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.
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 |
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. (2003) Experiences of special education re-evaluating policy and practice through life stories. London: Routledge.
Armstrong, D. (2005) Reinventing ‘inclusion’: New Labour and the cultural politics of special education. Oxford Review of Education, 31, 1, 135–151
DfES (2004) Removing barriers to achievement. DfES/0117/2004 www.teachernet.gov.uk/wholeschool/sen
Florian, L. (ed) (2007) The Sage handbook of special education. London: Sage.
Black Hawkins,K., Florian, L. and Rouse, M. (2007) Achievementand inclusion in schools. London: RoutledgeFalmer.
Norwich, B. (2013). Addressing tensions and dilemmas in inclusive education. London, Routledge.
OFSTED (2006) Inclusion: Does it matter where pupils are taught?www.ofsted.gov.uk/publications
Rix, J., Simmons, K., Nind, M. and Sheehy, K. (2005) Policy and power in inclusive education. London: RoutledgeFalmer/Open University.
Seale, J., Nind, M. & Simmons, B. (2012): Transforming positive risk taking practices: the possibilities of creativity and resilience in learning disability contexts, Scandinavian Journal of Disability Research, DOI:10.1080/15017419.2012.703967
Thomas, G. and Loxley, A. (2008) Deconstructing special education and constructing inclusion (2nd ed.). Buckingham: OUP.
Thomas, G. and Vaughan, M. (2004) Inclusive education: readings and reflections. Maidenhead: OUP.
Todd, L. (2007) Partnerships for inclusive education: a critical approach to collaborative working. London: Routledge.
Warnock, M. and Norwich, B. (2010) Special educational Needs: a new look. London: Continuum Publishers.
