MPRE104
Inclusivity in the Primary Classroom

ECTS Value: 3 ECTS

Contact Hours: 15

Self Study Hours: 36

Assessment Hours: 24

 

Overall Objectives and Outcomes

This module is designed to help educators create classrooms that embrace diversity and ensure that every student feels a sense of belonging. As classrooms grow more diverse in terms of culture, language and abilities, educators need to cultivate an inclusive mindset and develop practical strategies to meet varied learner needs. The module incorporates key concepts from Universal Design for Learning (UDL) and Intersectionality, guiding educators to reflect on their students’ diverse profiles and design classrooms that are accessible and inclusive for all learners.

Course participants will evaluate local policies on inclusive education and explore how to implement them effectively in primary classrooms. They will also engage in reflective activities to assess their students’ unique needs, review inclusive teaching methods and identify strategies that foster accessibility, equity and active participation. By blending theory, reflection and practical application, this module equips educators with actionable tools to promote meaningful inclusion and help students thrive.

By the end of this module, the learner will be able to:

Competences

  • a)Lead and collaborate with colleagues to design, implement, and evaluate inclusive classroom strategies that address the diverse needs of students;
  • b)Operationalise and monitor the implementation of local and institutional policies on inclusive education, ensuring their strategic integration within lesson planning and classroom management;
  • c)Manage and transform classroom environments that promote equity, participation, and collaboration among students from diverse cultural and linguistic backgrounds;
  • d)Design and oversee the creation of inclusive teaching resources and learning activities grounded in UDL principles to address varied learner needs.

Knowledge

  • a)Critically evaluate the theoretical foundations and core concepts of inclusive education, including diversity, equity, and belonging and their role in fostering supportive learning environments;
  • b)Systematically analyse how different forms of diversity—cultural, linguistic and ability-based—shape students’ learning experiences and impact classroom dynamics;
  • c)Appraise and reflect on evidence-based strategies for inclusive teaching, evaluating their effectiveness in creating accessible, supportive learning environments where all students can thrive.

Skills

  • a)Construct and adapt lesson plans and classroom activities that synthesise inclusive teaching methodologies with student diversity, ensuring responsiveness to individual needs;
  • b)Apply and refine UDL principles to develop and evaluate flexible, accessible, and differentiated learning materials, that enable full participation and achievement for all students;
  • c)Diagnose and address barriers to learning through the strategic adaptation of pedagogical methods and classroom environments, ensuring equitable participation and support for every student.

Assessment Methods

This module will be assessed through: Group Presentation and Assignment

Suggested Readings

Core Reading List

  • Brussino, O. (2021). Building capacity for inclusive teaching: Policies and practices to prepare all teachers for diversity and inclusion. OECD Publishing
  • Cerna, L., Mezzanotte, C., Rutigliano, A., Brussino, O., Santiago, P., Borgonovi, F., & Guthrie, C. (2021). Promoting inclusive education for diverse societies: A conceptual framework. OECD Publishing
  • Dyson, A., & Millward, A. (2021). Equity in education: Towards fairness and inclusion.
  • Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828.
  • Muscat, L. (2024). Voices of Inclusion: Perspectives from Maltese Education Stakeholders. European Journal of Inclusive Education, 3(1), 101-118.
  • Ministry for Education, Sport, Youth, Research and Innovation. (2022). A Policy on Inclusive Education in Schools: Route to Quality Inclusion. https://educationservices.gov.mt/en/Documents/WEB_InclusionDocument_061222.pdf
  • Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Ascd. 

Supplementary Reading List

  • https://www.cast.org/impact/universal-design-for-learning-udl
  • Boothe, K. A., Lohmann, M. J., Donnell, K. A., & Hall, D. D. (2018). Applying the principles of universal design for learning (UDL) in the college classroom. Journal of Special Education Apprenticeship, 7(3), Article 3.
  • Chambers, D. (2019). Assistive technology to enhance inclusive education. In Oxford Research Encyclopedia of Education. Oxford University Press.
  • Florian, L. (2015). Inclusive Pedagogy: A transformative approach to individual differences but can it help reduce educational inequalities?. Scottish educational review, 47(1), 5-14.
  • Hymel, S., & Katz, J. (2019). Designing classrooms for diversity: Fostering social inclusion. Educational Psychologist, 54(4), 331-339.
  • Loreman, T. (2017). Pedagogy for inclusive education. In Oxford research encyclopedia of education. Oxford University Press.
  • United Nations Educational, Scientific and Cultural Organization (UNESCO). (2020). Global education monitoring report 2020: Inclusion and education – All means all. UNESCO Publishing.
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