how you would support and train teachers in becoming more socially just in school and adopt a zero-tolerance policy against all forms of discrimination in school. (gender, class, race, creed etc, the involvement of parents etc) |
| Task weighting | 40% |
| Task length | 12 to 16 minutes |
Assignment Criteria Rubric Task 2 – Presentation 40%
| Criteria | Weight | Performance Level | Description |
|---|---|---|---|
| Assessment of School’s Strengths and Weaknesses | 10% | Highly Effective (9%–10%) | An effective thought-process; the learner shows an honest and deep awareness and understanding of the strengths and weaknesses within his/her school and/or institution. |
| Effective (7%–8%) | The learner demonstrates an understanding of the strengths and weaknesses within his/her school and/or institution. | ||
| Needs to Improve (5%–6%) | Reflection is not rigorous enough to allow a proper understanding of the strengths and weaknesses within the school and/or institution. | ||
| Ineffective (0%–4%) | Critical reflection is not evident at all. | ||
| Management Plan (Developing SOPs and Policies for Foreign Students) | 25% | Highly Effective (20%–25%) | Measures and methods used are highly suitable and adequate in involving all learners equally. |
| Effective (17%–19%) | Measures and methods are suitable enough to involve all learners equally. | ||
| Needs to Improve (11%–16%) | Measures and methods adopted are not suitable enough to involve all learners equally. | ||
| Ineffective (0%–10%) | Measures and methods adopted are not suitable at all. | ||
| Training and Support for Teachers (Social Justice & Zero-Tolerance Policy) | 5% | Highly Effective (4%–5%) | Training and support selected for teachers are highly suitable and adequate in involving all learners equally. |
| Needs to Improve (3%) | Training selected is not well described and choices made are questionable. | ||
| Ineffective (0%–2%) | Training and support selected for teachers are not suitable at all. |
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