Module ERPM009 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
ERPM009: Special Educational Needs: 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. Understand theoretical models of learning and teaching pedagogies applied to the needs of learners with special educational needs and disabilities. 2. Describe approaches to diagnosis, assessment and intervention and teaching approaches for specific types of special educational needs/disabilities. 3. Demonstrate an understanding of how specialist and mainstream settings meet the needs of learners with special educational needs and disabilities. 4. Demonstrate knowledge and understanding of approaches to teaching for diversity (e.g. intervention; differentiation; inclusive pedagogies and personalisation). |
| Discipline-Specific Skills | 5. Demonstrate an appreciation of the relationship between theory and practice; 6. Demonstrate awareness of the problems which might exist in practice in terms of disability/difference/special educational needs/inclusion; 7. Compare and contrast different perspectives; 8. 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. Explore some of the ways in which theoretical ideas, empirical research findings and policy positions might be applied to educational practice 12. Manage information, collect appropriate information (relating to theory, policy and practice) from a range of sources and undertake essential study tasks under guidance |
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 | 1500 words | 1, 2, 5 to 12 | Tutor formative feedback |
| Poster | Equivalent to 1000 words | 1-14, 16 | Tutor and peer oral 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 assignment | 100 | 3,000 words | 1, 3-12 | 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 | Written assignment (3000 words) | 1, 3-12 | August/September reassessment period |
Re-assessment notes
Where you have been referred/deferred in your assignment you will be required to resubmit the written assignment in the August referral and deferral period. If you are successful on referral, your overall module mark will be capped at 50%; deferred marks are not capped.
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. (2009) 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.
Martin-Denham, S. (2015) Teaching children and young people with special educational needs and disabilities. London: Sage
Nind, M., Rix, J., Sheehy, K. and Simmons, K. (2005) Curriculum and pedagogy in inclusive education. London: RoutledgeFalmer/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.
