SEN Organisational Contexts
| Module title | SEN Organisational Contexts |
|---|---|
| Module code | EFPM278 |
| Academic year | 2023/4 |
| Credits | 30 |
| Module staff | Dr Eleni Dimitrellou (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 | 5 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
This is the first of two linked modules concerned with special educational needs co-ordination in schools and other educational settings. The general aim of this module and the second module - EFPM279 SEN: Leading on teaching and learning - is to equip you, as a Special Educational Needs Coordinator (SENCO), to have the knowledge, understanding and skills to carry out this role effectively. Successful completion of EFPM278 andEFPM279, alongside meeting the SENCO Learning Outcomes through EFPM285, leads to the National Award for SEN Coordination. This module focuses on the organisational context for SEN in schools and other educational settings, for example, legislation, funding systems, national, local and setting level policy. Module EFPM279 SEN: Leading on teaching and learning is a co-requisite.
Module aims - intentions of the module
Both the EFPM278 and EFPM279 modules reflect the overall course aims:
- to increase the participation of children and young people with special educational needs and/or disabilities (SEND) and raise their achievement, through developing SENCOs' professional attributes and improving their knowledge, understanding and skills;
- to prepare SENCOs to lead teaching and learning and the provision for children and young people in their school or other educational setting who have SEND; and
- to provide opportunities for SENCOs to share good practice and reflect critically and actively on their own role and practice.
Each module has a distinctive focus and set of aims. With regard to this module, the aims are:
- to develop your knowledge and understanding of statutory and regulatory frameworks and relevant developments at local and national level;
- to apply this knowledge and understanding to strategic leadership and development of SEND policy and procedures in your own educational setting (e.g. school, college);
- to develop your knowledge and understanding of the roles and responsibilities in developing and implementing a whole educational setting SEND policy (communicating and collaborating effectively with internal and external staff, contributing to professional development of staff); and
- to develop practical knowledge of identification and planning of resources in relation to setting’s SEND policy.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate comprehensive knowledge of the statutory and regulatory context for SEN and Disability Equality;
- 2. demonstrate comprehensive knowledge and understand the implications of the principles and practice of leadership in different contexts;
- 3. work strategically with senior colleagues and governors (or equivalent) to lead ethos and policy;
- 4. lead, develop and, where necessary, challenge senior leaders, colleagues and governors in relation to statutory responsibilities, professional development and staff deployment;
- 5. demonstrate systematic knowledge and critical skills in the collection, analysis and use of data at a strategic and organisational level;
- 6. demonstrate that you know how to draw upon external sources of support and expertise;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 7. critically engage in the relationship between educational theory and practice;
- 8. compare and contrast different educational perspectives;
- 9. handle relevant sources of literature and engage in current educational debates;
- 10. construct organised, structured, critically reflective and analytic writing on educational issues;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 11. demonstrate critical and analytic thinking;
- 12. demonstrate the skills of independent learning, self-management and organisation;
- 13. demonstrate oral and written communication skills;
- 14. locate and use learning resources;
- 15. demonstrate information technology skills;
- 16. work in groups; and
- 17. problem solve.
