Postgraduate Module Descriptor

EFPM271: SEN: Provision and Practice

This module descriptor refers to the 2019/0 academic year.

Module Content

Syllabus Plan

Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following key areas:

Overview of systems and management of special educational needs in England (national, local authority, school and class levels, national agencies, voluntary groups)

Overview of legislation and policy in England with particular reference to SEN/disability (history, Code of Practice, Equality Act, National Curriculum, Ofsted)

Organisation of schooling and assessment practices in England

SEN assessment arrangements (e.g. stages, statutory assessment, Education Health and Care Plans, Individual Education Plans)

Categorisation and labelling

Models of provision (continuum of placement, role of local v central government)

Stakeholder perspectives and roles (e.g. SENCO, parents, classroom teachers)

Classroom observation

Practical school experience (including observations on practice, curriculum and pedagogy)

Learning and Teaching

This table provides an overview of how your hours of study for this module are allocated:

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
30	270	0

...and this table provides a more detailed breakdown of the hours allocated to various study activities:

Category	Hours of study time	Description
Scheduled learning and teaching activities	30	15 x 2 seminars
Guided independent study	10	Preparation for seminars reading, small tasks, developing questions as directed
Guided independent study	25	Directed formative activity: researching and writing written analytic account of SEN systems (based on students own experience and/or students own country)
Guided independent study	15	Directed formative activity: reflecting on school visit and preparing paired presentation
Placement	60	School visits and two week school placement
Guided independent study	160	Carrying out literature review, analysing observational data and reflecting on school placement experience, then writing summative assignment

Online Resources

This module has online resources available via ELE (the Exeter Learning Environment).

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

nasen (formerly the National Association of Special Educational Needs) www.nasen.org.uk

Council for Disabled Children http://www.councilfordisabledchildren.org.uk/

Other Learning Resources

British Journal of Special Education

Support for Learning

European Journal of Special Needs Education

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. (3^rd Edn.) London: Routledge.

Denscombe, M. (2014) The good research guide. 5^th 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. 2^nd 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. 3^rd 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.