| Unit name | Promoting Inclusion |
|---|---|
| Unit code | ACHSD0001 |
| Credit points | 20 |
| Level of study | D/8 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Dr. Rob Green |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | School for Policy Studies |
| Faculty | Faculty of Social Sciences and Law |
This unit examines developing effective psychological interventions to raise standards and promote inclusion generally and specifically for vulnerable groups such as disabled pupils and those with special educational needs. Recent evidence suggests that a highly influential set of factors concerns the images which adults hold in relation to disability and how these shape interactions at home and in school. Particular attention will be paid to the social context and construction of disability, integration and inclusion. Areas covered include: specialist knowledge related to impairments of learning and cognition, physical impairment, visual impairment and medical conditions; relevant legislation and guidance, policy development and issues of managing organisational change; developing partnerships and effective collaboration with families, pupils, early years settings, schools and other agencies.
Aims:
To promote wide knowledge of learning, development and interactional processes in children, families and substitute care settings, including those social, medical, physical or psychological factors which have an impact. To ensure that all trainees have knowledge, awareness, skills and values that enable effective work with diverse client populations through a clear understanding of the demographic characteristics of communities including the influence of culture, gender, ethnicity, disability and factors influencing social exclusion. To enable trainees to think critically, reflectively and evaluatively, specifically with regard to the impact of differences and diversity on life opportunities, and the implication for promoting equal opportunities and ethical applied EP practice.
Trainees will have an understanding of equal opportunities, particularly in relation to disability equalities issues and their relevance to all aspects of EP practice.
Trainees will develop appropriate psychological skills with regard to assessment, intervention and evaluation in order to identify needs, develop provision and promote change with individuals, groups and/ or organisations. To be able to apply educational psychology across a variety of different contexts e.g. mainstream and special schools, schools with resource bases and early years settings, through the development of creative approaches that draw on a wide range of theoretical models, frameworks and paradigms.
To recognise that inclusive practice evolves from robust educational, psychological, and social models, theories and frameworks with due ethical consideration. To promote the psychological well-being of clients with particular regard to their emotional and social needs and to facilitate their direct contribution to the assessment, intervention and evaluation process over time.
Have an awareness and understanding of relevant national policies and guidance, how these are implemented locally by LEAs and schools, and how these influence, or can be influenced by, EP Service delivery and policy. Trainees will have an opportunity to develop and present in-service training materials related to EP practice in promoting inclusion.
Guided reading, lectures, seminars, group work, presentations across 15 contact hours in the University, supported by supervised practice in the field. Placements will be organised so that trainees are directly involved in the work of EP services and LEA organizations, including attending meetings, liaising with LEA officers and other professional colleagues (teachers, doctors, clinical psychologists, speech therapists, social workers). Course inputs will include range of professionals, updates on legislation, required reading on professional issues.
Completion of a 4000 word assignment which demonstrates a critical awareness and understanding of how the social context and related factors impact upon inclusive practice.
