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Module

Special Educational Needs: Teaching and Learning

Module titleSpecial Educational Needs: Teaching and Learning
Module codeERPM009
Academic year2020/1
Credits15
Module staff

Dr Darren Moore (Lecturer)

Duration: Term123
Duration: Weeks

11

Number students taking module (anticipated)

25

Description - summary of the module content

Module description

The purpose of this 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: first, you will study different theories, concepts and practices such as categorising SEN, pedagogy, assessment, and differentiation; second, you will consider different types of special educational need, for example, dyslexia, learning difficulties, autism. The activities during the module will help bring these two aspects together.

This is an optional module offered as part of the MSc Education Psychology Conversion Programme. The module is ideally suited to those who might be considering pursuing a career in Educational Psychology.

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. Understand theoretical models of learning and teaching pedagogies applied to the needs of learners with special educational needs and disabilities.
  • 2. Describe approaches to diagnosis, assessment and intervention and teaching approaches for specific types of special educational needs/disabilities.
  • 3. Demonstrate an understanding of how specialist and mainstream settings meet the needs of learners with special educational needs and disabilities.
  • 4. Demonstrate 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. Demonstrate an appreciation of the relationship between theory and practice;
  • 6. Demonstrate awareness of the problems which might exist in practice in terms of disability/difference/special educational needs/inclusion;
  • 7. Compare and contrast different perspectives;
  • 8. 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. Explore some of the ways in which theoretical ideas, empirical research findings and policy positions might be applied to educational practice
  • 12. Manage information, collect appropriate information (relating to theory, policy and practice) from a range of sources and undertake essential study tasks under guidance

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
301200

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Learning & Teaching activities3030 hours of tutor led seminars
Guided independent study20Preparatory work for taught seminars (including research tasks and collaborative tasks)
Guided independent study10Collation and review of seminar notes
Guided independent study20Set and supplementary reading
Guided independent study20Completion of formative assignment tasks
Guided independent study50Completion of summative assignment tasks

Assessment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Written assignment1500 words1, 2, 5 to 12Tutor formative feedback
PosterEquivalent to 1000 words1-14, 16Tutor 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
Written assignment1003,000 words1, 3-12Written 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 assignmentWritten assignment (3000 words)1, 3-12August/September reassessment period

Re-assessment notes

Where you have been referred/deferred in your assignment you will be required to resubmit the written assignment in the August referral and deferral period. If you are successful on referral, your overall module mark will be capped at 50%; deferred marks are not capped.

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. (2009) 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.

Martin-Denham, S. (2015) Teaching children and young people with special educational needs and disabilities. London: Sage

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

ELE https://vle.exeter.ac.uk/course/view.php?id=7989 

Indicative learning resources - Web based and electronic resources

Department for Education resources and information.

http://www.education.gov.uk/childrenandyoungpeople/send

 

Education Endowment Foundation Big Theme on SEN

https://educationendowmentfoundation.org.uk/evidence-summaries/evidence-reviews/special-educational-needs-and-disabilities-send/

 

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

Module has an active ELE page

Key words search

SEN, teaching, learning

Credit value15
Module ECTS

7.5

Module pre-requisites

None

Module co-requisites

None

NQF level (module)

7

Available as distance learning?

No

Origin date

01/05/2020

Last revision date

01/05/2020