Module EFPM270 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM270: SEN: Teaching and Learning
This module descriptor refers to the 2021/2 academic year.
Module Aims
The principal aim of this module is to facilitate critical examination of a range of theory and practice related to teaching and learning of students with special educational needs and disabilities. You will critically examine conceptions of, and approaches to diagnosis, assessment and intervention, and teaching approaches for a range of specific types of special educational needs/disabilities (e.g. autism, dyslexia, learning difficulties). You will develop knowledge and understanding of approaches to teaching for diversity (e.g. curriculum models; differentiation and personalisation).
On successfully completing the programme you will be able to: | |
---|---|
Module-Specific Skills | 1. demonstrate a critical understanding of theoretical models of learning and teaching pedagogies applied to the needs of learners with special educational needs and disabilities. 2. demonstrate knowledge and understanding of approaches to diagnosis, assessment and intervention and teaching approaches for specific types of special educational needs/disabilities; 3. demonstrate a critical understanding of how specialist and mainstream settings meet the needs of learners with special educational needs and disabilities 4. demonstrate comprehensive knowledge and understanding of approaches to teaching for diversity (e.g. intervention; differentiation; inclusive pedagogies and personalisation) |
Discipline-Specific Skills | 5. critically engage in the relationship between theory and practice; 6. problematise practice in terms of disability/difference/special educational needs/inclusion; 7. compare and contrast different perspectives; 8. critically engage with relevant sources of literature and current debates; |
Personal and Key Skills | 9. synthesise and organise ideas to present a convincing argument 10. engage in critical, reflective debate 11. consider the application of theoretical ideas, policy positions and research implications to educational practice 12. undertake both directed and independent study to recognise, justify and analyse key ideas in the literature and relate these to research, theory, policy and practice |
Module Content
Syllabus Plan
Whilst the module’s precise content may vary over time, it is envisaged that the syllabus will consider a range of issues that relate to teaching and learning students with special educational needs and disability. The syllabus will consider how theory, research and policy inform the issues. Content is likely to include:
- The diagnosis and assessment of “difference”
- Theories of learning and development applied to teaching and learning of students with special educational needs and disability.
- Special education and inclusive pedagogies.
- Interventions for students with special educational needs and disability.
- Approaches to teaching, learning and assessment for learners with particular areas of need.
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 | 270 | 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 | 30 hours tutor led seminars |
Guided independent study | 170 | Preparatory work for taught seminars (including reading; research tasks; collaborative tasks) |
Guided independent study | 20 | Completion of formative assignment tasks |
Guided independent study | 80 | Completion of summative assignment tasks |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Department for Education resources and information. http://www.education.gov.uk/childrenandyoungpeople/send
Other Learning Resources
Electronic journals:
British Journal of Special Education
Support for Learning
European Journal of Special Needs Education
Journal of Research in Special Educational Needs
International Journal of Inclusive Education
International Journal of Disability, Education and Development
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 |
---|---|---|---|
Written assignment: Critical examination of one key aspect of learning/pedagogical theory | 1500 words | 1, 2, 5 to 12 | Tutor formative feedback |
Poster: Types of special educational need poster | Equivalent to 1000 words | 1-12 | Tutor and peer 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 |
---|---|---|
60 | 0 | 40 |
...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 assignment | 60 | 3000 words | 1, 3-12 | Written and grade |
Individual Presentation | 40 | 15 minute presentation + 5 minute question and answers (2,000 words equivalent) | 2-12 | Written 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 assignment 60% | Written assignment (3000 words) | 1, 3-12 | 6 weeks |
Individual Presentation 40% | 15 minute presentation (2,000 words equivalent) | 2-12 | 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. and Squires, G. eds. (2012) Contemporary Issues in Special Educational Needs: Considering the Whole Child. Maidenhead: Open University.
Cornwall, J., & Graham-Matheson, L. (2012). Leading on Inclusion: Dilemmas, Debates and New Perspectives. London: Routledge.
De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International journal of inclusive education, 15(3), 331-353.
Farrell, P. and Ainscow, M. (eds) (2002) Making special education inclusive. London: Fulton.
Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119-135.
Frederickson, N. and Cline, T. (2015) Special educational needs, inclusion and diversity. 2nd Edition. Buckingham: Open University Press.
Garner, P. (2009). Special Educational Needs: the key concepts. London: Routledge.
Graham, L. J. (2015). A little learning is a dangerous thing: Factors influencing the increased identification of special educational needs from the perspective of education policy-makers and school practitioners. International Journal of Disability, Development and Education, 62(1), 116-132.
Lewis, A. and Norwich, B. (2005) (eds) Special teaching for special children? Maidenhead: Open University Press.
Nind, M., Rix, J., Sheehy, K. and Simmons, K. (2005) Curriculum and pedagogy in inclusive education. London: Routledge Falmer/Open University
Norwich, B., & Eaton, A. (2015). The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties, 20(2), 117-132.
Raveaud, M. (2005). Hares, tortoises and the social construction of the pupil: differentiated learning in French and English primary schools. British Educational Research Journal, 31(4), 459-479.