| Unit name | Current National and International Developments in Inclusive and Special Education |
|---|---|
| Unit code | EDUCM5602 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Mrs. Knowler |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
The impetus of the World Conference on Education for All and the Salamanca Statement on Special Needs Education have led to an international debate on how schools can become more inclusive. As a result, school systems in many countries are involved in a review of the ways in which they provide quality education for all young people. Such developments pose challenges to everybody involved in education, and have implications for policy and practice in schools. This unit aims to cover trends in this broad agenda, whilst at the same time paying particular attention to the ways in which schools might respond to those students who are marginalized including those who experience difficulties in learning and those with special educational needs. It will include a consideration of some of the different views that exist within what has become a highly contested field.
Aims:
The aim of this unit is to critically review recent developments and trends in the field of special and inclusive education nationally and internationally. The content therefore covers a wide range of topics that are relevant to stimulate critical thinking skills for participants to analyse, compare and reflect on recent developments and trends in the field of inclusive and special education 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 (ie. raising awareness of participants on relevance and validity of recent developments and trends within social, economic, political context or cultures) and, therefore, stimulates flexible, open and creative way of thinking among participants. 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.
A variety of teaching strategies will be used to deliver this unit, which may include whole group lectures, visiting speakers, case studies, critical analysis of key readings, group discussions and student presentations.
The unit will enable students who will be coming from a wide range of backgrounds to share their knowledge and experience in the field via individual and/or group presentations including case studies.
The needs of students from wide range of backgrounds, including those with disabilities, international students and those from ethnic minority backgrounds have been considered. It is not anticipated that the teaching and assessment methods used will cause disadvantage to any student taking the unit. The Graduate School of Education is happy to address individual support requests as necessary.
Formative assessment will be provided by group tutorials during which students will give presentations on the proposed structure, core models/frameworks and key readings of their chosen focus for the written assessment task, and during which students will receive feedback from other participants and the unit tutor on these three aspects.
For the summative assessment task (4,000 words) students may choose one of the following options:
An essay that provides critical analysis of developments in special and inclusive education within different contexts which indicates how key factors impact on the development of special and inclusive education such as social, cultural, political and legislative context of inclusion.
An evaluation of a special and inclusive education initiative in a specific context where participant has had direct experience using the background policy and legislative development literature on topics such as how schools respond to students who are marginalized including those who experience difficulties in learning and those with disabilities and/or special educational needs
A portfolio of professional practice or case study relating to students’ own current work at inclusive or special educational setting reflecting on aspects related to how students’ affected and professionally challenged in relation to impact of developments in the field of inclusive and special education.
In addition, students will be provided with a choice of an alternative assignment in the field.
Ann Lewis & Brahm Norwich (Eds) (2005). Special Teaching for Special Children: A Pedagogy for Special Educational Needs. Maidenhead: Open University Press.
Corbett, J. (2003). Supporting Inclusive education: A connective pedagogy. London: Routledge.
Frederickson, N. and Cline, T. (2005). Special educational Needs, Inclusion and Diversity: A Textbook. Open University Press: Buckingham
Gary, T. and Vaughan, M. (2004) Inclusive education: readings and reflections. Maidenhead: Open University Press.
Topping, K, and Maloney, S. (Eds.) (2005). The RoutledgeFalmer Reader in Inclusive Education. London: RoutledgeFalmer.
Wearmouth, J (Ed) (2001). Special Educational Provision in the Context of Inclusion: Policy and Practice in Schools. Maidenhead: Open University Press.
