SEN Leading on Teaching and Learning (EFPM279)

StaffProfessor Hazel Lawson - Lecturer
Credit Value30
Academic Year2017/8
ECTS Value15
NQF Level7
Pre-requisitesNone
Co-requisitesEFPM278 SEN: Organisational contexts
Duration of Module Term 2: 5 weeks; Term 3: 10 weeks;

Module aims

Both the EFPM278 and EFPM279 modules reflect the overall programme aims:

  • to increase the participation of children and young people with special educational needs and/or disabilities (SEND) and raise their achievement, through developing SENCOs' professional attributes and improving their knowledge, understanding and skills.
  • to prepare SENCOs to lead teaching and learning and the provision for children and young people in their school or other educational setting who have SEND.
  • to provide opportunities for SENCOs to share good practice and reflect critically and actively on their own role and practice

 

Each module has a distinctive focus and set of aims. With regard to this module, the aims are:

  • to develop your knowledge, understanding and skills about:
    • coordinating provision for SEND
    • leading, supporting and developing the practice of colleagues
    • working in partnership with children and young people, families and other professionals
  • to further develop your knowledge and understanding of how SEND affect the participation and learning of children and young people

ILO: Module-specific skills

  • 1. demonstrate comprehensive knowledge and understand the implications of the principles and practice of leadership in different contexts;
  • 2. demonstrate comprehensive knowledge of how SEND affects the participation and learning of children and young people;
  • 3. demonstrate comprehensive knowledge of strategies for improving outcomes for learners with SEND;
  • 4. work strategically with senior colleagues, governors (or equivalent) and others to lead practice/pedagogy;
  • 5. lead, develop and, where necessary, challenge senior leaders, colleagues and governors in relation to teaching and learning, barriers to participation and learning and learner progress;
  • 6. critically evaluate evidence/data about learning, teaching and assessment in relation to children and young people with SEND;
  • 7. develop, implement, monitor and critically evaluate systems to identify, inform, plan, record and review SEND provision;

ILO: Discipline-specific skills

  • 8. critically engage in the relationship between educational theory and practice;
  • 9. compare and contrast different educational perspectives;
  • 10. handle relevant sources of literature and engage in current educational debates;
  • 11. construct organised, structured, critically reflective and analytic writing on educational issues;

ILO: Personal and key skills

  • 12. demonstrate critical and analytic thinking;
  • 13. demonstrate independent learning, self-management and organisation;
  • 14. demonstrate oral and written communication skills;
  • 15. locate and use learning resources;
  • 16. demonstrate information technology skills;
  • 17. work in groups; and
  • 18. problem solve.

Syllabus plan

The content of this syllabus plan is related to the syllabus plan in the related module EFPM278 SEN Organisational contexts. Some aspects of the content are common to both modules. The content will cohere with the professional requirements as set out in the SENCO Learning Outcomes. All aspects of the module relate to the critical use of research and inspection evidence about effective practice. Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:

  • Strategic leadership and management processes to support change, role of leadership in relation to professional development
  • Causes of underachievement – breadth and complexity
  • How children and young people's development is affected by SEND
  • High incidence SEN– implications for teaching and learning and inclusive practice
  • Theories of learning in relation to interventions
  • Barriers to learning, participation and achievement; discrimination, stereotyping and bullying related to SEND
  • Overview of effective practice – principles, national research and local projects, for example; potential of new technologies, person-centred approaches, multi-agency working, transitions and preparation for adulthood
  • Coaching and mentoring colleagues and deploying staff
  • Children and young people's and parents' participation and engagement
  • Consulting, engaging and communicating with colleagues, parents and carers and children and young people

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
212790

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Learning & Teaching activities18Lectures and seminars led by module tutors and guest speakers over 3 contact days
Scheduled Learning & Teaching activities3Tutorials with local module tutor – face to face or virtual. You will devise a small scale action research study focus. You will discuss this and the progress of your study with your local module tutor. Your local module tutor will also provide you with feedback on a draft of your assignment.
Guided independent study3You will need to prepare for each contact day with directed activities and reading as indicated on ele.
Guided independent study50Research and produce literature review and action research plan
Guided independent study50Carry out action research study and initial analysis
Guided independent study176Write final version of your assignment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Critical discussion of set readings and practical tasksEquivalent to 2500 words1-4, 6-8, 10, 12-15, 17-18Tutor and peer oral feedback

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
10000

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Small scale action research study1005000 words1-7 (depending on choice of focus) 8-16, 18Formal written tutor feedback and grade
0
0
0
0
0

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Small scale action research studyRe-submission of action research study (5000 words)1-7 (depending on choice of focus) 8-16, 186 weeks

Indicative learning resources - Basic reading

DfE (2015) SEN Code of Practice 0-25 [online] Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

Hallett, F. and Hallett, G. (eds) (2010) Transforming the role of the SENCO: Achieving the National Award for SEN Coordination Buckingham: Open University Press

Wearmouth, J. (2016) Effective SENCO: Meeting the challenge. Maidenhead: Open University Press

Module has an active ELE page?

Yes

Indicative learning resources - Web based and electronic resources

DfE SEN pages www.education.gov.uk/schools/pupilsupport/sen

nasen (National Association of Special Educational Ne The section on A Whole School Approach to Improving Access, Participation and Achievement includes many useful resources http://www.nasentraining.org.uk/resources/

Training materials for teachers of learners with severe, profound and complex learning difficulties https://www.gov.uk/government/publications/teaching-pupils-with-special-educational-needs-and-disabilities-send/training-modules-and-resources-for-teaching-send-pupils

Advanced training materials for autism; dyslexia; speech, language and communication; emotional, social and behavioural difficulties; moderate learning difficulties https://www.gov.uk/government/publications/teaching-pupils-with-special-educational-needs-and-disabilities-send/training-modules-and-resources-for-teaching-send-pupils

Inclusion Development Programme http://www.idponline.org.uk/

 

SEN Policy Research Forum

http://www.sen-policyforum.org.uk/ 

 

Council for Disabled Children

http://www.councilfordisabledchildren.org.uk/

Indicative learning resources - Other resources

Electronic journals -

British Journal of Special Education

Support for Learning

European Journal of Special Needs Education

Journal of Research in Special Educational Needs

Available as distance learning?

No

Last revision date

13/07/2016

Key words search

SEN, special educational needs coordination, SENCO