This module focuses on identifying learner needs and how these might be best supported. You will consider how approaches to learning can be adapted to address and support issues relating to special education needs and differentiation within your own practice. You will examine theory relating to inclusion to gain an understanding of the principles of catering for the unique needs of the individual learner in terms of race, ethnicity, diversity, disability and lifestyle; creating an enabling environment for them to learn.

Create/develop a resource for a core subjects in your practice such as English/STEAM1. This resource should be suitable for a specific individual.

A photograph of the resource should be included. A pen portrait of the specific individual should be included to support your justification.

Write a report which justifies the development and evaluates the impact of the resource. Illustrate how it has been/might be adapted to meet differing needs and/or educational contexts.

A pen portrait of the specific individual should be included to support your justification.

Science, Technology, Engineering, Art and Mathematics.

The teaching, learning and assessment strategy has been carefully developed for this module. It recognises that you come to the programme through a different route to “traditional” students and your learning needs to be supported, in a different way. We recognise that you bring with you a wealth of practical experience and detailed knowledge of specific contexts to share with others, and this vast pool of practical experience will be used to promote discussion and debate, which will build upon existing knowledge to encourage reflection and critical thought. The methods are designed to provide practical contexts for the analysis of contemporary issues and problems of a practical nature. The following strategies will be adopted to ensure that students have a supportive teaching and learning environment, providing a range of learning opportunities. A blended learning approach will provide both face-to-face and virtual opportunities.

Work Related Learning – You will be required to reflect on values, practices, assumptions and work-place policies. Work-based activities help students to establish connections between the workplace and issues raised by the programme.

Lectures - You will be given lectures which will provide theoretical underpinning on key educational concepts. These may take the form of face-to-face, digital or virtual sessions, dependent on the Blended Learning policy.

Tutorials – You will be given the opportunity to discuss work-related and academic concerns in small group tutorials and individual tutorials. This will support the development of theoretical understanding.

Guided reading and supported self-study – You will be provided with book lists and reading tasks in order to enable you to engage with relevant and appropriate debates.

This module will also provide opportunities for you to:

work with others

develop interpersonal skills

demonstrate the capacity to plan, share goals, and work as a member of a team

communicate and present oral and written arguments

Your College VLE will be used as a support resource for candidates by providing flexible learning, especially during reading week with access to materials on-line to enable candidates to manage their time more effectively and to improve staff/ student communication through bulletin boards. Your VLE will enable you to have access to course materials, lecture notes, PowerPoint presentations and reading lists, to enable you to manage your time more effectively. Your VLE offers opportunities to engage in group work and independent learning by the use of such things as synchronous/asynchronous discussion boards, video links, blogs and wikis.

Demonstrate knowledge and develop lines of argument regarding the underlying concepts and principles of issues relating to inclusion.

Evaluate and interpret concepts underlying good practice in the designing and development of a resource to meet the needs of an individual learner.

Evaluate the impact of the resource and propose further developments.

Unless otherwise stated, all books are available online through Staffordshire University library website when logged in using your university username and password. If you have difficulty accessing these, please contact the University library. There is also an online reading list for each module on this course. To access this, go to http://staffs.rebuslist.com/ and then type in the module code in the search box. Do not worry if this list seems excessively long. You may wish to focus on texts which are most relevant to your education sector. This module covers a wide range of texts and you may find that you only need to read short sections of the texts listed (or from other texts that you may find in libraries or journals). Your tutor will also advise you on the relevant texts and sections of texts to read. Remember that it is important to show you have considered views from a wide range of sources. When referring to texts in your assignment, always use https://libguides.staffs.ac.uk/refzone for guidance. There are many versions of Harvard referencing systems in use around the world, but for Staffordshire University, Refzone Harvard system is the only correct method to use.

Study skills:

For guidance on academic writing, remember that the Staffordshire University library holds a wealth of resources to support study skills at https://libguides.staffs.ac.uk/study-skills. The study skills team can also provide 1 to 1 support.

Suggested texts:

Bedford, D. and Wilson, E., (2013), Study Skills for Foundation Degrees (2nd Ed.), Abingdon: Routledge

Bolton, G. and Delderfield, R. (2018) reflective Practice: writing and professional development. London. Sage.

Cottrell, S., (2011), Critical Thinking Skills: Developing Effective Analysis and Argument, Basingstoke: Palgrave.

Greasley, P. (2016) Doing Essays and assignments: essential tips for students (2nd Edition) London. Sage.

Weyers, J & McMillan, K. (2011) How to Write Essays and Assignments (2nd Edition)

VLE Resources

Your College VLE will be used as a support resource for candidates by providing flexible learning, especially during reading week with access to materials on-line to enable candidates to manage their time more effectively and to improve staff/ student communication through bulletin boards. Your VLE will enable you to have access to course materials, lecture notes, PowerPoint presentations and reading lists, to enable you to manage your time more effectively. Your VLE offers opportunities to engage in group work and independent learning by the use of such things as synchronous/asynchronous discussion boards, video links, blogs and wikis.

Borkett, P. (2018) Cultural Diversity and Inclusion in Early Education. London. Routledge.

Musgrave, J. (2017) Supporting Children’s health & Well-being. London. Sage.

Wearmouth, J. (2017) Special Educational Needs and Disabilities in Schools – a critical introduction. London. Bloomsbury

Pearson, S. Rethinking Children and Inclusive education – opportunities and complexities. London. Bloomsbury.

Suggested texts:

Martin-Denham, S. Ed. (2015) Teaching Children & Young People with special Educational Needs & Disabilities. London. Sage.

Dowling, M. (2014) Young Children’s Personal, Social and Emotional Development (4th Edition). London. Sage.

Glazzard, J., Potter, M. and Stones, S. (2019) Meeting the mental health needs of young children 0 – 5 years. St. Albans. Critical Publishing.

Hall, F., Hindmarch, D., Hoy, D. and Machin, L. (2015) Supporting Primary Teaching and Learning. Northwich. Critical Publishing.

Lindon, J. (2012) Equality and Inclusion in Early Childhood (2nd Edition). Abingdon. Hodder Education.

Tutt, R. and Williams, P. (2015) The SEND code of practice – policy, provision & practice. London. Sage.