Module EFPM919 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
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.
On successfully completing the programme you will be able to: | |
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Module-Specific Skills | 1. 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 Skills | 3. 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 Skills | 5. 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. |
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 |
---|---|---|---|
Presentation | (1,500 word equivalent) | 2, 5, 6 & 7 | Written tutor 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 1 | 50 | 3,000 words | 2-7 | Written and grade |
Written Essay 2 | 50 | 3,000 words | 1-7 | 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 Essay 1 | Written Essay (3,000 words) | 2-7 | 6 Weeks |
Written Essay 2 | Written Essay (3,000 words) | 1-7 | 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.
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.