20 credits at level HE7
The assessment of this module is aimed at providing the course members with an opportunity to research, analyse and understand the approach of a specific educator identified within the module. You will be expected to examine the philosophy and ideology underpinning the educator’s practice and to link this with their implementation of specific practices. It is expected that you will also include a rationale of how their particular approach influences or enhances the process of inclusion.
The focus of the module will be on the post-compulsory sector. However, it is envisaged that course members may also work in other environments where the application of their studies is equally valuable.
You will be introduced to the ideas and writings of a number of ‘transformative’ educators during the module. Readings and videos will be made available and used within the sessions to provide an overview of the ideas and practice of each educator. These sessions will help you to identify a particular educator that you might wish to research in more detail because of your interest, or a particular application in your own field of work.
You will have opportunities to discuss this with the tutor and to identify which educator you wish to study. You are then asked to proceed with a literature search and to prepare an outline of your proposed assignment.
The notion of inclusion will be the key feature of this module. Inclusion is a philosophy and a movement which celebrates diversity. It recognises the rights of all individuals to share the resources within the community of which they are a part. It posits that communities are disadvantaged unless all are present and all are able to participate.
This module focuses on some of the ideologies and strategies that have been developed for working specifically with people with the label of learning disabilities. It is based on the notion of transformative education as expressed by Feuerstein when he argued that:
“...for transformation to take place in any school or classroom, with any child, three interdependent factors must be present: a common system of belief; a method of teaching that can be learned and applied and an environment that will reinforce all that has been achieved."
It is perceived that adjustments to current educational practices are unlikely to answer present educational ills. There is a need to explore possible new ideologies, which not only reflect those values and ideals considered important by society, but instead move towards a different set of values and visions.
Systems such as Social Role Valorisation and Inclusive Education offer a framework within which to develop. Their emphasis on the rights of individuals to education, the valuing of individual's contributions help to shape how various teaching and support strategies and methods can be used.
Equally, it is important to understand the nature of those strategies so that the appropriateness of their application in supporting individuals can be judged.
a) An identification and analysis of the ideology / philosophy underpinning the particular educator / approach studied.
b) An informed account of the methodology of the particular educator.
c) An analysis of the educator’s approach including exploration of the relationship between this approach and underpinning theory.
d) Identification and justification of the extent to which this approach might have the potential to enhance inclusion within an educational environment.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Distinguish between the social and medical model of disability.||A piece of work relevant to their own experiences, and an appreciation of the underlying principles of one of the methodologies examined in the module. The assignment will be 4,000 - 5,000 words in length or equivalent.|
|2.||Evaluate the appropriateness of different educational theories underpinning inclusive education.||A piece of work relevant to their own experiences, and an appreciation of the underlying principles of one of the methodologies examined in the module. The assignment will be 4,000 - 5,000 words in length or equivalent.|
|3.||Identify their own strengths and weaknesses in teaching methods.||A piece of work relevant to their own experiences, and an appreciation of the underlying principles of one of the methodologies examined in the module. The assignment will be 4,000 - 5,000 words in length or equivalent.|
Your achievement of the learning outcomes for this module will be tested as follows:
Before taking this module you must have successfully completed the following:
and/or be taking the following corequisite modules:
You cannot take this module if you are taking or have taken:
Biklen, D (1993) Communication unbound: how facilitated communication is challenging traditional views of autism and ability/disability London: Teachers College Press
Donnelan, A M (1985) Classic Readings in Autism London: Teachers College Press
Ferguson, P (ed.) (1992) Interpreting Disability: a qualitative reader New York: Teachers Coll. Press
Grandin, T (1986) Emergence: labelled autistic Tunbridge Wells: Costello
Lovett, H (1996) Learning to listen: positive approaches and people with difficult behaviour London: Jessica Kingsley
Whittaker, J et. al. (2002) Bolton Data for Inclusion http://www.inclusion-boltondata.org.uk
|Host Subject Group:||Education|
|User Name||Date Accessed||Action|