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 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/
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.
