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Special Educational Needs: Learning, Teaching and Assessment

Module description

The purpose of the module is to explore theory and practice related to the teaching, learning and assessment of students with special educational needs and disabilities around the world. There are two interrelating elements to the module: firstly, you will study different theories, concepts and practices such as learning theories, pedagogy, assessment, differentiation, curriculum; secondly, you will consider different types of special educational need, for example, dyslexia, learning difficulties, autism. The activities during the module help bring these two aspects together. This module is part of the Special Educational Needs pathway of the MA Ed (online) programme and is completed entirely via distance learning.

Module aims - intentions of the module

The principal aim of this module is to facilitate critical examination of a range of theory and practice related to teaching and learning of students with special educational needs and disabilities in a global context. In relation to these issues, you will consider research, concepts, approaches, policy and issues relevant to the teaching and learning of students with special educational needs and disabilities around the world. You will critically examine conceptions of, and approaches to diagnosis, assessment and intervention, and teaching approaches for a range of specific types of special educational needs/disabilities (e.g. autism, dyslexia, learning difficulties).  You will develop knowledge and understanding of approaches to teaching for diversity (e.g. curriculum models; differentiation and personalisation)

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

• 1. demonstrate a critical understanding of theoretical models of learning and teaching pedagogies applied to the needs of learners with special educational needs and disabilities.
• 2. demonstrate knowledge and understanding of approaches to diagnosis, assessment and intervention and teaching approaches for specific types of special educational needs/disabilities
• 3. demonstrate a critical understanding of current global issues regarding the needs of learners with special educational needs and disabilities
• 4. demonstrate comprehensive knowledge and understanding of approaches to teaching for diversity (e.g. curriculum models; differentiation; inclusive pedagogies and personalisation)

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. critically evaluate research evidence related to special educational needs and disability

ILO: Personal and key skills

On successfully completing the module you will be able to...

• 7. synthesise and organise ideas to present an argument
• 8. engage in critical, reflective debate
• 9. consider the application of theoretical ideas, policy positions and research implications to educational practice
• 10. 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 over time, it is envisaged that the syllabus will consider a range of issues that relate to teaching, learning and assessment for students with special educational needs and disability. The syllabus will consider how theory, research and policy inform the issues. Content is likely to include:

• The diagnosis and assessment of “difference”
• Theories of learning and development applied to teaching and learning of students with special educational needs and disability.
• Special education and inclusive pedagogies
• Interventions for students with special educational needs and disability.
• Approaches to teaching, learning and assessment for learners with particular areas of need.

Learning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

Details of re-assessment (where required by referral or deferral)

Indicative learning resources - Basic reading

• Armstrong, D. and Squires, G. eds. (2012) Contemporary Issues in Special Educational Needs: Considering the Whole Child. Open University.
• Boyle, C. (2014). Labelling in Special Education: Where Do the Benefits Lie? In A. Holliman (Ed.) The Routledge International Companion to Educational Psychology, pp. 213–221. Routledge.
• Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119-135.
• Frederickson, N. and Cline, T. (2009) Special educational needs, inclusion and diversity. 2^nd Edition. Open University Press.
• Garner, P. (2009). Special Educational Needs: the key concepts. Routledge.
• Graham, L. J. (2015). A little learning is a dangerous thing: Factors influencing the increased identification of special educational needs from the perspective of education policy-makers and school practitioners. International Journal of Disability, Development and Education, 62(1), 116-132.
• Hollenweger, J. (2008). Cross-national Comparisons of Special Education Classification Systems. In L. Florian and M.J. McLaughlin (eds) Disability Classification in Education. Sage.
• Lewis, A. and Norwich, B. (2005) (eds) Special teaching for special children? Open University Press.
• Martin-Denham, S. (2015) Teaching children and young people with special educational needs and disabilities. Sage
• Norwich, B., & Eaton, A. (2015). The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties, 20(2), 117-132.
• Payne, R. (2005). Special Education Teacher Shortages: Barriers or Lack of Preparation? International Journal of Special Education, 20(1), 88–91.
• Poole, J. (2003). Dyslexia: A Wider View. The Contribution of an Ecological Paradigm to Current Issues. Educational Research, 45(2), 167–180.
• Raveaud, M. (2005). Hares, tortoises and the social construction of the pupil: differentiated learning in French and English primary schools. British Educational Research Journal, 31(4), 459-479.
• Rix, J., Hall, K., Nind, M., Sheehy, K. and Wearmouth, J. (2009). What Pedagogical Approaches Can Effectively Include Children With Special Educational Needs in Mainstream Classrooms? A Systematic Literature Review. Support for Learning, 24(2), 86–94.
• Taylor, L.J. and Whitehouse, A.J. (2016). Autism Spectrum Disorder, Language Disorder, and Social (Pragmatic) Communication Disorder: Overlaps, Distinguishing Features, and Clinical Implications. Australian Psychologist, 51(4), 287–295.

ELE http://vle.exeter.ac.uk/

Indicative learning resources - Web based and electronic resources

Module Dropbox for sharing resources and materials

Key words search

Learning, theories, global issues in learning