International Perspectives: Inclusion, Disability and Diversity
| Module title | International Perspectives: Inclusion, Disability and Diversity |
|---|---|
| Module code | EFPM272 |
| Academic year | 2019/0 |
| Credits | 30 |
| Module staff | Dr Hannah Anglin-Jaffe (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 |
| Number students taking module (anticipated) | 15 |
|---|
Module description
This module looks at the concepts of inclusion, disability, difference and diversity in socio-political and historical contexts. International frameworks (e.g. UNESCO) and the concept of globalization are examined. Understandings and provision in relation to inclusive education in different countries are studied. You are encouraged to reflect upon the development of inclusive systems in your own countries as well as considering a range of international perspectives.
Module aims - intentions of the module
-
To critically examine historical processes in the international emergence of inclusion as a product of socio-political, economic, cultural and educational changes
-
To critically examine key concepts of inclusion, disability, difference and diversity in socio-political and historical contexts
-
To demonstrate critical understanding of legislative frameworks and provision in different countries in relation to inclusive education systems
-
To problematise the socio-political, economic and cultural barriers to the development of inclusive systems
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate a systematic understanding of knowledge and critical awareness of international comparative frameworks of inclusion
- 2. Demonstrate a critical understanding of key concepts of inclusion, disability, difference and diversity
- 3. Demonstrate knowledge and understanding of legislative frameworks and provision in relation to inclusive education systems internationally
- 4. Demonstrate a critical awareness of socio-political, economic and cultural barriers to the development of inclusive systems
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Critically engage in the relationship between theory and practice
- 6. Problematise practice in terms of disability/difference/special educational needs/inclusion
- 7. Compare and contrast different perspectives
- 8. Handle relevant sources of literature and engage in current debates
- 9. Construct organised, structured, critically reflective and analytic writing
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 10. Demonstrate critical and analytic thinking
- 11. Demonstrate independent learning, self-management and organisation
- 12. Demonstrate oral and written communication skills
- 13. Demonstrate the ability to locate and use learning resources
- 14. Demonstrate information technology skills
- 15. Demonstrate the ability to work in groups
- 16. Demonstrate the ability to problem solve
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following key areas:
- Historical perspectives – institutionalisation, civil rights and emerging concepts of SEN internationally
- Segregation, integration, inclusion and exclusion
- Inclusion as a globalised project – problems of comparison
- Policy and legislative systems, role of UNESCO, EU
- Decision making in inclusive systems
- Concepts of disability, difference and diversity
- Impacts of inclusion – societal
- Inclusion for all? Minorities and systems.
- Children and parents – agency, participation, power
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 270 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching activities | 30 | 10 x 3 hour seminars |
| Guided independent study | 10 | Preparation for seminars |
| Guided independent study | 30 | Directed formative activity: Research and preparation for individual presentation on inclusion in students own country/context |
| Guided independent study | 100 | Carrying out literature review and other research activity for first written summative assignment. |
| Guided independent study | 130 | Carrying out literature review and other research activity for second written summative assignment. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Individual presentation | 10 mins + 5 mins Q+A (2000 word equivalent) | 1, 4-8, 10-16 | Tutor and peer oral feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written essay 1 | 45 | 2500 words | 1-14 | Formal written tutor feedback and grade |
| Written essay 2 | 55 | 3000 words | 1-14 | Formal written tutor feedback and grade |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written essay 1 | Written essay 1 (2500 words) | 1-14 | 6 weeks |
| Written essay 2 | Written essay 2 (3000 words) | 1-14 | 6 weeks |
Indicative learning resources - Basic reading
* Armstrong, A. C., Armstrong, D. and Spandagou, I. (2010) Inclusive Education, International Policy and Practice. London: Sage. 371.9046 ARM CORE TEXT
Booth, T. and Ainscow, M. (2011) The Index for Inclusion. Bristol: CSIE.
Corker, M. and Shakespeare, T. eds. (2002) Disability/ Postmodernity: Embodying Disability Theory London: Continuum.
Engelbrecht, P. Oswald M. and Forlin, C. (2006) ‘Promoting the implementation of inclusive education in primary schools in South Africa’ British Journal of Special Education, 33 (3): 121-129.
Freire, P. (1985) The politics of education: Culture power and liberation, London: Macmillan.
Grimes, P. (2009) A Quality Education For All: A History of the Lao PDR Inclusive Education Project 1993-2009. Lao PDR: Save the Children Norway.
Miles, S. and Singal, N. (2010) The Education for All and inclusive education debate: conflict, contradiction or opportunity?, International Journal of Inclusive Education, 14, (1): 1 -15.
Rustemier, S. and Booth, (2005) T. Learning about the index in use: a study of the use of the Index for Inclusion in schools and LEAs in England. Bristol: CSIE, p.5.
Shakespeare, T. (2006) Disability Rights and Wrongs Abingdon: Routledge.
United Nations (2006) Convention on the Rights of Persons with Disabilities and Optional Protocol. New York: United Nations.
UNESCO (1998) Inclusive Education on the Agenda. http://www.eenet.org.uk/bibliog/unespubs.shtml.
UNESCO (2010) Education For All Global Monitoring Report: Reaching the Marginalized (Summary). Paris: UNESCO.
Wertheimer, A. (1997) Inclusive Education: A Framework for Change. National and International Perspectives. Bristol: Centre for Studies on Inclusive Education.
International Journal of Inclusive Education, Special Edition, 18, 10 (2014).
Indicative learning resources - Web based and electronic resources
ELE – ( http://vle.exeter.ac.uk/ )
Enabling Education Network: http://www.eenet.org.uk/
UNESCO 2008 world conference on inclusive education national reports:
http://www.ibe.unesco.org/en/ibedocs/national-reports
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | none |
| Module co-requisites | none |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 31/01/2013 |
| Last revision date | 09/07/2018 |