Postgraduate Module Descriptor

EFPM919: Critical Perspectives on Inclusive Education

This module descriptor refers to the 2021/2 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 critical questions such as the following drawn from three overarching themes:

Inclusive Education and Disability Studies

What do we mean by Critical International Perspectives on Special and Inclusive Education?

What are the choices and tensions associated with inclusive education?
How is disability presented in popular culture?
What is the role of Rights in inclusive education?

Inclusive Education and Globalisation

Is inclusion a global concern?
What are the barriers to learning and participation in schooling?
What can we learn from Indigenous cultures about inclusion?

Inclusive Education and Inclusive Pedagogy

Does the capability approach address current issues in special and inclusive education field?
What is the impact of inclusion and exclusion in educational contexts?
Is Inclusion incompatible with a ‘what works’ culture?

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
30.5	269.5	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	15	10 x 90 minute lectures
Scheduled Learning and Teaching Activities	15	10 x 90 minute seminars
Scheduled Learning and Teaching Activities	0.5	30 minutes tutor support for assessment
Guided Independent Study	68.5	Preparatory work for taught seminars (including reading; research tasks; collaborative tasks)
Guided Independent Study	76	Completion of formative assignment tasks
Guided Independent Study	125	Completion of summative assignment tasks

Online Resources

This module has online resources available via ELE (the Exeter Learning Environment).

Web based and electronic resources:

Enabling Education Network: http://www.eenet.org.uk/

CSIE (Centre for Studies in Inclusive Education) http://www.csie.org.uk/

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