As a first-year secondary school teacher working in an ASD classroom in a DEIS school, my journey into inclusive and special education has been both professionally rewarding and personally transformative.
My decision to pursue the Master’s programme in Inclusive and Special Education came from a desire to better support the students I work with every day. During my PME, Special Educational Needs (SEN) was only covered briefly. While it provided an important introduction, I often felt that I lacked the depth of knowledge needed to confidently support the diverse range of learners I encountered in the classroom.
As I began teaching, I became increasingly aware of the impact that effective support can have on a student’s educational experience. I saw first-hand how important it is for teachers to understand students’ individual needs and to create learning environments where every student has the opportunity to succeed.
Before enrolling in the Master’s programme, I had completed a number of shorter Continuing Professional Development (CPD) courses with ICEP Europe. I found these courses practical, engaging and highly relevant to classroom practice. When I learned that the Master’s programme was a collaboration between Hibernia College and ICEP Europe, I was immediately interested. Having already experienced the quality of ICEP’s professional learning opportunities, I knew the programme would offer the balance of theory, research and practical application that I was looking for.
At the same time, I had recently begun working full-time in an ASD classroom. The timing felt right. I wanted to deepen my understanding of inclusive education and develop the knowledge and skills that would allow me to be more effective in my role.
A Supportive and Practical Learning Experience
My experience of the programme has been extremely positive.
One of the aspects that stands out most is how well-structured and supportive the programme is. Studying while working full-time can feel daunting, but the course content is broken down into manageable steps, making it possible to balance professional responsibilities with postgraduate study.
The lecturers have been incredibly supportive throughout the programme, creating an environment where questions are welcomed and learning is encouraged. The regular opportunities to engage with tutors and classmates have helped make the learning experience both accessible and enjoyable.
I have particularly valued the interactive elements of the programme. Through online discussions and breakout room activities, I have had the opportunity to learn from teachers working in a variety of educational settings. Hearing about the experiences of colleagues from primary schools, secondary schools, special schools and support settings has broadened my perspective and enriched my own practice.
If I had to describe the programme in a few words, I would say that it is practical, supportive, relevant and engaging.
Learning That Connects Directly to Practice
One of the reasons the programme has exceeded my expectations is the extent to which the learning connects directly to everyday classroom practice.
Rather than studying concepts in isolation, I found myself constantly making links between the course content and my experiences as a teacher. The theories, frameworks and strategies discussed throughout the programme felt relevant because they could be immediately applied in real educational settings.
The diversity of the student cohort also contributed significantly to the learning experience. Sharing ideas with educators from different backgrounds highlighted both the common challenges we face and the innovative approaches being used across schools. Those professional conversations often provided insights that extended beyond what could be learned through lectures or reading alone.
Growing as a Teacher
Perhaps the most significant impact of the programme has been the confidence it has given me in my role as a teacher.
As someone at the beginning of my teaching career, I have developed a much deeper understanding of how to support students in a purposeful and individualised way. Rather than simply searching for strategies and hoping they will be effective, I now have a stronger understanding of the research and evidence that underpin inclusive practice.
The programme has encouraged me to become a more reflective practitioner. It has helped me appreciate the importance of clear learning intentions, thoughtful planning and individualised supports that respond to students’ strengths and needs.
Most importantly, I have seen how these approaches can help students not only access learning but also develop confidence, independence and a greater sense of achievement.
Looking Ahead
Following such a positive experience, progressing to the MA feels like a natural next step.
The programme has sparked a genuine interest in educational research, and I am looking forward to exploring an area of inclusive education in greater depth through my thesis. By doing the Masters I believe that you are moving from a passive learner to an active learner and it provides a great opportunity to select a particular area of SEN or Inclusive education and develop your own voice around it.
What excites me most is the opportunity to combine academic research with real classroom practice and explore an area that I am passionate about.
Why I Would Recommend the Programme
I would wholeheartedly recommend this programme to any teacher with an interest in inclusive education.
While some teachers may initially consider the course because they hope to work in a Special Educational Needs department or take on a leadership role within inclusion, I believe the programme has value for every educator.
Inclusive education is not confined to one classroom or one role. Every teacher will work with students who have a diverse range of strengths, needs and learning profiles. Developing a deeper understanding of how to support those learners benefits not only individual students but also schools and the wider educational community.
The programme’s greatest strength is its ability to bridge theory and practice. The learning is directly applicable to classroom life, allowing teachers to immediately implement and reflect upon new ideas and approaches.
Advice for Future Students
For anyone considering the programme, my biggest piece of advice is not to be intimidated by the prospect of postgraduate study.
I remember feeling nervous when I first heard about the written assignments and 5,000-word essays. However, the support provided throughout the programme is exceptional. Clear rubrics, assignment templates, drop-in sessions and accessible lecturers ensure that students are guided throughout the process.
I would also encourage future students to engage fully with their peers. Some of the most valuable learning comes from listening to the experiences of other educators and sharing your own perspectives.
Finally, try to connect the learning to your own professional practice whenever possible. The more you relate the course content to your own students and school context, the more meaningful and rewarding the experience becomes.
For me, undertaking this programme has been one of the most valuable professional decisions I have made. It has strengthened my confidence, expanded my knowledge and, most importantly, helped me become a better teacher for the students I support every day. This was demonstrated to me when, after just a year out of college, I was successful in my reinterview and also received CID.