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Unit information: Collaboration Across Professional Contexts in Special and Inclusive Education in 2016/17

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Unit name Collaboration Across Professional Contexts in Special and Inclusive Education
Unit code EDUCM0014
Credit points 20
Level of study M/7
Teaching block(s) Academic Year (weeks 1 - 52)
Unit director Dr. Jo Rose
Open unit status Not open
Pre-requisites

None

Co-requisites

None

School/department School of Education
Faculty Faculty of Social Sciences and Law

Description

The unit will investigate how professionals from different backgrounds work together, considering the different perspectives of policy makers, strategic decision makers, practitioners and service users. Recent policy relating to inter-professional work (IPW) in special and inclusive education will be examined to provide a context for the unit. The conditions that support and impede successful IPW will be explored. The tensions arising from IPW and the potential benefits will be investigated. A range of theoretical perspectives on IPW will be critically evaluated. The unit will also draw on the experiences of the students to support the lectures, readings, class discussions and group tasks.

The aims of the unit are:

  • to develop a critical understanding of inter-professional working (IPW) from the different perspectives of policy makers, strategic decision makers, practitioners, and service users.
  • to explore the range of conditions that support and impede successful IPW will be explored.
  • to develop an awareness of tensions arising from IPW and the potential benefits will be investigated.
  • to introduced and critically reflect upon a range of theoretical perspectives on IPW
  • to offer opportunities for critical evaluation of the links between theory and professional practice in the context of IPW

Intended learning outcomes

At the end of this unit students will be able to demonstrate a critical awareness and understanding of:

  • The impact of policy frameworks and the structure of the different professions on the practice of IPW
  • The ways in which IPW can support inclusive practice across education systems, and contribute to the prevention of social and educational exclusion
  • The dynamics of IPW; the ways in which different professions formulate new ways of working together
  • The tensions and rewards arising working across professional boundaries, and where these originate
  • The different ways in which IPW is experienced by different groups of stakeholders
  • Different theoretical conceptualisations of IPW

Teaching details

This unit will be delivered over a series of 10x 2-hour sessions. These sessions will use a variety of teaching methods, which are likely to include whole-class lectures, group discussions, student presentations, case studies, and visiting speakers such as practitioners who are experienced in inter-professional work. A small group mini-research project (to be presented in class), and peer and tutor support will facilitate individual study.

Contact hours

20 hours

Assessment Details

Formative assessment:

Formative assessment will take place in class, with peer and tutor feedback on group and class discussions of concepts and literature and how these relate to personal experiences.

Summative assessment:

Students will carry out a mini research project, exploring experiences of IPW from different perspectives, through interviews with practitioners and service users. As the first part of the summative assessment, the findings from this will be presented in class, stimulating further discussion and feedback. This will be 1000 words or equivalent.

The remaining part of the summative assessment will comprise a 3000 word essay, from a range of titles, requiring them to use research evidence and policy to critically explore and evaluate concepts in an aspect of IPW.

Reading and References

  • Rose, J. and Norwich, B. (2014). Collective commitment and collective efficacy: A theoretical model for understanding the motivational dynamics of dilemma resolution in interprofessional work. Cambridge Journal of Education, 44 (1), 5974.
  • Department for Education (2015) Special Educational Needs and Disability Code of Practice: 0 to 25 Years. London: HMSO.
  • Edwards, A., Daniels, H. Gallagher, T. Leadbetter, J. & Warmington, P. (2009) Improving inter-professional collaborations: Learning to do multi-agency work. Abingdon: Routledge.
  • Glenny, G. and Roaf, C. (2008) Multiprofessional Communication: Making systems work for children. OUP
  • Maidenhead. Rose, J. (2011) Dilemmas of inter-professional collaboration: can they be resolved? Children and Society, 25, 151-163.
  • Todd, L. (2007) Partnerships for Inclusive Education: A critical approach to collaborative working. Abingdon: Routledge Falmer,

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