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Postgraduate Module Descriptor


ERPM009: Special Educational Needs: Teaching and Learning

This module descriptor refers to the 2021/2 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.

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.

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