Module EDUC3271: RESPONDING TO SPECIAL EDUCATIONAL NEEDS

Department: Education

EDUC3271: RESPONDING TO SPECIAL EDUCATIONAL NEEDS

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To study conceptualisations of special educational needs and the attendant forms of support and intervention.
• To develop an interactive perspective of special needs based on the study of social, psychological and educational perspectives.
• To develop a critical approach to analysing special needs policy and practice.

Content

• BLOCK 1 INTRODUCTION TO SPECIAL EDUCATIONAL NEEDS: What are special educational needs? Current policy and practice including the SEN Revised Code of Practice (2001) and the Disability Discrimination ACT (2002).
• Different models of SEN including social, medical, psychological, educational and interactional models.
• Identifying SEN and IEPs (Individual Education Plans).
• Labelling, The good the bad and the ugly? BLOCK 2 SPECIAL NEEDS A COGNITIVE PERSPECTIVE: Cognitive differences and their educational and social implications.
• Cognitive models of autism.
• Cognitive models of dyslexia.
• BLOCK 3 SPECIAL NEEDS IN A SOCIAL CONTEXT: Researching the perspectives of children with SENs and their parents.
• Using biography and autobiography to understand difference.
• A critical analysis of current educational policy and practice in relation to children with SENs and their parents.
• Theory and practice in relation to 'supporting' parents.
• Assessing and supporting children's self-esteem.
• BLOCK 4 SPECIAL NEEDS AND INCLUSION: The philosophy of inclusion.
• A critical evaluation of inclusive education.
• Inclusive practice in relation to differing SENs.

Learning Outcomes

• Students will be able to demonstrate: A critical understanding of the main models used to characterise special needs.
• An understanding of how special needs are identified.
• An in depth understanding of one or more areas of special need.
• An ability to critically evaluate some of the main forms of intervention.
• An awareness of different approaches to researching special needs.
• A reflective and empathic approach to special needs.
• A critical understanding of current inclusive educational policies and practises.
• An understanding of why it is important to listen to the views of children with special needs and their parents.

• the analysis of complex situations concerning human learning and development in particular contexts, including their own learning;
• the use of examples of the implementation of education policies in practice;
• provision of well argued conclusions relating to significant educational issues;
• to reflect on their own value systems and development;
• to question concepts and theories encountered in their studies of education;
• to interrogate the assumptions underpinning theory and research;

• think critically and independently;
• analyse, synthesise, evaluate and identify problems and solutions;
• acquire complex information of diverse kinds in a structured and systematic way;
• construct and sustain a reasoned argument;
• communicate effectively with appropriate use of specialist vocabulary;
• use ICT and a variety of library and IT resources;
• improve their own learning and performance, including the development of study and research skills, information retrieval, and a capacity to plan and manage learning, and to reflect on their own learning;
• work to deadlines.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The module will be taught through interactive lectures, seminars, group work, tutorials and videos.
• Basic concepts will be introduced in lectures and worked through in seminars, group work and tutorials.
• Students' ability to apply theory to practice will be further extended by video analysis and field work in the form of a school visit.
• A critical understanding of concepts will be tested through an exam and written coursework.
• The coursework will appraise students' ability to examine a specific topic or issue in greater depth.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Feedback on assignment plan.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University