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Postgraduate Module Descriptor


EFPM271: SEN: Provision and Practice

This module descriptor refers to the 2019/0 academic year.

Indicative Reading List

This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.

Basic reading:

Boyle, C. (2014) Labelling in special education: Where do the benefits lie? In A. Holliman (Ed.) The Routledge international companion to educational psychology (pp. 213-221). London: Routledge.

Cheminais, R. (2015) Special educational needs for qualified and trainee teachers. (3rd Edn.) London: Routledge.

Denscombe, M. (2014) The good research guide. 5th edn. Maidenhead: OUP. [especially section on observations]

DfE/DoH (2015) Special educational needs and disability code of practice: 0-25 years. London: DfE/DoH. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

Ekins, A. and Grimes, P. (2009) Inclusion: Developing an effective whole school approach. Maidenhead: Open University Press.

Florian, L. (ed) (2014) The Sage handbook of special education. 2nd edn. London: Sage.

Florian, L. and M.J. McLaughlin (Eds.) (2008) Disability classification in education. London: Sage.

Lawson, H., Boyask, R. and Waite, S. (2013) Construction of difference and diversity within policy and classroom practice in England. Cambridge Journal of Education, 43, 1, 107-122.

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Ofsted (2010) The special educational needs and disability review. London: Ofsted.

Pearson, S., Mitchell, R. and Rapti, M. (2015) 'I will be "fighting" even more for pupils with SEN': SENCOs' role predictions in the changing English policy context Journal of Research in SEN, Journal of Research in Special Educational Needs, 15,1, 48-56.

Qureshi, S. (2014) Herding cats or getting heard: The SENCO-teacher dynamic and its impact on classroom practice. Support for Learning, 29, 3, 217-229.

Robertson, C. (2012) Special educational needs and disability coordination in a changing policy landscape: making sense of policy from a SENCO’s perspective. Support for Learning, 27, 2, 77-83.

Thomas, G. (2017) How to do your research project: a guide for students in education and applied social sciences. 3rd edn. London: Sage. [especially section on observations]

Wearmouth, J. (2008) A beginning teacher's guide to special educational needs. Maidenhead: OUP.

Wearmouth, J. (2017) Special educational needs and disabilities in schools: A critical introduction. London: Bloomsbury Academic.