1. Deliver a presentation which explores an aspect of effective inclusive practice at your organisation. 15 minutes presentation, 5 minutes question and answer. (LOs 1-3)

2. A written critical reflection on your organisation’s progress with one element of its self-evaluation report. This must not be the same element that has been considered in assessment 1 (LOs 4-5)

In this module learners will critically evaluate their organisation’s IQM Self Evaluation Report. The module will cover topics such as -

Concepts of inclusion
Past and present inclusion policy context
Inclusive values within school settings
Inclusive teaching theory and practice in education
Learning, environment, resources and information communication technology
Learner attitudes, values and personal development
Barriers to inclusive practice and how to overcome them
Learner progress and the impact on learning

This module is practice based. Learners will work with peers to reflect on issues relating to inclusion in their organisation. They will also learn from peers about differing approaches to encouraging inclusive education and have the opportunity to question them during their presentations. Leaning about effective practice from others will allow students to reflect on their own practice and identify potential areas for future development within their own organisation.

Learners will utilise their understanding of inclusive policies and practices as well as what they have learned from their peers to enable them to critically review their organisation’s IQM self-evaluation report. This will enable them to identify a key issue or theme to focus their reflections into their own practice and that of their organisation.

This module will be fully delivered online so prior to commencing the course learners will be expected to have access to reliable IT equipment and broadband sufficient for participating in live streamed webinars. Learning will take place through a combination of live (synchronous) activities as well as asynchronous resources using a flipped learning approach. Asynchronous activities include work-based tasks recorded lectures, self-assessments and independent study which will be set as preparatory work prior to each live session. Live approaches to learning include webinars, collaborative learning activities, student-led presentations and workshops. Additionally, learners can arrange a tutorial/tutorials with their module tutor of up to 1 hour in total where draft assessment work may be discussed.

Further academic skills support is available from the academic skills tutors: https://libguides.staffs.ac.uk/appointments/education and IT support also available: from Digital Services: https://www.staffs.ac.uk/students/digital-services

1. Critically evaluate current research and contemporary challenges / insights into a number of key debates surrounding inclusive education.

(Analysis)

2. Critically reflect on an element of inclusive practice to develop within an education setting
(Problem solving, Reflection)

3. Professionally communicate to a specialist audience the key findings from your evaluation and reflection
(Communication)

Conduct a presentation that evaluates an aspect of effective inclusive practice at an education organisation. Provide a critical reflection of the organisation's progress on this chosen inclusive element (LOs1 – 3)

15 minutes presentation, 5 minutes question and answer.

This module is delivered 100% online. In this module you will critically evaluate your organisation’s inclusive practice and/or the IQM Self Evaluation Report.

The module will cover topics such as:

Concepts of inclusion;
Past and present inclusion policy context;
Inclusive values within school settings;
Inclusive teaching theory and practice in education;
Learning, assessment, environment, resources and information communication technology;
Learner attitudes, values and personal development;
Barriers to inclusive practice and how to overcome them;
Learner progress and the impact on learning.

ELLIS, S. and TOD, J. (2015) Promoting behaviour for learning in the classroom. UK: Routledge.

HINDMARCH, D. et al. (2017) A Concise Guide to Education Studies. St Albans: Critical Publishing.

LEVER, C. (2014) Understanding challenging behaviour in inclusive classrooms UK: Routledge.

THARP, R. (2018) Teaching Transformed: Achieving Excellence, Fairness, Inclusion, And Harmony. UK: Routledge.

WEARMOUTH, J. et al. (2014) Inclusion and Behaviour Management in Schools: Issues and Challenges UK: David Fulton Publishers.



Reflective and academic writing

DAY, T. (2018) Success in Academic Writing 2nd Edn. London: Palgrave.

EWENS, T. (2015) Reflective Primary Teaching. St Albans: Critical Publishing.

MCGREGOR, D. & CARTWRIGHT, L. (eds) (2011) Developing Reflective Practice: a guide for beginning teachers. Maidenhead: Open University Press.

INCLUSION QUALITY MARK (IQM) https://iqmaward.com/