This module will introduce students to a range of issues impacting upon Educational Practice within the Inclusive Organisation. The content will begin with wider issues surrounding inclusion, followed by inclusion on SEN learners and finally with understanding and supporting SEN learners.
Topics covered will include:
Inclusion; Inter-agency collaboration; cultural issues; EAL students; gender; dyslexia; learning and the brain; managing learning; dyspraxia; Disability Discrimination Act (DDA)

Hammersley-Fletcher, Lowe, Pugh (2006) The Teaching Assistant's Guide: An Essential Textbook for Foundation Degree Students Routledge Falmer
DfES (200)3 Every Child Matters. DfES
Boxall M (2002) Nurture Groups in School. P.C.P
Breaky, C. (2006) The Autism Spectrum And Further Education Jessica Kingsley Publishers
Farrell (2004) Special Educational Needs, A resource for practitioners, Paul Chapman Publishing
Florian, L. Hegarty, J. (Eds) (2004) ICT and Special Educational Needs McGraw Hill Education
Knowles, G. (2006) Supporting Inclusive Practice David Fulton Publishers
Reid G (2000) Dyslexia. A Practitioners Handbook Wiley
Staffs C. C. (2003) Special Educational Needs Inclusion Strategy. Staffs C.C
Travers, P. Klein, G (2004) Equal Measures, Ethnic minorities and bilingual pupils in secondary schools Trentham Books

Assessment comprising three parts

Via course work:

Part one = an action plan to improve an area of inclusive practice
Length 500 words equivalent
(Tests learning outcomes 2, 3)
Weighted at 50%.

Via a timed essay:

Part two = a justification outlining the areas of inclusion are contained within the action plan.
0.75 hour
(Tests learning outcomes 1, 2)
Weighted at 25%.

Part three = an evaluation of the planned intervention.
0.75 hour
(Tests learning outcomes 1,3)
Weighted at 25%.

Total length 2500 words equivalent

Compensation is allowed within the module

Seminars will draw upon participants' own experiences of special educational needs, disability and bilingualism as well as their experiences in the workplace. Lectures, videos and directed reading will introduce participants to important aspects of inclusive education that will be further developed in seminars. For independent study, participants, with the support of Personal Mentors, will observe practice and focus on specific activities in their workplace. They will document this, to share in group sessions and to help them to prepare for their assessment tasks. Finally students will be expected to spend 15 hours using the course VLE for support. Study for this module will take place over approximately 14 weeks.

30 hours class contact time will include :-
Tutor led sessions - 10 hours
Group discussions - 15 hours
Student presentations - 5 hours
(approximate times allocated)

VLE; Classroom with projector and internet capability; Access to library services