20 credits at level HE4
This module is designed to enable students to understand how the focus on equal opportunities for all learners and anti-discriminatory practice within our schools and colleges have had a significant influence on the current legislation promoting inclusive education.
Physical and sensory areas of need; interaction areas, needs and strategies; resources and aids to learning; behavioural issues (B.E.S.D.)
The inclusive framework and context of special educational needs within to-day's educational climate and recent associated Equal Opportunities and anti-discriminatory legislation.
Attitudes, values, beliefs, and assumptions with particular reference to race, culture, ability and gender.
The identification, monitoring and assessment procedures related to the Special Needs Code of practice.
Areas of specific difficulties: dyslexia etc.
Working with parents and or carers and / or support workers in order to support children with special educational needs; multi-agency partnerships.
Knowledge of how an establishment has worked towards an inclusive framework.
Working with, and providing for, refugee children.
Ethical considerations (the University of Boltonís ethical procedures).
HLTA Standards: 4, 5, 6,15,16,27
The module will be delivered using a variety of teaching and learning methods including: lectures, tutorials, class-based activities, research, and case studies. A blended learning approach will be adopted. The emphasis will be on active learning featuring analysis and evaluation in particular. Case studies will be examined and students encouraged to discuss and share their own experience and practice. This student centred approach will encourage interaction and participation.
Assessment will be by a narrative and a written assignment.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Have created and evaluated enabling structures to encourage children to participate confidently in group activities within an inclusive framework for learning and development.||1.1 arrive at a series of judgements with supporting data on the effectiveness of an inclusive learning environment.|
|2.||Have engaged in a needs analysis of a group of children within an inclusive learning environment.||2.1 use an established methodology appropriately to diagnose a range of learnersí needs.|
|3.||Have acquired an up to date and working knowledge of principles, policies and practices of inclusion in the school setting.||3.1 show evidence of accurate concepts and legislative measures that underpin inclusive practices.|
|4.||Have examined the work of the SENCO, class teachers, teaching assistants and multi-disciplinary agencies in supporting students.||4.1 carry out analysis of the role of practitioners centrally involved in making inclusive education work.|
|5.||Have explored and understood the parents and family perspective on disability and special educational needs.||5.1 in an ethical manner, provide accurate descriptions of family experiences with issues of special educational needs.|
|6.||Understand how to promote the rights of parents/carers using the support systems and services that exist to benefit all learners.||6.1 accurately describe the rights of those who support learners|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Narrative||Assignment of 2,500 words|
There are no prerequisites for this module.
No restrictions apply.
Alfrey, C. (2003) Understanding Childrenís Learning: A Text for Teaching Assistants. London: David Fulton Publishers Ltd.
Alcott, M. (2007) An Introduction to Children with Special Educational Needs. Abingden: Hodder & Stoughton
Corbett, J. (2001), Supporting Inclusive Education: a connective pedagogy. London: Routledge-Falmer.
DfES (2001) Support Pack for Special Educational Needs.
Doveston, M. & Cullingford-Agnew, S. (2006) Becoming a Higher Level Teaching Assistant: Primary Special Educational Needs. Exeter: Learning Matters Ltd.
Dyer, C. (2001) Teaching Pupils with Severe and Complex Learning Difficulties. London, Kingsley.
Knowles, G. (Ed) (2006) Supporting Inclusive Practice. Abingden: Routledge.
Reid, G. (2005) Learning Styles and Inclusion. London, Paul Chapman Publishing
Richards, G. & Armstrong, F. (2007) Key Issues for Teaching Assistants, Working in diverse and inclusive classrooms. London: Routledge.
Webster-Stratton, C. (2004) How to promote childrenís social and emotional competence. London: Paul Chapman Publishing Ltd.
British Journal of Special Education. London: Blackwell (NASEN).
British Journal of Educational Studies. London (NASEN): Blackwell.
Useful web sites
Commission For Racial Equality: www.cre.gov.uk/duty/index.html.
Disability issues: www.disability.gov.uk
Inclusive Technology for special needs: www.inclusive.co.uk/infosite/snhome
SEN Centre: www.dfes.gov.uk/sen
|Host Subject Group:||Education|
|User Name||Date Accessed||Action|