TE7040 - Inclusive Practice/SEN - School Practitioner Perspective

The module will be delivered through a combination of face to face lectures and seminars with emphasis upon group discussion and debate.

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. Support will include one to one tutorials, contact via emails, telephone, Skype and Blackboard. The support will include feedback on drafts of assessed work.

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 an understanding of the social, political and practical implications of including children who have additional/ special educational needs in the education system
3. An 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.

Personal Values Attributes
1. enhanced their communication skills
2. time management skills
3. enhanced team working
4. problem solving

The module will be assessed using a written assignment in which students will present a critical reflection and analysis of issues and tensions to do with an aspect of inclusive practice.
(4.500 words)
MLOs KU1-3; IPSA1-2, PVA1-4

None

None

This module is designed to develop a critical understanding of how to meet, effectively, the needs of children with a range of learning difficulties through the Foundation Stage and the National Curriculum. It will enable learners to develop a critical understanding of the potential broader context for teaching and learning and the impact of this on the SEN child’s learning. 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, the learners will broaden their professional knowledge concerning the support of children with SEN, particularly the identification and assessment of their needs. On completion of the module practitioners 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 affect school and classroom practice.