TE7074 - SEND and Inclusion: Leading Practice in the School Environment

Your learning on this module will reflect on your and your peers’ diverse interests, experiences and expertise characteristic of professional learners. Consequently, although independent learning will be encouraged, the main approach will be collaborative group learning involving face to face lectures and seminars. There will be significant emphasis upon group discussion and debate with activities including inquiry and critical reflection on your practice.

On this programme your first point of contact will be your programme leader. In addition, you will have access to all members of the team who deliver specific aspects of the module. You will be able to access one to one tutorials. Your tutor will also be available via emails, telephone, Skype and Blackboard. You will be able to access formative feedback for your work before submitting a final draft for summative assessment. Session materials will be posted on the eLp (Blackboard) along with recommended reading, articles and so on. A discussion board will enable you to debate issues with other members of the group.

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

Knowledge & Understanding:
1. Develop a critical understanding of sensitive and effective ways of supporting and working with families, carers and other professionals in order to enhance learning
2. Demonstrate a critical understanding of the social, political and practical implications of including children who have additional/ special educational needs in the education system
3. Critical understanding of constructs behind practice and the implications for pupil learning.

Intellectual / Professional skills & abilities:
1. Evaluate critically the dynamics and perspectives of collaborative practice in relation to teaching and learning with reference to the inclusion SEN agendas.
2. Critically evaluate research and theory in the field of special education.
3. Examine critically the context of their research / practice within the context of education

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
1. Enhance your communication and team working skills through a variety of learing and teaching tasks and through your reflective discussion in your summative assessment.
32. Further develop your research skills which will be used to identify appropriate literature to inform your discussion in your written summative assessment.

Formatively you will engage in discussions with your peers during university sessions. This will include sharing ideas on issues of interest and how you will effectively address these in your assignment. Your tutor will also provide feedback on your initial plans for the nature and structure of your assignment.

Summative:

You will submit a written assignment presenting a critical reflection on a subject relevant to contemporary education issues relating to inclusive practice, engaging you in critical reflection, evaluation and analysis of topical issues from your practice and reading around the subject.
(4.500 words)

MLOs
KU1-3;
IPSA1-3
PVA1 & 2

Feedback:
You will receive written feedback and feed forward supporting future academic engagement, with a grade informed by the assessment criteria and the elaborated grade descriptor.

None

None

The title of this module acknowledges your role as a leader of inclusive practice in your organisation. As an education practitioner you will be presented with the opportunity to critically examine policy, theory, research, conceptions of inclusion in order to keep up to date with any changes that may impact on their yours and your organisation’s capacity to provide inclusive education. Learners You will engage in a critical evaluation of a range of teaching and support strategies that underpin person-centred approaches, interrogating the relationship between the holistic, complex and individual needs of the children and young people with special educational needs and disabilities. You will examine theory on teaching and learning as it applies to diverse learner groups and abilities. You will also critically consider the relationship between political, social and educational contexts in the provision of inclusive education. Notions of leadership and managing change will be critically examined.
Through a critical evaluation of the dynamics and perspectives of collaborative practice in relation to teaching and learning with reference to the SEN inclusion agendas, you will broaden your professional knowledge concerning the support of children with SEN, particularly the identification and assessment of their needs. On completion of the module you will have developed a critical understanding of sensitive and effective ways of supporting and working with families, carers and other professionals in order to enhance learning, thereby promoting an emerging philosophy to enhance school and classroom practice.