AN EXPLORATION OF THE VARIOUS STRATEGIES ADOPTED FOR INTERNATIONALISING A SPECIAL EDUCATIONAL TECHNOLOGY MODULE FOR PRIMARY SCHOOL LEARNING SUPPORT AND RESOURCE TEACHERS

J. Phayer

University of Limerick, Limerick Education Centre (IRELAND)
The purpose of this article aims at discussing the process of internationalising a special educational technology module suitable for primary school learning support / resource teachers who work in the special educational needs field from a national and international perspective. The steps involved in internationalising this special education technology module in addition to addressing particular issues when internationalising any curriculum are also explored. Specific elements like, outcomes, assessment, content, learning environment and resources which serve as useful points of reflection when internationalising sections of this special educational technology module are also examined. Although the focus of internationalising any curriculum is about teaching all students how to facilitate development of their skills, knowledge and attributes including the teaching of different multi-cultural student groups, the article also explores the problems associated with teaching multi-student cohort groups and similar groups who may have special educational needs. Various strategies which could be used in this area for overcoming some of these difficulties are outlined. An exploration of the challenges and benefits of developing multicultural groups as a pedagogical strategy including reference to examples of best practice is addressed. The article concludes by highlighting the problems associated with teaching, designing and delivering international group work activities.