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 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
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 |
