This module provides the opportunity to study in depth the work of professionals with particular groups of disabled people. Consideration will be given to the growth of professionalisation of society: the medicalisation of problems and solutions; professional models – medical models, normalisation, and educational models; professional ideologies of need, normality and independence. The module will include some lecture sessions, but will mainly involve group work. Students will be encouraged with the support of ex students and a series of professionals (some of whom being disabled) into considering their future employment options. Students will select one group of professionals (health, social or education) to study in depth roles and responsibilities, and strategies of assessment and intervention, or one form of impairment to study provision of support. Assessment will be through group presentations and individual written assignments.

Participation on guidance and enhancement weeks will aid the development of personal and study skills.

This module will provide the opportunity to examine some of the current debates taking place about disability in the UK and internationally. In particular it explores the impact of globalization on the lives of disabled people in different cultures and key critical issues and dilemmas in disability . Students will be encouraged to use their previous learning and experience to analyse critically contemporary and international social theories and think about our understanding of models of disability and discuss the impact of recent political and social developments. Recent insights and debates in the related fields such as childhood, ageing, health and welfare will also be explored. This will include developments in the Disabled People’s Movement as a new social movement. The position of disabled people is then discussed and the module concludes with case studies of international organisations including Disabled People’s International and Disability Awareness in Action The module will consist mainly of seminars in which each student will present and discuss (either as individuals or in groups) critical analyses of recent literature (papers, chapters, books). Assessment will be through two written assignments for international and key critical issues in relation to disabled people’s experiences. Participation on guidance and enhancement weeks will aid the development of personal and study skills.

The quadruple module is designed to give students experience of practical fieldwork in which they will collect, analyse and present data to form a dissertation. The fieldwork will extend from previous work within the degree and personal interest. Whilst not imperative strong recommendation is made that it bears relevance to potential future employment or further study.

There is currently no summary for this module.

The module aims to engage students in a dynamic and critical analysis of the changing nature of 'childhood and youth'. This module focuses on 'critical moments' of change in history through an examination of policy and legislation; movement, migration and settlement; and the individual and organisational 'pioneers of change', drawing upon historical and contemporary examples. Students move on to explore contemporary 'childhood and youth' in the context of technological, societal and demographic changes, and are encouraged to adopt a futuristic view of childhood. Throughout the module, discourses of participation; rights; and cohesion are explored. These discourses are related to issues of children and young people's' visibility, self-agency and advocacy. The module starts from the premise that 'children and young people' despite their commonality of age have multiple and diverse identities and have the potential to act as agents of change.

Teaching and learning strategies for this module will include the use of lectures to outline the main concepts and theories; facilitated group discussions to explore the concepts in more depth and draw out individual and collective experiences; directed independent study on campus, informal group presentations, and facilitated visits to groups and archives within the North East.

Students will undertake formative activities designed to develop their understanding of how to use archive material, and their abilities to work in groups to present research material to colleagues.

The formative activities will inform the summative tasks which will consist of a 1000 word essay focused on the archive materials, and a 3000 essay focused on changing childhoods.

Academic skills when studying away from your home country can differ due to cultural and language differences in teaching and assessment practices. This module is designed to support your transition in the use and practice of technical language and subject specific skills around assessments and teaching provision in your chosen subject. The overall aim of this module is to develop your abilities to read and study effectively for academic purposes; to develop your skills in analysing and using source material in seminars and academic writing and to develop your use and application of language and communications skills to a higher level.

The topics you will cover on the module include:

• Understanding assignment briefs and exam questions.
• Developing academic writing skills, including citation, paraphrasing, and summarising.
• Practising ‘critical reading’ and ‘critical writing’
• Planning and structuring academic assignments (e.g. essays, reports and presentations).
• Avoiding academic misconduct and gaining credit by using academic sources and referencing effectively.
• Listening skills for lectures.
• Speaking in seminar presentations.
• Presenting your ideas
• Giving discipline-related academic presentations, experiencing peer observation, and receiving formative feedback.
• Speed reading techniques.
• Developing self-reflection skills.