Department of Education, Unit Catalogue 2009/10 |
ED50407: Policy and practice in inclusive and special education |
 Credits:
| 12 |
| Level:
| Masters |
| Period: | Modular (no specific semester) |
| Assessment:
| CW100 |
| Supplementary Assessment: | Supplementary assessment information not currently available (this will be added shortly) |
| Requisites:
| |
| Description: | Aims: * To promote critical engagement with the literature (research, policy and theory) and an analysis of the implications for developing policies and practices; * To promote an understanding of the concepts of inclusion and special education, different models of provision and the issues arising from these; * To analyse the relationship between assessment, identification and the formulation of provision; * To analyse the contribution of different theoretical positions to an understanding of individual differences, and the implications for policy and practice; * To analyse and evaluate pedagogic practices that support learners with special educational needs. Learning Outcomes: Having studied this unit, participants will be able to: * Critically engage with the literature on inclusive and special education; * Understand the values and assumptions that underpin different models of provision; * Critically engage with a range of approaches to assessment and identification and the implications for formulating provision; * Understand a range of theoretical positions to understanding difficulties in learning; * Analyse the strengths and limitations of provision within the context of the strengths and needs of individuals or groups of students with special educational needs (SEN) and suggest developments for organisational policy and practice. Skills: Independent learning (F) Contribute to debate in the field of special and inclusive education (F/A) Problem identification, analysis and solving (F/A) Critical Reasoning (F/A) Individual research and reflection (F/A) Critically evaluate own performance (F) Written communication (A) Key Skills: Make critical use of the literature on inclusive and special education (T/F/A) Make critical use of experience in the field of inclusive and special provision (F/A) Analyse interpret and critique findings and arguments (T/F/A) Select and justify the focus, scope and methodology of a research based case study (T/F/A) Review, employ and critically engage with an appropriate literature through the development of a case study (T/F/A) Critically evaluate evidence in relation to research, theory and policy to make informed judgements (T/F/A) Demonstrate self-direction and originality in tackling and solving problems (F/A) Recognize and responding to changing demands (F/A) Initiate change in practice (F/A) Evaluate their own academic and professional learning (F/A) Manage time, prioritize workloads and recognize and manage personal emotions and stress (F/A) Develop new or higher level skills, for example in information technology (F) Content: Definitions, values and models of provision - issues and challenges Ways of conceptualising language and terminology for difficulties in learning; Disability equality legislation and guidance and its implications for educational organisations; Identification, assessment and the formulation of provision Student contribution to assessment and learning processes and practices for self-assessment Classroom and pedagogic practices: evidence and debate on specialist pedagogies or adaptations to regular practice and language in the classroom Challenges to research in SEN, developing and using participatory approaches to inform policies and practices Analysis of case studies of groups and individuals; collection and analysis of evidence to inform provision. |