Module EFPM273 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM273: Critical Perspectives in Inclusive and Special Education
This module descriptor refers to the 2019/0 academic year.
Module Aims
The module aims to enable you to develop the knowledge and skills necessary:
1.To critically examine the concepts of inclusion and special educational needs; their relationship to related concepts (e.g. rights, capabilities) and the implications for the practices of inclusive and special education.
2.To examine the relationships between the general education and specialised/separate systems for children and young people with disabilities and learning difficulties.
3.To explore different models of inclusion and specialised provision beyond the traditional separate special school.
4. To examine broader educational aims and concepts relevant to special needs and inclusive education e.g. autonomy, positive-risk-taking and resilience.
5.To explore the rights, interests and contributions of stakeholders, e.g. Voluntary organisations, professional associations/unions and the children/young people themselves in the governance of provision.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. identify key concepts that underpin understandings of inclusion and special educational needs and propose, with justification, a conceptual framework for how these concepts relate to each other; 2. compare and contrast different models of inclusive and special education provision and evaluate the extent to which their aims and philosophies are realised in practice; 3. critically evaluate the similarities and differences between different stakeholder perspectives and evaluate the implications for research and practice; |
| Discipline-Specific Skills | 4. critically engage in the relationship between the theory and practice of inclusive and special education; 5. compare and contrast different perspectives regarding the values, concepts and philosophies regarding inclusive and special education; 6. handle relevant sources of literature and engage in current academic and policy debates regarding the design, implementation and evaluation of different models of inclusive and special education; 7. construct organised, structured, critically reflective and analytic writing; |
| Personal and Key Skills | 8. demonstrate critical and analytic thinking; 9. demonstrate independent learning, self-management and organisation; 10. demonstrate oral and written communication skills; 11. demonstrate the ability to locate and use learning resources; 12. demonstrate information technology skills; 13. demonstrate the ability to work in groups; and 14. demonstrate the ability to problem solve. |
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 |
|---|---|---|---|
| Individual presentation | 15 minutes | 1-14 | 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 Essay | 100 | 5,000 words | 1-12 | 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 Essay | Written Essay (5000 words) | 1-12 | 6 weeks |
