The module will explore Special Educational Needs and Disability in more detail. It will focus on specific areas of need which may include such areas as:
Asperger’s syndrome;
Autistic Spectrum Disorder;
Attention Deficit Hyperactivity Disorder,
Speech, Language and Communication Difficulties;
Dyslexia, Dyspraxia And Dyscalculia;
Visual and Hearing Impairments;
Behavioural, Emotional and Social Difficulties.
The module will also examine how these needs can be identified and assessed and what expectations there are of educational establishments and external agencies.

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 72 hours will consist of contact time, 228 hours will independent study hours.

VLE

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Cheminais, R. (2013) Promoting and Delivering School- to – School Support for Special Educational needs. London: Routledge.
Glazzard, J. et al. (2015) Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. 2nd Edition. London: Sage.
Hodkinson, A. (2016) Key Issues in Special Educational Needs and Inclusion. 2nd Edn. London: Sage.
Soan, S. (2004) Additional Educational Needs. Abingdon: David Fulton press.
Tutt, R. and Williams, P. (2015) The SEND Code of Practice 0 – 25 years: Policy, Provision and Practice. London: Sage.
Warnock, M and Norwich, B., (2010), Special Educational Needs a New Look (2nd ed) GB, Continuum
Wearmouth, J. (2016) Special Educational Needs and Disability. 2nd Edn. Abingdon, Oxon: Routledge.

1. Demonstrate knowledge and critical understanding of complex needs
Knowledge and understanding

2. Critically analyse support offered to children with SEND
Analysis

3. Critically evaluate aspects of policy and provision in relation to meeting the needs of children and their families
Problem solving


4. Analyse approaches to working effectively with children having complex needs and their families
Learning

1. Students will complete a 1500-word essay which critically evaluates the effectiveness of educational policy in meeting the needs of children with complex needs. They will be required to demonstrate an informed and critical understanding of an identified need (LO1) and critically evaluate how policy and provision is intended to meet the needs of children and their families (LO3).

2. Drawing on their work-based learning experiences, students will give a 5-minute presentation on what they have learnt about the support offered to children with SEND (LO2). This will be followed by a 10-minute group discussion which identifies the challenges and opportunities for effective working with children and their families (LO4).

Formative feedback opportunities will include policy analysis workshop and progress review tutorials and peer review to enable reflection on WBL experiences

The module will explore Special Educational Needs and Disability in more detail. You will focus on specific areas of need which may include such areas as:
Asperger’s syndrome;
Autistic Spectrum Disorder;
Attention Deficit Hyperactivity Disorder,
Speech, Language and Communication Difficulties;
Dyslexia, Dyspraxia And Dyscalculia;
Visual and Hearing Impairments;
Behavioural, Emotional and Social Difficulties.
You will also explore how these needs can be identified and assessed and what expectations there are of educational establishments and external agencies.