College of Social Sciences and International Studies
SEN Organisational Contexts
Module EFPM278 for 2019/0
Module EFPM278 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM278: SEN Organisational Contexts
This module descriptor refers to the 2019/0 academic year.
Module Aims
Both the EFPM278 and EFPM279 modules reflect the overall course 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; and
- 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 and understanding of statutory and regulatory frameworks and relevant developments at local and national level;
- to apply this knowledge and understanding to strategic leadership and development of SEND policy and procedures in your own educational setting (e.g. school, college);
- to develop your knowledge and understanding of the roles and responsibilities in developing and implementing a whole educational setting SEND policy (communicating and collaborating effectively with internal and external staff, contributing to professional development of staff); and
- to develop practical knowledge of identification and planning of resources in relation to setting’s SEND policy.
On successfully completing the programme you will be able to: | |
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Module-Specific Skills | 1. demonstrate comprehensive knowledge of the statutory and regulatory context for SEN and Disability Equality; 2. demonstrate comprehensive knowledge and understand the implications of the principles and practice of leadership in different contexts; 3. work strategically with senior colleagues and governors (or equivalent) to lead ethos and policy; 4. lead, develop and, where necessary, challenge senior leaders, colleagues and governors in relation to statutory responsibilities, professional development and staff deployment; 5. demonstrate systematic knowledge and critical skills in the collection, analysis and use of data at a strategic and organisational level; 6. demonstrate that you know how to draw upon external sources of support and expertise; |
Discipline-Specific Skills | 7. critically engage in the relationship between educational theory and practice; 8. compare and contrast different educational perspectives; 9. handle relevant sources of literature and engage in current educational debates; 10. construct organised, structured, critically reflective and analytic writing on educational issues; |
Personal and Key Skills | 11. demonstrate critical and analytic thinking; 12. demonstrate the skills of independent learning, self-management and organisation; 13. demonstrate oral and written communication skills; 14. locate and use learning resources; 15. demonstrate information technology skills; 16. work in groups; and 17. problem solve. |