Postgraduate Module Descriptor

EFPM919: Critical Perspectives on Inclusive Education

This module descriptor refers to the 2021/2 academic year.

Module Aims

  • To introduce you to a range of critical perspectives on inclusive education which are considered important to international inclusive education research and practice.
  • To explore inclusive education from an international and inter-cultural perspective through engagement with research and community educational projects in a range of different contexts.
  • To encourage you to critically consider the role which education might play in creating more inclusive education systems.
  • To offer you the opportunity to examine the tensions, inequalities and contradictions which might exist in the implementation of inclusive education in different parts of the world.
  • To enable you to reflect on your own experience of inclusive education and draw connections with those of different cultures across the world.

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. Demonstrate sound understanding of the theories which drive research and practice in inclusive education;
2. Demonstrate ability to critically evaluate inclusive and special education practices in different contexts across the world.
Discipline-Specific Skills3. Demonstrate ability to understand and communicate key messages from research about inclusive education;
4. Apply a systematic approach to the synthesis and analysis of ideas in relation to the field of inclusive education.
Personal and Key Skills5. synthesise and organise ideas to present an argument, demonstrating critical and analytical thinking;
6. construct organised, structured, critically reflective and analytical writing;
7. 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.

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.

Core Text

Lawrence-Brown, D., & Sapon-Shevin, M. (2015). Condition critical—Key principles for equitable and inclusive education. Teachers College Press.

Inclusive Education and Disability Studies

Informing educational approaches based on an understanding of individual needs. Educational & Child Psychology. 34 (4) 30-39.ees, K. (2017) Models of disability and the categorisation of learners with severe and profound learning difficulties: Informing educational approaches based on an understanding of individual needs. Educational & Child Psychology. 34 (4) 30-39.

Reindal, S. M. (2008). A social relational model of disability: a theoretical framework for special needs education?. European Journal of Special Needs Education, 23(2), 135-146.

Runswick-Cole, K. & Hodge, N. (2009). Needs or rights? A challenge to the discourse of special education. British Journal of Special Education, 36(4), 198-203.

Inclusive Education and Globalisation

Artiles, A. J., & Dyson, A. (2005). Inclusive education in the globalization age. Contextualizing inclusive education, 37-62., A. J., & Dyson, A. (2005). Inclusive education in the globalization age. Contextualizing inclusive education, 37-62.

Miles, S. and Singal, N. (2010) The Education for All and inclusive education debate: conflict, contradiction or opportunity? International Journal of Inclusive Education, 14, (1): 1 -15.

Srivastava  M. Boerb, A.  and Pijl, S. J. (2015) Inclusive education in developing countries: a closer look at its implementation in the last 10 years. Education Review, 67 (2): 179–195.

UNESCO (2020) Inclusive education: children with disabilities, Paper commissioned for the 2020 Global Education Monitoring Report, Inclusion and education, Paris: UNESCO.

Inclusive Education and Inclusive Pedagogy

Felder, F. (2018). The Value of Inclusion. Journal of Philosophy of Education, 52(1), 54-70.

Norwich, B. (2013).  Addressing tensions and dilemmas in inclusive education. London, Routledge.

Qvortrup, A., & Qvortrup, L. (2017). Inclusion: Dimensions of inclusion in education. International Journal of Inclusive Education.1-15.

Slee, Roger. The irregular school: Exclusion, schooling and inclusive education. Taylor & Francis, 2011.