Critical Perspectives in Inclusive and Special Education
| Module title | Critical Perspectives in Inclusive and Special Education |
|---|---|
| Module code | EFPM273 |
| Academic year | 2020/1 |
| Credits | 30 |
| Module staff | Professor Alison Black (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 |
| Number students taking module (anticipated) | 12 |
|---|
Module description
This module provides you with an opportunity to examine in greater depth and with a more critical perspective on the key concepts, aims/values and practices involved in special needs and inclusive education. It will introduce you to different and sometimes contradictory perspectives and so enable you to examine to what extent these perspectives can be reconciled or not. You will also have opportunities to extend and deepen your thinking about these issues through intensive reading, research and collaboration with others
Module aims - intentions of the module
The module aims to enable you to develop the knowledge and skills necessary:
1.To critically examine the concepts of inclusion and special educational needs; their relationship to related concepts (e.g. rights, capabilities) and the implications for the practices of inclusive and special education.
2.To examine the relationships between the general education and specialised/separate systems for children and young people with disabilities and learning difficulties.
3.To explore different models of inclusion and specialised provision beyond the traditional separate special school.
4. To examine broader educational aims and concepts relevant to special needs and inclusive education e.g. autonomy, positive-risk-taking and resilience.
5.To explore the rights, interests and contributions of stakeholders, e.g. Voluntary organisations, professional associations/unions and the children/young people themselves in the governance of provision.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. identify key concepts that underpin understandings of inclusion and special educational needs and propose, with justification, a conceptual framework for how these concepts relate to each other;
- 2. compare and contrast different models of inclusive and special education provision and evaluate the extent to which their aims and philosophies are realised in practice;
- 3. critically evaluate the similarities and differences between different stakeholder perspectives and evaluate the implications for research and practice;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. critically engage in the relationship between the theory and practice of inclusive and special education;
- 5. compare and contrast different perspectives regarding the values, concepts and philosophies regarding inclusive and special education;
- 6. handle relevant sources of literature and engage in current academic and policy debates regarding the design, implementation and evaluation of different models of inclusive and special education;
- 7. construct organised, structured, critically reflective and analytic writing;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. demonstrate critical and analytic thinking;
- 9. demonstrate independent learning, self-management and organisation;
- 10. demonstrate oral and written communication skills;
- 11. demonstrate the ability to locate and use learning resources;
- 12. demonstrate information technology skills;
- 13. demonstrate the ability to work in groups; and
- 14. 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 topics:
How understandings of inclusion and special educational needs vary in different educational, social and healthcare contexts: e.g. social inclusion, digital inclusion;
How the concepts of inclusion and needs relate to wider concepts such as rights, capabilities, resilience, participation, positive-risk taking;
Perceptions and images of ability and disability and implications for practice; and
Rights, interests and contributions of stakeholders.
This module descriptor captures two modes of delivery: campus-based (C) and blended (B). In the Learning and Teaching section below there are two sets of numbers: one pertains to campus-based delivery and one to blended delivery. Students enrolled on the blended mode will be expected to undertake more independent guided study than those on the campus-based mode.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 (C) 14 (B) | 270 (C) 286 (B) | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 30 (C) | 10 x 3 hour seminars |
| Scheduled Learning and Teaching Activities | 14 (B) | 2 x 3 hours campus based workshops; 8 hours giving formative presentation, listening to and providing feedback on others presentations (with (C) students) |
| Guided Independent Study | 16 (B) | 8x1 hour online lectures; 8 hours online directed tasks linked to each lecture |
| Guided Independent Study | 60 (C) 60 (B) | Reading preparation for each seminar 30 hours; Preparation for individual presentation 30 hours. |
| Guided Independent Study | 210 (C) 210 (B) | Literature searching, reading and making notes for preparation for assignment 105 hours; Preparation and drafting of assignment 105 hours |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Individual presentation | 15 minutes | 1-14 | 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 | 100 | 5,000 words | 1-12 | Formal written tutor feedback and grade |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
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 | Written Essay (5000 words) | 1-12 | 6 weeks |
Indicative learning resources - Basic reading
Armstrong, D. (2003) Experiences of special education re-evaluating policy and practice through life stories. London: Routledge.
Armstrong, D. (2005) Reinventing ‘inclusion’: New Labour and the cultural politics of special education. Oxford Review of Education, 31, 1, 135–151
DfES (2004) Removing barriers to achievement. DfES/0117/2004 www.teachernet.gov.uk/wholeschool/sen
Florian, L. (ed) (2007) The Sage handbook of special education. London: Sage.
Black Hawkins,K., Florian, L. and Rouse, M. (2007) Achievementand inclusion in schools. London: RoutledgeFalmer.
Norwich, B. (2013). Addressing tensions and dilemmas in inclusive education. London, Routledge.
OFSTED (2006) Inclusion: Does it matter where pupils are taught?www.ofsted.gov.uk/publications
Rix, J., Simmons, K., Nind, M. and Sheehy, K. (2005) Policy and power in inclusive education. London: RoutledgeFalmer/Open University.
Seale, J., Nind, M. & Simmons, B. (2012): Transforming positive risk taking practices: the possibilities of creativity and resilience in learning disability contexts, Scandinavian Journal of Disability Research, DOI:10.1080/15017419.2012.703967
Thomas, G. and Loxley, A. (2008) Deconstructing special education and constructing inclusion (2nd ed.). Buckingham: OUP.
Thomas, G. and Vaughan, M. (2004) Inclusive education: readings and reflections. Maidenhead: OUP.
Todd, L. (2007) Partnerships for inclusive education: a critical approach to collaborative working. London: Routledge.
Warnock, M. and Norwich, B. (2010) Special educational Needs: a new look. London: Continuum Publishers.
Indicative learning resources - Web based and electronic resources
Electronic Journals:
British Journal of Special Education
Support for Learning
European Journal of Special Needs Education
International Journal of Inclusive Education
Journal of Research in Special Educational Needs
| 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 | 01/09/2009 |
| Last revision date | 01/09/2014 |
