Cline, T and Frederickson, N., (2009) Special Educational Needs, Inclusion and Diversity (2nd ed), Maidenhead, OUP.

Gravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector (Second Edition) learning matters: UK NIS

Hill C (2008) Teaching with e-learning in the Lifelong Learning Sector (2nd Edition) Exeter: Learning Matters

Petty, G.(2009) Teaching Today (a practical guide)(4th Edition) Cheltenham: Nelson Thornes

Wallace S. (2005) Teaching and supporting learning in further education (2nd Ed). Learning Matters Limited

Warnock, M and Norwich, B., (2009), Special Educational Needs a New Look (2nd ed), GB, Continuum

1) Working with a resource suitable for a specific group/individual, learners are to plan and justify how they will use the resource on placement with links to the children’s needs and curricular requirements. (50% - 1500 words equivalent) (LO1, 2)

2) Following implementation learners will write an evaluation of the impact that this resource has had on supporting learning and consider how it could be adjusted for differing contexts and/or educational needs. This should also include consideration as to how additional services may be involved with the group/individual. Learners should also consider the impact they had as a facilitator of the learning. (50% - 1500words) (LO3,4)

Learners should work with the teacher/manager/education professionals that the learner is on placement with to identify a suitable resource. Plans should be shared with tutors prior to utilising the resource.

Multi-media classroom resources, learning resource centre, internet and access to tutor.
Let Me Learn: Learning Connections Inventory
Blackboard; http://blackboard.staffs.ac.uk

The Equality and Human Rights Commission. UK statutory body for upholding equality and human rights.
See also:
Guidance for Schools
Guidance for Further Education

Infed ¿ the Encyclopaedia of Informal Education (Infed): http://www.infed.org/

Lynda (via Staffordshire University): http://www.staffs.ac.uk/about_us/university_departments/information_services/learning_support/training/lynda/

The teaching strategies will employ a range of methods, including lectures, seminars, one to one tutorials, practice presentations and case study observations. Peer group discussion and the use of Blackboard will allow students to share ideas and experiences and will encourage reflection and evaluation.
The learning strategies will require students to commit 300 learning hours of which 60 hours will consist of contact time, 240 hours will independent study hours.

Learners will consider differing needs and how these might be best supported. They will identify issues relating to special education needs/differentiation within their own practice.

This module focuses on identifying learner needs and adapting resources in order to provide appropriate support. Learners will consider how approaches to learning may differ in alternative educational contexts.
This module builds upon knowledge and understanding of inclusive practice to enable students to critique significant legislation, reports and relevant research and to examine a range of learning difficulties in depth. Students will debate controversial issues in SEN such as stigmatisation and labelling, integration and inclusion. Students will extend their competence in working with those who have special educational needs by analysing and evaluating strategies which promote high quality teaching and learning for children, young people and adults with special educational needs. This module will examine how to enhance collaborative partnerships with others - pupils, parents, colleagues, learning support assistants, external support agencies etc.