Critical Perspectives on Inclusive Education
| Module title | Critical Perspectives on Inclusive Education |
|---|---|
| Module code | EFPM919 |
| 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) | 25 |
|---|
Module description
This module explores inclusive education from a range of critical perspectives. The concepts of inclusion, disability, difference and diversity will be examined and critiqued. Inclusive and special school provision from different global contexts will be studied in depth. Different critical perspectives including: Disability Studies, Globalisation and Inclusive Pedagogy. 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
- To introduce you to a range of critical perspectives on inclusive education which are considered important to international inclusive education research and practice.
- To explore inclusive education from an international and inter-cultural perspective through engagement with research and community educational projects in a range of different contexts.
- To encourage you to critically consider the role which education might play in creating more inclusive education systems.
- To offer you the opportunity to examine the tensions, inequalities and contradictions which might exist in the implementation of inclusive education in different parts of the world.
- To enable you to reflect on your own experience of inclusive education and draw connections with those of different cultures across the world.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate sound understanding of the theories which drive research and practice in inclusive education;
- 2. Demonstrate ability to critically evaluate inclusive and special education practices in different contexts across the world.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Demonstrate ability to understand and communicate key messages from research about inclusive education;
- 4. Apply a systematic approach to the synthesis and analysis of ideas in relation to the field of inclusive education.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. synthesise and organise ideas to present an argument, demonstrating critical and analytical thinking;
- 6. construct organised, structured, critically reflective and analytical writing;
- 7. 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 critical questions such as the following drawn from three overarching themes:
Inclusive Education and Disability Studies
- What do we mean by Critical International Perspectives on Special and Inclusive Education?
- What are the choices and tensions associated with inclusive education?
- How is disability presented in popular culture?
- What is the role of Rights in inclusive education?
Inclusive Education and Globalisation
- Is inclusion a global concern?
- What are the barriers to learning and participation in schooling?
- What can we learn from Indigenous cultures about inclusion?
Inclusive Education and Inclusive Pedagogy
- Does the capability approach address current issues in special and inclusive education field?
- What is the impact of inclusion and exclusion in educational contexts?
- Is Inclusion incompatible with a ‘what works’ culture?
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 | 15 | 10 x 90 minute lectures |
| Scheduled Learning and Teaching Activities | 15 | 10 x 90 minute seminars |
| Scheduled Learning and Teaching Activities | 0.5 | 30 minutes tutor support for assessment |
| Guided Independent Study | 68.5 | 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 |
|---|---|---|---|
| Literature Review and essay plan | (1,500 word equivalent) | 2, 5, 6 & 7 | 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 |
|---|---|---|---|---|
| Written Essay | 100 | 4,000 words | 1-7 | 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 essay | Written essay (4,000 words) | 1-7 | 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 Studies
Informing 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
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 | 17/05/2021 |
| Last revision date | 17/05/2021 |
