The learning strategies will require students to commit 300 learning hours of which 60 hours will consist of contact time (3x20).
The teaching strategies will employ a range of methods, including lectures, seminars, one to one tutorials, presentations and case study observations. Peer group discussion will allow students to share ideas and experiences and will encourage reflection and evaluation.

A key aspect of the learning strategy for this module is the direct involvement of employers and work based learning. This is particularly effective as it give students realistic, hands on experiences and develops skills relevant to the employers needs. Work based learning can be for the work place or in the work place. Students may need guidance from their employers to select appropriate research topics.

DfES, (2001), Special Educational Needs Code of Practice, London, DfES
Lindon, J., (2006), Equality in Early Childhood, Oxon, Hodder and Arnold.
Nutbrown C., Clough, P., (2006), Inclusion in the Early Years, London, Sage
Pugh, G. and Duffy, B., (2006) Contemporary Issues in Early Years, London, Sage Publications.
Roberts-Holmes, G., (2005), Doing Your Early Years Research Project, London, PCP

Multi media classroom resources, learning resource centre, internet and access to tutor

Summative Assessment

Critique of a given academic journal paper / article. 3,000 words (Weighting 100%)
(LOs 1 - 4)

Formative Assessment will take place throughout the module in the form of informal observations, questioning, discussion, group work and attendance monitoring. Regular feedback, from the module tutor and through the personal tutor system, will take place. Plans for the critique will be required at appropriate times throughout the module.

The module will examine changing concepts of 'inclusivity', looking at a variety of reports and legislative documents. Students will review the impact of special educational needs on individuals and families, the Common Assessment Framework and the support systems in place.

Students will have an understanding of the principles of catering for the individual needs of the child and responding to diversity of culture, race, ethnicity, gender, ability, disability and lifestyle etc.

Students will examine the development of values, beliefs and stereotypes and how these can be overcome by building an inclusive and tolerant environment.

Students will examine a range of specialist support agencies and multi-agency working, reviewing the roles of different professionals within statutory and voluntary services.

The module will explore ways of working with the child and their parents/guardians in the planning, writing and implementation of IEPs. A positive and holistic approach to the concept of individual plans will be encouraged with an emphasis upon the 'unique child'.

Students will evaluate the impact of the Warnock Report (1978), and subsequent criticisms of this report, and to the Code of Practice (1994 and 2001).

Students will evaluate a range of research methods and the nature of enquiry; they will explore the ethics of education and social research and will prepare a framework for planning research.