2017/18 Taught Postgraduate Module Catalogue
EDUC5611M Special Educational Needs: Inclusive Curriculum
30 creditsClass Size: 35
Module manager: Dr Paula Clarke
Taught: Semester 2 View Timetable
Year running 2017/18
Module replacesEDUC5826M, EDUC 5815M
This module is not approved as an Elective
Module summaryFor inclusive education to progress, the curriculum needs to be designed to respond to and celebrate learner diversity. This module gives you an opportunity to explore, alongside students from many countries, the principles, research, policies and practices involved. You will consider both how the curriculum is designed and taught. You will also explore the challenges and opportunities of various curriculum areas including language/communication, mathematics, creative subjects and technology. Some of the sessions consider the needs of particular groups of learners. It is taught through a combination of lectures, student-led presentations and group work.
ObjectivesThe module objectives are to:
• have knowledge and understanding of factors that influence the development of learners;
• have a comprehensive knowledge of the theories and practices of various approaches to teaching children with SEN(D);
• understand the role of interventions within an inclusive curriculum;
• understand assessment and teaching including processes for co-ordinating provision;
• be able to analyse the challenges and potential of a range of curriculum areas (e.g. reading, maths,);
• have an understanding of the links between education and children’s well-being;
• have knowledge of specific topics in the SEN area excluding dyslexia, DCD, autism and ADHD.
The students develop
• an overview of the principles of curriculum design, including interventions, for learners with SEN(D);
• a critical understanding of the role of both learner and teacher characteristics;
• an understanding of inclusion in relation to some curriculum areas, and
• their knowledge of the links between some sub-groups of learners with SEN(D) and the curriculum.
1 Understanding the nature of curriculum
Defining curriculum; the role of curriculum in ameliorating or exacerbating learners’ difficulties; flexibility within curriculum in terms of both content and delivery.
2 Models of teaching and learning
An introduction to different theoretical models of teaching and learning; cognitive-interactionist, social constructivism, behaviourism, ecological framework; including models emphasising interactions between learner and teacher learning processes.
3 Variations amongst teachers and learners
Identifying which characteristics of learners/teachers are salient; values accorded to different learners/curriculum aspects; including diversity awareness in the curriculum.
4 Planning inclusive curriculum
Identification of the potential curriculum planners: achieving an appropriate balance between universal, group and specific elements; curriculum continuity (transition); association between inappropriate curriculum and pupils’ behaviour.
5 Language and communication
A consideration of the language and communication demands of the curriculum; individual differences in language and communication development; specific language impairment; social communication and peer learning; the relationship between language and communication and social and emotional aspects of learning.
The importance of literacy skills within the curriculum; oral language foundations of literacy skills; the relationships between reading and writing skills and experiences; intervention approaches to support learners with literacy difficulties;
Challenges of a hierarchical subject area; cultural views of mathematics; mathematics as language; miscue analysis applied to mathematics and the links to future teaching.
8 The potential role of technology
Defining technology to include low tech and high tech version; education for a technological society, how can the characteristics and potential of technology be linked to pupils characteristics.
9 The potential role of creative area
A consideration of the value of creative opportunities within the curriculum for learners with a wide range of needs and resources; drama; storytelling; music; dance; art; creative experiences to promote inclusion.
10 and 11 Subsets of learners with SEN(D)
3 or 4 groups within the broad category of SEN(D) but excluding dyslexia, DCD, autism and ADHD; links between each of these and curriculum matters; avoiding stereotyping and lowered expectations.
12 Evaluating curriculum provisions and synthesis.
Who should be involved in evaluation and what are realistic measure of success and inclusiveness; synthesis of all the sessions.
|Delivery type||Number||Length hours||Student hours|
|Independent online learning hours||36.00|
|Private study hours||239.00|
|Total Contact hours||25.00|
|Total hours (100hr per 10 credits)||300.00|
Private studyIndependent learning The sessions will provide a range of national international sources but students also need to access the materials from their own country (which may not be in English).
Private study There is a substantial reading list associated with this module and suggested readings in every session. This is to allow student to research different themes within the module. Some of this research underpins their assignment but some material is about developing a more comprehensive understanding of the curriculum and its role in inclusive education.
Opportunities for Formative FeedbackThe two scheduled tutorials provide an opportunity to track progress.
Students are encouraged to contribute to an annotated bibliography on the VLE. This includes the citation of the selected article, the reasons for the selection and a brief critique on substance and/or methodology. These, where appropriate, are grouped around the assignment titles so there is an element of peer support.
More than one member of staff will be involved in teaching this module and there will be regular communication between the tutors.
Methods of assessment
|Assessment type||Notes||% of formal assessment|
|Essay||1 x 6000 word||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 listThe reading list is available from the Library website
Last updated: 22/09/2017
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