Assessment 1¿ (LO3)

Students are asked to create an infographic to present their own critical review of a research article from a scholarly journal. ¿Students will present their infographics to their peers addressing the following questions:

What is the aim of the research?

What research method was used and why?

What were the main findings?

Are there any oversights or limitations within the analysis?¿

What are the implications of this research for educational policy and/or classroom practice in relation to special educational needs and disabilities? How does this research make a contribution to the field?

Assessment 2 (LO1&2)

Academic Blog:

Write an academic blog piece to critically review a policy which aims to enhance the educational inclusion of a group of learners.

Describe the main issues that your chosen policy addresses – consider the population that the policy targets, the goals outlined within policy documentation and how the policy seeks to deliver social change.

Explain what difference you think the policy has made to its target population and consider how educational outcomes for this population might be improved in the future.

Formative assessment opportunities¿include;¿¿

Group discussion and debate¿

Tutorials for draft feedback¿

Annotated bibliographies¿¿

1. Demonstrate knowledge and a critical understanding of the values and principles behind educational responses to special needs and disabilities and their historical evolution

2. Critically evaluate the challenges of promoting diversity and disability rights within the existing educational structure

3. Communicate effectively the way educational research shapes educational policy and classroom practice in relation to special educational needs and disabilities

On this module you will be introduced to a range of different themes, issues and debates surrounding inclusion, disability and special educational needs of children, young people and adults in a range of different educational settings. Themes that may be considered on this module include: identity, memory, sensory sensitivity, behaviour, emotion, representation, environment, communication, participation, human agency. By drawing on scholarly and research literature you will develop a broader sociological, psychological, political and historical understanding of issues relating to inclusion, disability and Special Educational Needs.

The module will explore different areas of need in relation to¿the current research and legal context surrounding Special Educational Needs and Disability.¿

This¿module will examine how these¿areas of¿need can be identified and assessed and what expectations there are of educational establishments and external agencies.

The teaching, learning and assessment strategy has been carefully developed for this module.¿ It recognises that¿you¿learn in a variety of¿ways¿and this is reflected in the¿learning design of the module. The following strategies will ensure that¿you¿have a supportive teaching and learning environment, providing a range of learning opportunities¿through online and face to face sessions.¿¿


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 engagements¿and include¿group discussion work.
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Tutorials – You will be given the opportunity to discuss¿your assessment reflections with your module tutor and¿gain academic support from your Academic Mentor.¿¿¿¿


Independent study¿–¿You are required to engage with further independent study to enhance your knowledge and understanding of theories and concepts discussed in lectures, group discussions and¿tutorials.¿¿

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Guided reading – You will be provided with¿a reading list and relevant resources¿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¿¿

communicate and¿debate subject¿content¿

Hodkinson, A. (2016) Key Issues in Special Educational Needs and Inclusion. 2nd¿Edn. London: Sage.¿

Lewis, A., & Norwich, B. (2004).¿Special teaching for special children? Pedagogies for inclusion: A pedagogy for¿inclusion?¿McGraw-Hill Education.¿

Norwich, B. (2013).¿Addressing tensions and dilemmas in inclusive education: Living with uncertainty. Routledge.

Sewell, A and Smith, J (2020) introduction to Special Educational Needs, Disability and Inclusion: A students Guide. London.Sage
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Woolley, R. (2017). Understanding inclusion: Core Concepts, policy and practice. Routledge.

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.¿¿¿

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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.¿¿¿

VLE Resources¿¿

Your¿University¿VLE will enable you to¿have¿access¿to course materials, lecture notes, PowerPoint presentations and reading lists.¿¿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.¿¿¿