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Durham University

Postgraduate Module Handbook 2022/2023

Archive Module Description

This page is for the academic year 2021-22. The current handbook year is 2022-23

Department: Education

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

Type Open Level 4 Credits 30 Availability Available in 2021/22

Prerequisites

  • None

Corequisites

  • None

Excluded Combination of Modules

  • None.

Aims

  • To have a critical understanding of learning and teaching in relation to Special Educational Needs (SEN), Disability and Inclusion.

Content

  • Conceptualisations of SEN and Disability (SEND).
  • Historical and philosophical background to SEN and Inclusion.
  • SEN and Disability within current political and cultural context-Specific documents such as the UK SEN Code of Practice (2014).
  • Evaluating specific practices and interventions in relation to SEN and Disability in education.
  • Critical examination of different disciplinary approaches to SEN, Disability and Inclusion.

Learning Outcomes

Subject-specific Knowledge:
  • 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 the field of SEND;
  • Explain and analyse significant research within the field of SEND and discuss how it informs practice;
Subject-specific Skills:
  • Students will be able to critically reflect on their disciplinary knowledge in relation to special educational needs.
Key Skills:
  • Through their assignment, students will demonstrate the ability to:
  • undertake a search and synthetic review of research literature,
  • summarise and critique research-based literatures;
  • communicate ideas 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

  • This module is taught through lectures, seminars, digital video material and tutorials. Special Education and Disability and inclusion are a broad and complex area of study which can be approached from many disciplinary perspectives. As a result, a range of materials including policy, and multi- disciplinary research will be shared with students as suggested readings. Throughout the module students will also be expected to read and research theirr own particular areas of interest that you will develop, as well as actively pursuing other material to which you will be directed through the virtual learning environment (VLE). Seminars will be centred upon examining key ideas, concept and research whose foci will be a preparation for the assessments in the module.
  • Assessment for this module is in the form of one 5000 word summative assignment. The assignment topic will be provided in the module handbook. Students will be given the opportunity to submit a formative outline of the assignment in preparation for the summative submission.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures 7 1.5 hours 10.5
Seminars 7 2.5 hours 17.5
Preparation & Reading 272
Total 300

Summative Assessment

Component: Assignment Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
Assignment 5,000 words 100% Yes

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