Faculty of Educational Studies
Bachelor of Teaching in Primary and Special Educational Needs
Course Fee
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The Bachelor of Teaching in Primary and Special Educational Needs programme equips future educators with comprehensive knowledge and practical skills to create inclusive learning environments. This degree program integrates national and international frameworks for inclusive education while preparing teachers to support diverse learners effectively. Graduates will develop expertise in designing differentiated instructional plans, implementing appropriate assessment strategies, and conducting meaningful evaluations that accommodate various learning needs. The program combines core primary teaching competencies with specialized training in special education, ensuring teachers can confidently address the full spectrum of learning abilities in their classrooms. Students will gain hands-on experience in adapting curriculum materials, utilizing assistive technologies, and implementing evidence-based teaching strategies that promote inclusive education.
General Entry Criteria
2 passes in A Level/HSC (At GCE A/L, a pass is considered E and above. HSC pass is considered C and above) OR
Attainment of a Level 4 qualification in a related field OR
Attainment of Level 4 Foundation Study Programme is approved for the specific Diploma programme.
Alternative Entry Criteria
20 years old, Completion of a Level 4 qualification (unrelated), and successful completion of an MQA approved University Preparation Program OR
20 years old, completion of secondary school, 2 years of relevant work experience, and successful completion of an MQA approved University Preparation Program
Year 1
Literacy in the Early and Primary Years
Introduction to SEN and Disabilities
Mathematics Education for early and Primary Years
The Psychology and Sociology of Education
Inclusive Education: Theories, Policies and Models
Curriculum and Pedagogy for Inclusive Education
Teaching Science in Early and Primary Years
Teaching Practicum I
Award Diploma in Teaching Primary and Special Educational Needs
Year 2
Sustainability: Theory, Practice, and Impact
Creativity and Artistic Development in Primary and early years
Assessment and Evaluation in Early and primary years
Early Intervention and Behaviour Management
English Language for Early and Primary teachers
Teaching, Learning and Play in Education
Digital Technologies and AI in Teaching and Learning
Developmental mathematics Education for Early and Primary Years
Year 3
Process and Pedagogy for Reading and Text Construction
Curriculum Adaptations: Sensory and Physical Disabilities
Curriculum Adaptations: Additional Learning Needs
Curriculum Adaptations: Developmental Disabilities
Co-teaching and Collaboration: Building Partnerships for Inclusive Education
Maldivian history culture and identity
Advanced Approaches to Teaching Science in Early and Primary years
Teaching Practicum II
Award Bachelor of Teaching in Primary and Special Educational Needs
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Upon successful completion programme participant will be able to:
Demonstrate knowledge of international and national policies and theories of inclusive education.
Identify the benefits of inclusive education.
Investigate the challenges and barriers for inclusive education in the schools and identify the strategies to face the challenges and break the barriers to provide equal educational opportunities and address the individual needs of the students.
Reflect critically on the issues in inclusive education and analyse perspectives regarding inclusion.
Analyse the implementation of Universal Design for Learning (UDL) in inclusion.
Demonstrate knowledge of the different types of learning disabilities and identify adaptations and modifications for the curriculum to address the diverse needs of students.
Identifying and modifying different student behaviours pertaining to inclusive education
Incorporate ICT in delivering engaging and challenging learning
Demonstrate assessment and evaluation methods for students with diverse needs
Demonstrate commitment to professional growth through continuous learning, peer collaboration, and reflective practice, while actively participating in professional development opportunities that enhance inclusive teaching competencies and contribute to advancing inclusive education practices.
Demonstrate professional growth and reflective practice by engaging in continuous professional development, participating in collaborative practice with peers and specialists, conducting regular self-assessment of teaching effectiveness, implementing research-based teaching strategies, and contributing to the advancement of inclusive education practices.