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Module

SEN: Teaching and Learning

Module titleSEN: Teaching and Learning
Module codeEFPM270
Academic year2020/1
Credits30
Module staff

Dr Darren Moore (Lecturer)

Duration: Term123
Duration: Weeks

11

Number students taking module (anticipated)

12

Description - summary of the module content

Module description

The purpose of the module is to explore theory and practice related to the teaching and learning of students with special educational needs and disabilities. There are two interrelating elements to the module: firstly, you will study different theories, concepts and practices such as categorising SEN, pedagogy, assessment, differentiation; secondly, you will consider different types of special educational need, for example, dyslexia, learning difficulties, autism. The activities during the module help bring these two aspects together. This module is  a compulsory part of the MA SEN programme. There are no prerequisites for this module.

Module aims - intentions of the module

The principal aim of this module is to facilitate critical examination of a range of theory and practice related to teaching and learning of students with special educational needs and disabilities. You will critically examine conceptions of, and approaches to diagnosis, assessment and intervention, and teaching approaches for a range of specific types of special educational needs/disabilities (e.g. autism, dyslexia, learning difficulties).  You will develop knowledge and understanding of approaches to teaching for diversity (e.g. curriculum models; differentiation and personalisation).

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

  • 1. demonstrate a critical understanding of theoretical models of learning and teaching pedagogies applied to the needs of learners with special educational needs and disabilities.
  • 2. demonstrate knowledge and understanding of approaches to diagnosis, assessment and intervention and teaching approaches for specific types of special educational needs/disabilities;
  • 3. demonstrate a critical understanding of how specialist and mainstream settings meet the needs of learners with special educational needs and disabilities
  • 4. demonstrate comprehensive knowledge and understanding of approaches to teaching for diversity (e.g. intervention; differentiation; inclusive pedagogies and personalisation)

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

  • 5. critically engage in the relationship between theory and practice;
  • 6. problematise practice in terms of disability/difference/special educational needs/inclusion;
  • 7. compare and contrast different perspectives;
  • 8. critically engage with relevant sources of literature and current debates;

ILO: Personal and key skills

On successfully completing the module you will be able to...

  • 9. synthesise and organise ideas to present a convincing argument
  • 10. engage in critical, reflective debate
  • 11. consider the application of theoretical ideas, policy positions and research implications to educational practice
  • 12. undertake both directed and independent study to recognise, justify and analyse key ideas in the literature and relate these to research, theory, policy and practice

Syllabus plan

Syllabus plan

Whilst the module’s precise content may vary over time, it is envisaged that the syllabus will consider a range of issues that relate to teaching and learning students with special educational needs and disability. The syllabus will consider how theory, research and policy inform the issues. Content is likely to include:

  • The diagnosis and assessment of “difference”
  • Theories of learning and development applied to teaching and learning of students with special educational needs and disability.
  • Special education and inclusive pedagogies.
  • Interventions for students with special educational needs and disability.
  • Approaches to teaching, learning and assessment for learners with particular areas of need.

Learning and teaching

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

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
302700

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled learning and teaching activities 3030 hours tutor led seminars
Guided independent study170Preparatory work for taught seminars (including reading; research tasks; collaborative tasks)
Guided independent study20Completion of formative assignment tasks
Guided independent study80Completion of summative assignment tasks

Assessment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Written assignment: Critical examination of one key aspect of learning/pedagogical theory 1500 words1, 2, 5 to 12Tutor formative feedback
Poster: Types of special educational need posterEquivalent to 1000 words1-12Tutor and peer feedback

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
60040

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Written assignment 603000 words1, 3-12Written and grade
Individual Presentation4015 minute presentation + 5 minute question and answers (2,000 words equivalent)2-12Written and grade

Re-assessment

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

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Written assignment 60%Written assignment (3000 words)1, 3-126 weeks
Individual Presentation 40%15 minute presentation (2,000 words equivalent)2-126 weeks

Resources

Indicative learning resources - Basic reading

Armstrong, D. and Squires, G. eds. (2012) Contemporary Issues in Special Educational Needs: Considering the Whole Child.

Maidenhead: Open University.

 

Cornwall, J., & Graham-Matheson, L. (2012). Leading on Inclusion: Dilemmas, Debates and New Perspectives. London: Routledge.

 

De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International journal of inclusive education, 15(3),  331-353.

 

Farrell, P. and Ainscow, M. (eds) (2002) Making special education inclusive. London:  Fulton.

 

Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119-135.

Frederickson, N. and Cline, T. (2015) Special educational needs, inclusion and diversity. 2nd Edition. Buckingham: Open University Press.

 

Garner, P. (2009). Special Educational Needs: the key concepts. London:  Routledge.

 

Graham, L. J. (2015). A little learning is a dangerous thing: Factors influencing the increased identification of special educational needs from the perspective of education policy-makers and school practitioners. International Journal of Disability, Development and Education, 62(1), 116-132.

 

Lewis, A. and Norwich, B. (2005) (eds) Special teaching for special children? Maidenhead: Open University Press.

 

 

Nind, M., Rix, J., Sheehy, K. and Simmons, K. (2005) Curriculum and pedagogy in inclusive education. London: Routledge Falmer/Open University

 

Norwich, B., & Eaton, A. (2015). The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties, 20(2), 117-132.

 

Raveaud, M. (2005). Hares, tortoises and the social construction of the pupil: differentiated learning in French and English primary schools. British Educational Research Journal, 31(4),  459-479.

Indicative learning resources - Web based and electronic resources

Department for Education resources and information. http://www.education.gov.uk/childrenandyoungpeople/send

Module has an active ELE page

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

International Journal of Inclusive Education

International Journal of Disability, Education and Development

Key words search

SEN, teaching and learning

Credit value30
Module ECTS

15

Module pre-requisites

None

Module co-requisites

None

NQF level (module)

7

Available as distance learning?

No

Origin date

28/02/13

Last revision date

27/08/2020