Unit name | Controversial Issues in Special and Inclusive Education |
---|---|
Unit code | EDUCM5601 |
Credit points | 20 |
Level of study | M/7 |
Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
Unit director | Dr. Kikabhai |
Open unit status | Not open |
Pre-requisites |
None |
Co-requisites |
None |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
The aim of unit is to critically review some of the controversial issues and perspectives in key areas within special and inclusive education. The content of the unit, therefore, covers issues ranging from perspectives against 'full' inclusion, inclusion and raising standards, inclusion and educational support, inclusion and educational legislation, inclusion and educational practice, inclusion and 'marginalised groups', inclusion and identification/assessment, intervention and educational placement of range of pupils with special educational needs [such as attention deficit hyperactivity disorder (ADHD), dyslexia and emotional, behavioural and social difficulties (EBSD)]. The common theme that interrelates each topic that will be covered in the unit is that they all address recent theory, practice and research outcomes that shed a light on complex issues and as a result challenge the way in which practitioners/professionals, service providers, researchers and academics think and perceive such issues.
Aims:
The aim of this unit is to critically review some of the controversial issues in the field of special and inclusive education. The content therefore covers a wide range of topics that are relevant to stimulate critical thinking skills for participants to analyse and evaluate recent controversial issues and developments and their implications on education of all children. The unifying theme that links the topics covered on the unit is that they each address recent theory and research and throw light on the complexities of the issues and, therefore, challenge the thinking. The unit aims to raise awareness that one size does not fit all and, therefore, stimulates flexible, open and creative way of thinking among participants.
This unit will be taught using a blended approach consisting of a mixture of synchronous and asynchronous activities including seminars, lectures, reading and discussions.
Formative assessment will be provided by group discussion during which different 'camps' will debate a range of controversial issues in the field. Tutor and participant feedback will contribute to students' preparation for the summative task.
For the summative assessment task, students are required to complete:
Ann Lewis & Brahm Norwich (Eds) (2005). Special Teaching for Special Children: A Pedagogy for Special Educational Needs Paperback: ISBN 0 335 21405 3.
Corbett, J. (2003). Supporting Inclusive education: A connective pedagogy. London: Routledge.
Frederickson, N. and Cline, T. (2002). Special educational Needs, Inclusion and Diversity: A Textbook. Open University Press: Buckingham
Hornby, G., Atkinson, M and Howard, J. (1997). Controversial Issues in Special Education. London: David Fulton Publishers. Sage, Rosemary (2004). A world of difference. Tackling inclusion in schools. London: SAGE