Associated Assessment Criteria for Exit Level Outcome 1:
Write a critical position paper on a topical issue regarding theories, principles, discourses, policies or pedagogy of inclusive education.
Explain appropriate research methodology, such as case studies, in the field of inclusive education and conduct a case study research assignment of limited scope under supervision.
Design, conduct and report on a case study research project of limited scope.

Associated Assessment Criteria for Exit Level Outcome 2:
Present a seminar describing the nature, range and extent of a specific disability, impairment, condition or problem which learners may experience.
Compile a portfolio according to portfolio guidelines, consisting of artefacts that demonstrate a compressive knowledge base in this field.
Integrate knowledge in the practice of identifying, teaching and supporting the above-mentioned disabilities and conditions within inclusive and special needs school.
Accurately screen and identify learners with diverse needs.
Demonstrate suitable support for diverse needs within the classroom.

Associated Assessment Criteria for Exit Level Outcome 3:
Design and implement individualised intervention support plans; report on assessments and interventions and; collaborate with parents, teachers, multi-disciplinary teams and support groups.
Develop a comprehensive support needs profile of a learner with diverse needs through appropriate assessments.
Design and implement an individualised intervention support plan for a learner with diverse needs, including relevant technology, assistive devices and alternative communication systems.
Report in writing and give verbal feedback to parents/teachers/carers on assessments undertaken and proposed interventions.

Associated Assessment Criteria for Exit Level Outcome 4:
Develop an appropriate parent-school partnership plan for an inclusive school.
Design a home intervention plan for a learner with diverse needs.
Show adaptable professional skills and judgment in evaluating appropriate and effective qualification differentiations and adapted classroom practices which may accommodate diverse learning abilities and educational needs in schools.
Evaluate inclusive pedagogies based on sound theoretical knowledge.
Adapt classroom practices based on evidence derived interventions.
Critically analyse relevant learning support materials, resources and practices, in the light of a conceptual understanding of inclusive education.
Analyse learning support material, resources and practices critically from a conceptually sound understanding of inclusive education.
Demonstrate high ethical standards in the practice of inclusive education, collaboration with stakeholders and with their on-going professional development.
Discuss in assignments and seminars the ethical principles inherent in the practice of inclusive education; collaboration with stakeholders and the learner’s own professional development.

Integrated Assessment:
The final mark in each module is cumulatively compiled. The final mark consists of at least three assessment opportunities in a module of approximately 14 weeks (a semester). These may comprise assignments, portfolios, practical work and tests. The last assessment opportunity should be substantial (such as a written examination or a portfolio) to ensure that outcomes are assessed in an integrated manner. The most substantial assessment task or opportunity should be moderated externally, and should represent at least 50% but not more than 60% of the final mark.