Special Educational Needs, Inclusion, Disability: Critical Perspectives
| Module title | Special Educational Needs, Inclusion, Disability: Critical Perspectives |
|---|---|
| Module code | EFPM915 |
| Academic year | 2020/1 |
| Credits | 30 |
| Module staff | Dr Hannah Anglin-Jaffe (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 25 |
|---|
Module description
This module looks in depth and with a critical perspective at the key concepts, theories, aims, values, and practices involved in special and inclusive education within a variety of international socio-political and historical contexts. The concepts of inclusion, disability, difference and diversity will be examined and a range of sometimes contradictory perspectives will be introduced, questioning to what extent these perspectives can be reconciled or not. Understandings and provision in relation to special and inclusive education in different countries will be considered. You will be encouraged to reflect upon the development of special and inclusive education systems in your own countries as well as considering a range of international and global perspectives.
Module aims - intentions of the module
The aims of the module are to enable you to:
- critically examine the concepts of inclusion and special educational needs, their relationship to related concepts (e.g. disability, diversity, rights) and implications for the practices of inclusive and special education within a variety of international and historical contexts;
- become aware of different and sometimes contradictory perspectives on inclusion and special educational needs, and related concepts, and to question to what extent these perspectives can be reconciled or not, problematising socio-political, economic and cultural barriers to the development of inclusive systems;
- explore different models of inclusion and specialised provision, including legislative frameworks and provision in different countries, and examine the relationships between the general education and specialised/separate systems for children and young people with disabilities and learning difficulties;
- critically examine historical processes in the international emergence of inclusion as a product of socio-political, economic, cultural and educational changes.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Identify, and demonstrate a critical understanding of key concepts that underpin understandings of inclusion and special educational needs (e.g. disability, difference, diversity, rights, capabilities)
- 2. Compare and contrast different models of inclusive and special education provision and international comparative frameworks of inclusion
- 3. Demonstrate knowledge and understanding of legislative frameworks and provision in relation to inclusive education systems internationally, as well as a critical awareness of socio-political, economic and cultural barriers to the development of inclusive systems
- 4. 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...
- 5. Consider and critically engage with ideas concerning the relationship between the theory, research, policy and practice in inclusive and special education
- 6. Compare and contrast different perspectives regarding the values and conceptions of inclusive and special education
- 7. Critically reflect upon and evaluate your own (and others) understandings of current issues and debates regarding different models of inclusive and special education
- 8. Problematise theoretical understandings and enacted practice in terms of disability/difference/special educational needs/inclusion
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 9. Synthesise and organise ideas to present an argument, demonstrating critical and analytic thinking.
- 10. Construct organised, structured, critically reflective and analytic writing
- 11. Present ideas and engage in critical reflective debate.
- 12. Undertake both directed and independent study to recognise, justify and analyse key ideas in the literature and relate these to research, theory, policy and practice
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover the following topics:
- How understandings of special and inclusive education vary in different of international socio-political and historical contexts.
- Concepts of inclusion and special educational needs and the relationship with wider concepts such as rights, capabilities, diversity, disability, difference.
- Perceptions, models and images of ability and disability and implications for theory and practice.
- Historical perspectives – institutionalisation, civil rights and emerging concepts of SEN and inclusion internationally.
- Inclusion as a globalised project – problems of comparison.
- Policy and legislative systems, eg role of UNESCO, EU.
- Decision making in inclusive systems.
- Inclusion for all? Minorities, impacts and systems.
- Rights, interests and contributions of stakeholders – 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 |
|---|---|---|
| 30.5 | 269.5 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 30 | 10 x 3 hours seminars |
| Scheduled Learning and Teaching Activities | 0.5 | 0.5 tutor support for assessment |
| Guided Independent Study | 3 | Completion of prior knowledge and experience audit |
| Guided Independent Study | 65.5 | Preparatory work for taught seminars (including reading; research tasks; collaborative tasks) |
| Guided Independent Study | 76 | Completion of formative assignment tasks |
| Guided Independent Study | 125 | Completion of summative assignment tasks |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Essay | 2,500 words | 3, 5, 7, 9-12 | Written tutor 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 |
|---|---|---|---|---|
| Essay | 100 | 5,000 words | 1-12 | Written 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 |
|---|---|---|---|
| Essay | Essay (5,000 words) | 1-12 | 6 Weeks |
Indicative learning resources - Basic reading
Core Text
Lawrence-Brown, D., & Sapon-Shevin, M. (2015). Condition critical—Key principles for equitable and inclusive education. Teachers College Press.
Inclusive Education and Disability StudiesRInforming educational approaches based on an understanding of individual needs. Educational & Child Psychology. 34 (4) 30-39.ees, K. (2017) Models of disability and the categorisation of learners with severe and profound learning difficulties: Informing educational approaches based on an understanding of individual needs. Educational & Child Psychology. 34 (4) 30-39.
Reindal, S. M. (2008). A social relational model of disability: a theoretical framework for special needs education?. European Journal of Special Needs Education, 23(2), 135-146.
Runswick-Cole, K. & Hodge, N. (2009). Needs or rights? A challenge to the discourse of special education. British Journal of Special Education, 36(4), 198-203.
Inclusive Education and Globalisation
Artiles, A. J., & Dyson, A. (2005). Inclusive education in the globalization age. Contextualizing inclusive education, 37-62., A. J., & Dyson, A. (2005). Inclusive education in the globalization age. Contextualizing inclusive education, 37-62.
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.
Srivastava M. Boerb, A. and Pijl, S. J. (2015) Inclusive education in developing countries: a closer look at its implementation in the last 10 years. Education Review, 67 (2): 179–195.
UNESCO (2020) Inclusive education: children with disabilities, Paper commissioned for the 2020 Global Education Monitoring Report, Inclusion and education, Paris: UNESCO.
Inclusive Education and Inclusive Pedagogy
Felder, F. (2018). The Value of Inclusion. Journal of Philosophy of Education, 52(1), 54-70.
Norwich, B. (2013). Addressing tensions and dilemmas in inclusive education. London, Routledge.
Qvortrup, A., & Qvortrup, L. (2017). Inclusion: Dimensions of inclusion in education. International Journal of Inclusive Education.1-15.
Slee, Roger. The irregular school: Exclusion, schooling and inclusive education. Taylor & Francis, 2011.
Indicative learning resources - Web based and electronic resources
Enabling Education Network: http://www.eenet.org.uk/
CSIE (Centre for Studies in Inclusive Education) http://www.csie.org.uk/
| 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 | 24/05/2018 |
| Last revision date | 26/08/20 |