SEN: Teaching and Learning
| Module title | SEN: Teaching and Learning |
|---|---|
| Module code | EFPM270 |
| Academic year | 2024/5 |
| Credits | 30 |
| Module staff | Dr Hannah Anglin-Jaffe (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 12 |
|---|
Module description
The purpose of the module is to explore theory and practice related to the teaching and learning of students with special educational needs and disabilities. There are two interrelating elements to the module: firstly, you will study different theories, concepts and practices such as categorising SEN, pedagogy, assessment, differentiation; 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 a compulsory part of the MA SEN programme. There are no prerequisites for this module.
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. 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 how specialist and mainstream settings meet the needs of learners with special educational needs and disabilities
- 4. demonstrate comprehensive knowledge and understanding of approaches to teaching for diversity (e.g. intervention; differentiation; inclusive pedagogies and personalisation)
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. critically engage with relevant sources of literature and current debates;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 9. synthesise and organise ideas to present a convincing argument
- 10. engage in critical, reflective debate
- 11. consider the application of theoretical ideas, policy positions and research implications to educational practice
- 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 over time, it is envisaged that the syllabus will consider a range of issues that relate to teaching and learning 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)
| 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 | 30 hours tutor led seminars |
| Guided independent study | 170 | Preparatory work for taught seminars (including reading; research tasks; collaborative tasks) |
| Guided independent study | 20 | Completion of formative assignment tasks |
| Guided independent study | 80 | Completion of summative assignment tasks |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written assignment | 1000 words | 1, 2, 5 to 12 | Tutor formative feedback |
| Poster: Types of special educational need poster | Equivalent to 1000 words | 1-12 | Tutor and peer 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 assignment | 100 | 3,500 words | 1-12 | Written 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 assignment 100% | Written assignment (3,500 words) | 1-12 | 6 weeks |
Indicative learning resources - Basic reading
Armstrong, D. and Squires, G. eds. (2012) Contemporary Issues in Special Educational Needs: Considering the Whole Child. Open University.
Cornwall, J., & Graham-Matheson, L. (2012). Leading on Inclusion: Dilemmas, Debates and New Perspectives. Routledge.
De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International journal of inclusive education, 15(3), 331-353.
Farrell, P. and Ainscow, M. (eds) (2002) Making special education inclusive. Fulton.
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. (2015) Special educational needs, inclusion and diversity. 2nd 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.
Graham, L. (Ed.). (2020). Inclusive education for the 21st century: Theory, policy and practice. Routledge.
Hodkinson, A. (2019). Key issues in special educational needs, disability and inclusion. Key Issues in Special Educational Needs, Disability and Inclusion, 1-240.
Lewis, A. and Norwich, B. (2005) (eds) Special teaching for special children? Open University Press.
Nilholm, C. (2021). Research about inclusive education in 2020–How can we improve our theories in order to change practice?. European Journal of Special Needs Education, 36(3), 358-370.
Mitchell, D., & Sutherland, D. (2020). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.
Nind, M., Rix, J., Sheehy, K. and Simmons, K. (2005) Curriculum and pedagogy in inclusive education. Routledge Falmer/Open University
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.
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.
Indicative learning resources - Web based and electronic resources
Department for Education resources and information. http://www.education.gov.uk/childrenandyoungpeople/send
Indicative learning resources - Other resources
Electronic journals:
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
International Journal of Disability, Education and Development
| 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 | 28/02/2013 |
| Last revision date | 02/05/2023 |
