TE7100 - Inclusion and the Professions

What will I learn on this module?

On this module you will explore the following topics:
• Inter-professional working
• Collaborative practice
• Protected characteristics
• Professional development
• Legislation, policy and codes of practice

How will I learn on this module?

Your learning in this module will include a wide range of strategies to ensure a variety of experience. You will attend lectures and seminars which will provide you with theoretical, anecdotal and case study material to stimulate discussion and debate. You will be supported in engaging in self-evaluation of strengths and areas for development from which you will develop an action plan for future development for yourself within your work role a.

How will I be supported academically on this module?

You will be supported through a combination of online resources and online group tutorials. Opportunities to share and explore experiences and learning with fellow students will form an important part of the teaching and learning process. You will engage in small group learning, presentations, independent and guided study. Your module tutor will be accessible to you in person or through email, Blackboard or Teams. You will also be guided to other learning resources and support available through the university library.

What will I be expected to read on this module?

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)

What will I be expected to achieve?

Knowledge & Understanding:
1. Critical understanding of theoretical frameworks that underpin inter-disciplinary working and multi-professional relationships.
2. Critical understanding of the legislation, policy and codes of practice that underpin inclusive practice in diverse professions.
3. Critical understanding of the role of professional development in inclusive practice.

Intellectual / Professional skills & abilities:
1. Identify and critically evaluate factors that may impact inclusive practice within your profession and/or work role.
2. Ability to identify gaps in skills and knowledge of inclusive practice from which to develop a resource or professional development programme.

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
1. Enhance your communication skills through engagement in module activities, formative and summative assessment.
2. Develop an awareness of the role of collaboration and inter-professional relationships in inclusive provision.

How will I be assessed?

You will receive both formative and summative feedback.

FORMATIVE ASSESSMENT
The formative processes will engage you in class discussions and mini presentations as well as a review of your draft work by your tutor before your summative submission.

SUMMATIVE ASSESSMENT
Critically evaluate your inclusive practice, inter-disciplinary working and multi-professional relationships and develop a resource or professional development programme to improve practice in these areas. 4500 words


MLOs
KU 1, 2 and 3
IPSA 1 and 2
PVA. 1, 2 and 3

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.

Pre-requisite(s)

None

Co-requisite(s)

None

Module abstract

Multi-agency working is a key aspect of professional practice across all services and disciplines as reflected in a range of government policies. For example, the Department for Education and the Department of Health and Social Care published a statutory guidance document, the SEND code of practice: 0 to 25 years Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014. This brought together professionals working with children and young people and facilitated multi-professional working between professionals. However, 10 years on, there are still challenges in multi-disciplinary relationships, adversely impacting outcomes for children, young people and adults accessing services from various professions, contrary to views that saw inclusion through collaboration as the best strategy to bring down barriers to full access to services by all, regardless of ability, age, gender or race. The Health and Care Act (2022) and the current government strategy 2021-2026 for Autism stemmed from the persistent need to raise professionals’ awareness of Autism related gaps in knowledge and skills. This module will enable you to examine mandatory entitlement to fair access to services through multi-professional working, and the obligations on all professionals working in diverse disciplines across all age groups to continually develop their skills to ensure best outcomes for the people in their care. All your learning will relate to the protected characteristics upon which discrimination has historically been based.

Course info

Credits 30

Level of Study Postgraduate

Mode of Study 1 year full-time

Department Social Work, Education and Community Wellbeing

Location Coach Lane Campus, Northumbria University

City Newcastle

Start September 2024

Fee Information

Module Information

All information is accurate at the time of sharing. 

Full time Courses are primarily delivered via on-campus face to face learning but could include elements of online learning. Most courses run as planned and as promoted on our website and via our marketing materials, but if there are any substantial changes (as determined by the Competition and Markets Authority) to a course or there is the potential that course may be withdrawn, we will notify all affected applicants as soon as possible with advice and guidance regarding their options. It is also important to be aware that optional modules listed on course pages may be subject to change depending on uptake numbers each year.  

Contact time is subject to increase or decrease in line with possible restrictions imposed by the government or the University in the interest of maintaining the health and safety and wellbeing of students, staff, and visitors if this is deemed necessary in future.

 

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