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2017/18 Undergraduate Module Catalogue

EDUC2401 Inclusive Education

20 creditsClass Size: 65

Module manager: Dr Judith Hebron
Email: j.hebron@leeds.ac.uk

Taught: Semester 1 View Timetable

Year running 2017/18

This module is approved as a discovery module

Module summary

This module explores ways in which learning can take place in formal and informal settings and the particular role of educators in the learning process. Two key themes are social inclusion and inclusive education. You will consider how particular groups of learners can become marginalised, categorised and stereotyped and the implications of this for schools and society as a whole. You will be given the opportunity to examine the relationship between special educational needs and disability and evaluate current strategies which aim to promote more inclusive practices. Delivery of the module will be in the form of lectures and supplementary sessions including seminars.

Objectives

The module will
- explore the principles related to teaching and learning in both formal and informal settings;
- identify factors which might marginalise some learners;
- examine the relationship between special educational needs and disability;
- consider the concept of inclusive education and its relationship to broader concepts of social inclusion;
- evaluate strategies which are employed to promote more inclusive practice;
- consider factors which may hinder the development of more inclusive educational practice.

Learning outcomes
On completion of this module, students should have:
- an understanding of principles related to teaching and learning in both formal and informal settings;
- the ability to identify factors which might marginalise some learners;
- a knowledge of the relationship between special educational needs and disability;
- an understanding of the concept of inclusive education and its relationship to broader concepts of social inclusion;
- a critical knowledge of strategies which are employed to promote more inclusive practice;
- an understanding of factors which may hinder the development of more inclusive educational practice.


Syllabus

Students will explore the ways in which learning can take place in formal and informal settings and the role of educators in promoting this. They will consider how particular groups of learners can become marginalised and how such groups may be categorised and stereotyped. Particular attention will be given to the relationship between special educational needs and disability. Students will consider the implications of marginalisation in both educational and wider social settings, and will examine current trends towards inclusive education and social inclusion. They will evaluate current strategies which aim to promote more inclusive practices, with particular references to factors which can inhibit or facilitate inclusion.

Teaching methods

Delivery typeNumberLength hoursStudent hours
Lecture112.0022.00
Seminar51.005.00
Private study hours173.00
Total Contact hours27.00
Total hours (100hr per 10 credits)200.00

Private study

Preparation as follows
50 hours of preparation for lectures and seminars
123 hours preparation for assignments
Individual tutorials as required

Opportunities for Formative Feedback

Progress will be monitored through contributions to lectures/seminars, and assignments.

Methods of assessment


Coursework
Assessment typeNotes% of formal assessment
Essay2,000 words50.00
Total percentage (Assessment Coursework)50.00

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


Exams
Exam typeExam duration% of formal assessment
Open Book exam2 hr 00 mins50.00
Total percentage (Assessment Exams)50.00

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: 14/02/2018

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