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.

Intended Learning Outcomes (ILOs)

This module's assessment will evaluate your achievement of the ILOs listed here - you will see reference to these ILO numbers in the details of the assessment for this module.
On successfully completing the programme you will be able to:
Module-Specific Skills1. 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 Skills4. 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 Skills8. 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.

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.