20 credits at level HE5
This module will enable you to appreciate the wide range of legislation and policies which have been created to promote equal opportunities and a more inclusive society. These issues will be examined in relation to your workplace and other offender settings. You will also learn about the policies, practices and procedures in the workplace to help ensure people are not discriminated against on grounds of race, gender, religion, colour, disability or sexual orientation.
• Concept of inclusion: the difference between integration and inclusion; how the various human rights policies ensure greater inclusiveness; different models of describing groups of individuals and how such models can assist in identifying discrimination again various groups and individuals within society; examination of the range of legislation (e.g., Race Relations Act, Disability Discrimination Act, Hate Crimes Legislation).
• Organisational responses to promote inclusiveness: organisational responses to promote inclusiveness (e.g., organisational policies) and how such approaches can be used to protect the working practices of all employees and people who require the service.
• International perspectives: International perspectives in relation to inclusiveness and how various international approaches have developed over the last ten years (e.g., Human Rights Legislation, the European Court)
• Ethical practice: maintaining confidentiality and anonymity; sensitivity; integrity; seeking permission for project work from appropriate personnel in the workplace; working within relevant legislation (e.g., the Data Protection Act) and your organisation’s policies, procedures and practices.
• Study/ academic skills: Assessment requirements of the module; Harvard referencing; avoiding plagiarism; study and academic skills at level 4; academic writing; introductory research skills (e.g., information seeking; internet; workplace inquiry); giving a presentation/seminar.
• Transferable skills: Planning; time management; communication; working with others; problem solving; presenting.
Some of the content relating to study / academic skills, ethical practice, and transferable skills are developed early in the Foundation Degree programme and referred to / refreshed in this and other subsequent modules as necessary. In the case of CPD stand-alone provision, they are explicitly developed in the teaching of this module.
The formal contact will be used to introduce you to the relevant literature and enable you to participate and contribute to seminar work and other activities. In addition, you will be provided with advice and guidance during the negotiation of the assignment brief.
There is ongoing differentiation to ensure module materials and practices are accessible to you thus modelling the principles that underpin the module and ensuring you are welcome and receive the support you may require.
The module assignment will include two different forms of assessment to demonstrate your understanding of the key learning outcomes.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Understand the meaning of inclusivity and integration||1.1 Compare and contrast how the terms inclusivity and integration are used in the UK and another country.|
|2.||Have an understanding of the legislation which is designed to protect the rights of individuals.||2.1 Describe and critically discuss the protection afforded to individuals through selected aspects of the human rights legislation, national legislation, and other areas of legislative influence.|
|3.||Understand the sequential and incremental approaches when promoting inclusiveness in offender settings and the responsibilities of individuals who are to benefit from the policies.||
3.1 Describe significant policies within organisations, and influences from other sources, to protect the rights of individuals.
3.2 Analyse selected policies and discuss the responsibilities of the individuals who the policies are designed to benefit.
3.3 Explain the sequential and incremental approach to the introduction of the policies.
|4.||Have an understanding of approaches of inclusiveness in another country.||4.1 Analyse the appropriateness of different approaches promoting inclusiveness in another country.|
|5.||Demonstrate study and academic skills appropriate to level 5.||
5.1 Demonstrate the following in your assessed work:
(i) appropriate structure and good presentation;
(ii) correct use of English (e.g., grammar, punctuation, spelling, style);
(iii) correct use of Harvard referencing;
(iv) theoretical knowledge appropriate to level 5.
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||A 20 minute presentation/seminar discussion on the approaches to inclusiveness used in another country Equivalent to 1,500 -1,750 words||A description and critical analysis of how legislation, policies and other influences promote inclusiveness 1,500 -1,750 words or equivalent|
There are no prerequisites for this module.
No restrictions apply.
Barton, L (2006) Overcoming Disabling Barriers (Education Heritage)
Corbett, J (1995) Bad Mouthing: Language of Special Needs. University of east London.
Ellis, T. (2004) Improving Race Relations in Prisons: What Works? London: Home Office
Green, S., Lancashire, E., and Feasey, S. (2008) Addressing Offending Behaviour. Devon: Willan.
Lovatt, H. (1997) Learning to Listen. London: Jessica Kingsley.
Oliver, M. (1990) Politics of Disablement. Basingstoke: Macmillan
Prison Reform Trust (2006) Lost Bullied and Trapped: Report on Learning Disability in Prison. London: Prison Reform Trust
Prison Reform Trust (2006) Race and Prison London: Prison Reform Trust
Quarmby, K. (2008) 'Owers: Disabled prisoners overlooked'. Disability Now, October. Available online at http://archive.disabilitynow.org.uk/search/Z08_10_Oc/owers.shtml Accessed 16 April 2009
Richards,G. and Armstrong,F.(2007) Key Issues for Teaching Assistants: Working in diverse and Inclusive classrooms, London: Routledge.
Wilson, J. (2008) Prison Cultural Memory and Dark Tourism .Oxford: Peter Lang Publishers.
Bolton Interactive Study Skills Tutorials Online http://data.bolton.ac.uk/bissto/
Criminal Justice System for England and Wales http://www.cjsonline.gov.uk
Howard League of Penal Reform http://www.howardleague.org/
Offenders' Learning and Skills Service http://olass.lsc.gov.uk
Prison Reform Trust http://www.prisonreformtrust.org.uk
The National Institute of Adult Continuing Education (NIACE) www.niace.org.uk
University of Bolton – Online Resources http://www.bolton.ac.uk/Students/StudyResources/ElectronicResources/Home.aspx
University of Bolton – Study skills booklets http://www.bolton.ac.uk/Students/StudyResources/Library/HelpGuides/StudySkills/Home.aspx
|Host Subject Group:||Education|
|User Name||Date Accessed||Action|