Syllabus plan
The content of this syllabus plan is related to the syllabus plan in the related module EFPM279 SEN: Leading on teaching and learning. Some aspects of the content are common to both modules. All aspects of the module relate to the critical use of research and inspection evidence about effective practice. 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:
- Relevant SEN and disability education, health and social care legislation, guidance, agendas, regulations, OFSTED frameworks and statutory processes
- SEND funding – national and local models and contexts
- SEN systems, policies, priorities and practices, including statutory responsibilities, in your own setting/context
- Leadership – characteristics and professional qualities of effective leadership
- External agencies and support
- Data (national, local and setting level), accountability, protection, collecting, analysing and interpreting.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 21 | 279 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 18 | Lectures and seminars led by module tutors and guest speakers over 3 contact days |
| Scheduled Learning and Teaching Activities | 3 | Tutorials with local module tutor face to face or virtual. You will discuss your 3 individual mini-assignments with your local module tutor. Your local module tutor will also provide you with feedback on a draft of these assignments. |
| Guided independent study | 3 | You will need to prepare for each contact day with directed activities and reading as indicated on ele. |
| Guided independent study | 30 | Reading and research around a government report, then writing a critical review of one government report in a specific area |
| Guided independent study | 100 | Reading and research around self- directed study one aspect of your school SEN data, then writing assignment on critical reflection on the use and understanding of (your school) SEN data |
| Guided independent study | 146 | Reading and research for small scale evaluative study, then writing evaluative study assignment |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Critical discussion of set readings and practical tasks | Equivalent to 2500 words | 1-2, 7-9, 11-14, 16-17 | 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 |
|---|---|---|---|---|
| Portfolio, consisting of the following three elements, with indicative weightings of their contribution to the overall assessment mark: | 0 | All 3 elements of the proposal are submitted together and will receive an overall grade and feedback | ||
| Critical review of a specific national policy/ government document or research report in the field of SEND in relation to your role as a SENCO | 20 | 1,000 words | 1-6 (depending on choice of report), 7-15 | Formal written tutor feedback and grade |
| Written assignment - Small scale evaluative study | 50 | 2,500 words | 1, 2-6 (depending on choice of focus), 7-15, 17 | Formal written tutor feedback and grade |
| Critical written reflection on the use and understanding of one aspect of existing data relating to SEND | 30 | 1,500 words | 5, 7-15 | Formal written tutor feedback and grade |
| 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 |
|---|---|---|---|
| Portfolio, consisting of the following three elements, with indicative weightings of their contribution to the overall assessment mark in brackets: | All 3 elements of the proposal are submitted together and will receive an overall grade and feedback | ||
| Critical review (20%) | Critical review (1,000 words) | 1-6 (depending on choice of report), 7-15 | 6 weeks |
| Written assignment - Small scale evaluative study (50%) | Written assignment - Small scale evaluative study (2,500 words) | 1, 2-6 (depending on choice of focus), 7-15, 17 | 6 weeks |
| Critical written reflection (30%) | Critical written reflection (1,500 words) | 5, 7-15 | 6 weeks |
Indicative learning resources - Basic reading
DfE (2015) SEN Code of Practice 0-25 [online] Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf
Hallett, F. and Hallett, G. (eds) (2010) Transforming the role of the SENCO: Achieving the National Award for SEN Coordination. Buckingham: Open University Press
Wearmouth, J. (2016) Effective SENCO: Meeting the challenge. Maidenhead: Open University Press
Indicative learning resources - Web based and electronic resources
DfE SEN pages
www.education.gov.uk/schools/pupilsupport/sen
Nasen (National Association of Special Educational Needs)
www.nasen.org.uk
Training materials for teachers of learners with severe, profound and complex learning difficulties
https://www.gov.uk/government/publications/teaching-pupils-with-special-educational-needs-and-disabilities-send/training-modules-and-resources-for-teaching-send-pupils
Advanced training materials for autism; dyslexia; speech, language and communication; emotional, social andbehavioural difficulties; moderate learning difficulties https://www.gov.uk/government/publications/teaching-pupils-with-special-educational-needs-and-disabilities-send/training-modules-and-resources-for-teaching-send-pupils
Inclusion Development Programme
http://www.idponline.org.uk/
SEN Policy Research Forum
http://www.sen-policyforum.org.uk/
Council for Disabled Children
http://www.councilfordisabledchildren.org.uk/
Indicative learning resources - Other resources
British Journal of Special Education
Support for Learning
European Journal of Special Needs Education
Journal of Research in Special Educational Needs
International Journal of Inclusive Education
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | EFPM279 SEN: Leading on Teaching and Learning |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Last revision date | 13/7/2014 |
