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

Module Texts
Barry, M. (ed) (2004) Youth Policy and Social Inclusion: Critical Debates with Young People London: Routledge
Booth, T., Ainscow, M. and Kingston, D. (2006) Index for Inclusion Bristol: CSIE
Cline, T and Frederickson, N., (2009) Special Educational Needs, Inclusion and Diversity (2nd ed), Maidenhead, OUP.
Edmond, N. (ed) (2012). Integrated Working with Children and Young People. London. Sage.
Gravells, A. and Simpson, S. (2012) Equality and Diversity in the Lifelong Learning Sector (Second Edition) learning matters: UK NIS
Griffin, S (2008) Inclusion, equality and diversity in working with children Harlow: Heinemann
Hill C (2008) Teaching with e-learning in the Lifelong Learning Sector (2nd Edition) Exeter: Learning Matters
Mittler, P. (2001) Working towards Inclusive Education: Social Contexts London: David Fulton
Nutbrown,C. Atherton, F. Clough (2013) Inclusion in the early years London : Sage
Petty, G.(2009) Teaching Today (a practical guide)(4th Edition) Cheltenham: Nelson Thornes
Soni, S. (2011). Working with Diversity in Youth and Community Work. Exeter. Learning Matters Ltd.
Thompson, N. (2003) Promoting Equality: Challenging Discrimination and Oppression (2nd ed) Basingstoke: Macmillan
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

Task 1 (25%): Create an individual presentation demonstrating understanding of concepts relating to inclusion, disadvantage and diversity This can include concepts such as poverty, gender, SEN, EAL etc. (LO1), with a focus upon one aspect-(up to 10 minutes)
Task 2 (75%):
A report comparing practice to policy relating to inclusion/equalities, (LO2, LO3, LO4) (2000 words) You can select this based upon your placement experiences.

This module aims to examine the social, cultural and political circumstances in which work with children, young people and adults operates, specifically in relation to diversity and disadvantage. In particular, the module examines the impact of policy upon practice in promoting equality and inclusion within services and provision for children, young people and adults.
It may include
Personal, cultural and structural factors affecting equalities and inclusive practice
Attitudes and values
Historical perspectives and landmarks
Legislation and policy around equal opportunities, anti-discrimination and social inclusion
Evaluation of current practices
The role and responsibilities of the practitioner/professional

1. Demonstrate knowledge and critical understanding of the social, cultural and political context in relation to inclusion, disadvantage and diversity.
Knowledge and Understanding

2. Analyse and interpret the outcomes of inequality, the need for inclusive practice and identify recommendations for solutions
Problem Solving
Enquiry

3. Critically evaluate current practice in relation to specific equality and inclusion issues making reference to relevant policy and legislation, and demonstrate how it relates to own practice
Application

4. Critically evaluate the range of specific services that are provided for children, young people and adults with additional needs.
Learning