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. |
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 topics:
How understandings of inclusion and special educational needs vary in different educational, social and healthcare contexts: e.g. social inclusion, digital inclusion;
How the concepts of inclusion and needs relate to wider concepts such as rights, capabilities, resilience, participation, positive-risk taking;
Perceptions and images of ability and disability and implications for practice; and
Rights, interests and contributions of stakeholders.
This module descriptor captures two modes of delivery: campus-based (C) and blended (B). In the Learning and Teaching section below there are two sets of numbers: one pertains to campus-based delivery and one to blended delivery. Students enrolled on the blended mode will be expected to undertake more independent guided study than those on the campus-based mode.
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 (C) 14 (B) | 270 (C) 286 (B) | 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 (C) | 10 x 3 hour seminars |
| Scheduled Learning and Teaching Activities | 14 (B) | 2 x 3 hours campus based workshops; 8 hours giving formative presentation, listening to and providing feedback on others presentations (with (C) students) |
| Guided Independent Study | 16 (B) | 8x1 hour online lectures; 8 hours online directed tasks linked to each lecture |
| Guided Independent Study | 60 (C) 60 (B) | Reading preparation for each seminar 30 hours; Preparation for individual presentation 30 hours. |
| Guided Independent Study | 210 (C) 210 (B) | Literature searching, reading and making notes for preparation for assignment 105 hours; Preparation and drafting of assignment 105 hours |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Electronic Journals:
British Journal of Special Education
Support for Learning
European Journal of Special Needs Education
International Journal of Inclusive Education
Journal of Research in Special Educational Needs
