Module and Programme Catalogue

Search site

Find information on

2021/22 Taught Postgraduate Module Catalogue

EDUC5610M Special Educational Needs: Inclusive Approaches

30 creditsClass Size: 35

Module manager: Dr Paula Clarke
Email: p.j.clarke@education.leeds.ac.uk

Taught: Semester 1 (Sep to Jan) View Timetable

Year running 2021/22

Module replaces

EDUC 5804M and EDUC 5808M

This module is not approved as an Elective

Module summary

There is a global trend towards inclusive education for pupils with special educational need and disability (SEND). This module provides you with an opportunity to examine the principles, policies, research and practices linked to inclusive education for learners with SEND. You will study alongside students from many countries, some of whom are experienced in this aspect of education. The module is taught using a combination of lectures, student-led activities and visits to educational settings.

Objectives

The module objectives are to:

- provide an overview of international/national issues in special education, particularly those surrounding integration and inclusion;
- enhance their understanding of the links between research, principles, policy, legislation and practice
- enhance their understanding of the nature and range of special educational needs (and disability)
- enhance their understanding of the principles of an inclusive framework for provision to meet these needs;
- extend their understanding of the principles involved in the cycle of assessment, decision making and review, and in the involvement of pupils, parents and other professionals in this process.

Learning outcomes
The students develop:
- an overview of the principles of research, policy and practice related to SEN(D)
- an understanding of inclusion as having both local and gloval dimension;
- an awareness of the sources of data, information and guidance related to SEN(D) and inclusion; and
- their criticality.


Syllabus

1 Changing concepts of special educational needs and inclusion
Locates SEN and inclusion within the wider, global agendas e.g. EFA.
2 Critical reading in relation to special educational needs and inclusion
The role, nature and value of research; emphasis on interdisciplinary approaches.
3 – 5 The legislative context and the continuum of needs
Student-led presentations on the provision in the countries represented on the progamme. These may continue into later sessions.
Theoretical models related to diversity and provision.
6 The English legislative context
Brief historical overview; critical review of current arrangements; the value of collecting and using data.
7 – 8 Partnership with parents and other professionals in the education process.
Clarify how the term 'parent' can be interpreted; the range of other professionals who can be involved (e.g. teaching assistants); the work of Bronfenbrenner.
9 Pupil perspectives
Valuing pupil perspectives; models of pupil participation (e.g. Hart, Shier); accessing all pupils' views.
10 Monitoring and evaluation at individual, group and school level
Importance of thinking beyond innovation to monitoring and evaluation; the links with the models of difference; a cohesive approach to monitoring and evaluation.
11 Promoting inclusion
The challenges to inclusion; the lever and barriers at various levels; examples of possible strategies.
12 Synthesis and review
Identification and review of key themes; consideration on future development of inclusion; alternative perspectives.

Teaching methods

Due to COVID-19, teaching and assessment activities are being kept under review - see module enrolment pages for information

Delivery typeNumberLength hoursStudent hours
Visit63.0018.00
Lecture122.0024.00
Tutorial20.501.00
Independent online learning hours24.00
Private study hours233.00
Total Contact hours43.00
Total hours (100hr per 10 credits)300.00

Private study

Visits to educational settings: A minimum of six visits are organised to educational setting to consider inclusion in action. They will exemplify different age-ranges, different interpretations of inclusion and extend beyond the school sector.

On-line learning: There is an emphasis within the module of the global nature of inclusion. Therefore each session signposts on-line materials which illustrate this. Students are encourage to extend their research beyond these sources.

Private study: In groups (2 -3) the students create presentations (approx. 15 mins) about inclusion in a country. The aim is that all countries on the module are represented. There is a substantial reading list on the VLE which needs to reflect both the international composition of the cohort and the range of educational settings the students work in.

Opportunities for Formative Feedback

There are two scheduled formative tasks. In the first (Week 4), student identify two definitions of inclusive education and critically review these. Based on the student-led presentation and the taught session, every student produces a piece of writing (300 words) about the country-level commonalities and differences. These are shared with peers who provide positive feedback and the tutor provides individual feedback.
Tutorial are available in relation to both the overall content and the assignment. These may be face to face, by phone or Skype depending on the circumstances of the student.

Methods of assessment

Due to COVID-19, teaching and assessment activities are being kept under review - see module enrolment pages for information


Coursework
Assessment typeNotes% of formal assessment
Assignment1 x 6000 words100.00
Total percentage (Assessment Coursework)100.00

alternative assessment 1 x 3000 Word Essay (50%) 1 x 15-minute Oral Presentation (50%)

Reading list

The reading list is available from the Library website

Last updated: 20/09/2021

Disclaimer

Browse Other Catalogues

Errors, omissions, failed links etc should be notified to the Catalogue Team.PROD

© Copyright Leeds 2019