Module EFPM271 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM271: SEN: Provision and Practice
This module descriptor refers to the 2019/0 academic year.
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written analytic account of SEN systems (based on students own experience and/or students own country) | 1000 words | 1, 5, 6, 8, 9,10-14 | Written tutor comments |
| Paired presentation about school visit | 15 minutes (1500 words equivalent) | 3-6, 10-15 | Tutor and peer oral feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written assignment based on themes drawn from school placement experience | 100 | 5,000 words | 1-14 | Formal written tutor feedback and grade |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written assignment based on themes drawn from school placement experience (5000 words) | Written assignment based on themes drawn from school placement experience (5000 words) | 1-14 | 6 weeks |
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.
Basic reading:
Boyle, C. (2014) Labelling in special education: Where do the benefits lie? In A. Holliman (Ed.) The Routledge international companion to educational psychology (pp. 213-221). London: Routledge.
Cheminais, R. (2015) Special educational needs for qualified and trainee teachers. (3rd Edn.) London: Routledge.
Denscombe, M. (2014) The good research guide. 5th edn. Maidenhead: OUP. [especially section on observations]
DfE/DoH (2015) Special educational needs and disability code of practice: 0-25 years. London: DfE/DoH. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf
Ekins, A. and Grimes, P. (2009) Inclusion: Developing an effective whole school approach. Maidenhead: Open University Press.
Florian, L. (ed) (2014) The Sage handbook of special education. 2nd edn. London: Sage.
Florian, L. and M.J. McLaughlin (Eds.) (2008) Disability classification in education. London: Sage.
Lawson, H., Boyask, R. and Waite, S. (2013) Construction of difference and diversity within policy and classroom practice in England. Cambridge Journal of Education, 43, 1, 107-122.
.
Ofsted (2010) The special educational needs and disability review. London: Ofsted.
Pearson, S., Mitchell, R. and Rapti, M. (2015) 'I will be "fighting" even more for pupils with SEN': SENCOs' role predictions in the changing English policy context Journal of Research in SEN, Journal of Research in Special Educational Needs, 15,1, 48-56.
Qureshi, S. (2014) Herding cats or getting heard: The SENCO-teacher dynamic and its impact on classroom practice. Support for Learning, 29, 3, 217-229.
Robertson, C. (2012) Special educational needs and disability coordination in a changing policy landscape: making sense of policy from a SENCO’s perspective. Support for Learning, 27, 2, 77-83.
Thomas, G. (2017) How to do your research project: a guide for students in education and applied social sciences. 3rd edn. London: Sage. [especially section on observations]
Wearmouth, J. (2008) A beginning teacher's guide to special educational needs. Maidenhead: OUP.
Wearmouth, J. (2017) Special educational needs and disabilities in schools: A critical introduction. London: Bloomsbury Academic.
