Module EDUC40430: Special Educational Needs (SEN) and Inclusion: Rhetoric or Reality?

Department: Education

EDUC40430: Special Educational Needs (SEN) and Inclusion: Rhetoric or Reality?

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None.

Aims

• To have a critical understanding of learning and teaching in relation to SEN.

Content

• Models of SEN including within child, environmental and interactional.
• Historical and philosophical background to SEN and Inclusion.
• SEN within current political and cultural contexts-Specific documents such as the Code of Practice (2001).
• SEN in social context-attitudes, social networks, working with families etc.
• SEN, psychological processes and cognitive differences.
• Evaluating specific practices and interventions in relation to SEN.
• Researching the views of children and adults with SENs and those of their families.
• Meeting SENs within the educational context.

Learning Outcomes

• By the end of the module, students will be able to:
• Demonstrate a critical understanding of special educational needs;
• Demonstrate a critical understanding of an issue or issues within SEN;
• Explain and analyse significant research within SEN and discuss how it informs practice;

• Students will be able to critically reflect on their practice and experience in relation to special educational needs.

• Through their essays students will demonstrate the ability to:
• undertake a search and synthetic review of research literature,
• summarise and critique research-based literatures;
• communicate ideas effectively, both orally and in writing, to an advanced level;
• learn independently.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Through lectures and seminar teaching supported by Study Guide resources. The Study Guide includes preparation for and follow up on teaching activities. This directed independent work is an important part of the module. Lectures enable the ideas of the module to be considered. Seminar work enables students to develop their understanding of the ideas and consider them in a range of professionally relevant contexts. Activities in seminars include a variety of active learning approaches including discussion, group work, presentations, question and answer sessions, individual tasks. A Bulletin Board on DUO enables staff and students to continue their interaction between teaching sessions. Preparation for the assignment involves students in wide reading and critical reflection on ideas of the module.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Verbal feedback is given to students' contribution during class teaching sessions. Staff can be contacted for individual help. Written formative feedback is provided for the academic outline of the assignment.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University