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2013/14 Taught Postgraduate Module Catalogue

EDUC5830M Special Needs Coordination 1a

30 credits

Module manager: Sue Pearson
Email: s.e.pearson@education.leeds.ac.uk

Taught: Semester 1 (Sep to Jan) View Timetable

Year running 2013/14

Pre-requisite qualifications

Qualified Teacher Status and completion of induction period.

Co-requisites

EDUC5831M

Special Needs Coordination 2a

This module is mutually exclusive with

EDUC5832M

Special Needs Coordination 1b

This module is not approved as an Elective

Objectives

On completion of this module, students should be able to:
- demonstrate an understanding of the concept and nature of the role of SENCO;
- identify and show understanding of the policy context (e.g. Every Child Matters) and also the policy and guidance related to Special Educational Needs;
- evaluate and analyse critically their schools current SEN policy and provision;
- demonstrate understanding of the roles of the various stakeholders (e.g. parents, governors);
- develop an action plan to enhance the current provision in their school.

Learning outcomes
- Statutory and regulatory frameworks and relevant developments at national and local level.
- Areas of need set out in SEN Code of Practice.
- Working strategically with colleagues and governors.
- Strategies for improving outcomes for pupils with SEN and/or disabilities.

Syllabus

1. Concepts of inclusion and its relationship with school culture/ethos.
2. Legal and policy context at national and local level emphasising the Every Child Matters agenda and legislation and the guidance linked to SEN/disability.
3. The SEN policy as a strategic tool within educational settings.
4. The roles and responsibilities of the SENCO including information sharing.
5. The roles and responsibilities of other staff in the school including the SENCO's role in delegating tasks, deploying staff and continuing professional development.
6. The role of the Governing body in relation to developing inclusive practices within the context of Every Child Matters.
7. Developing effective links with other professionals including extended services, parent partnership and pupil participation.
8. Innovation and change in schools including the value of action planning and linking role of SENCO with the school's development plan.
9. Managing the available information including data analysis.
10. Links with provisions in other phases and schools within the same phase.

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	8	3.00	24.00
Tutorial	3	2.00	6.00
Private study hours			270.00
Total Contact hours			30.00
Total hours (100hr per 10 credits)			300.00

Private study

An early session of the module will introduce the students to the library, facilities of the university and the VLE.

- 6 hours reading and preparation for each session = 48 hours
- 6 hours per session school-based activities = 48 hours
(For each session, there will be school-based preparatory and follow-up activities. These may involved some school-based gathering of data or reflection on policy, guidance or current practices)

- 74 hours networking, largely through the VLE, with other SENCOs and LA staff.
- 100 hours assignment preparation (identifying key issues, literature review, gathering data, analysing data, developing line of argument).

Where students are able to demonstrate that they have achieved the outcomes of a particular session, it will be possible for them to substitute the session with a visit to school or educational setting.

Opportunities for Formative Feedback

A visit by staff from either the university or the LA will be made to the course participant in their school at the end of the module. The format of the visit will normally involve meeting the course participant and their line manager.
- The LA personnel will have a role in providing in-school support.
- A document providing guidance about roles and responsibilities of the LA, the HEI, the school and the participant will clarify expectations.
- The equivalent of three 2- hour tutorials will be available for each student.
- All course participants will have an academic tutor.
- All students will have access to the full range of university-based support and guidance.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	6,000 words	100.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 07/05/2014

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