FDA5093 - Equitable Inclusive Education

Objectives:

On successful completion of the module, students will be able to:

1 - Critically analyse current and relevant policy, statutory guidance and legal requirements regarding equality and inclusion, and why this is essential within contemporary practice. (K16, K20, S2)

2 - Critically examine strategies to support collaborative working with parents, professional bodies and multi agencies, including the deployment of staff and resources, for supporting the progress of babies and children with SEND. (K8, K21, S11, S18)

3 - Create plans to support a baby or child's typical and/or atypical development, considering neurological, cognitive, social, emotional, behavioural, communication and physical development. (K2, K10, S1, S5, S6, S24, B7)

Content:

Equality and inclusive practice underpin all elements of education and care. This module begins by considering how to identify atypical development and concerns around SEND, opposed to a delay in learning, gap in knowledge or difficult/withdrawn behaviour. The current statutory and non-statutory regulations (such as, EYFS and SEND Code of Practice) are utilised to consider the principles of individual needs-based assessments for effective early and appropriate strategies for supporting a baby or child with SEND. Analysis is offered to promote and encourage a working environment that values and respects the individual developmental needs and stages of babies and children with SEND. Through the development of a portfolio, you will create and justify a range of plans that utilise appropriate strategies for responding to atypical needs and development of a baby or child, following a graduated approach. Firstly, you will establish a child's care plan working in partnership with parents or carers, which reinforces their role in supporting the child's wellbeing, whilst also considering steps that could be taken if suitable parental support is not offered. Documentation will track suitable planning cycles to enhance educational play provision for the child, stimulating creativity and curiosity across their enabling environment (indoors and outdoors) and showing the deployment of staff and resources including the use of specialist aids and equipment. This will include activities to support the child’s development of emergent literacy and numeracy skills. Across the documentation, appropriate connections should be made with a range of professionals and agencies showing an awareness of their roles and responsibilities, leading to a final evaluation that considers the strategies to support effective inclusive practice. Parent and/or carer engagement is consistently associated with ensuring their child’s subsequent academic success.

Progress towards KSB’s: K1, K2, K3, K8, K10, K11, K12, K13, K15, K16, K20, K21, S1, S2, S5, S6, S11, S12, S13, S15, S18, S24, B7.

Learning and Teaching Information:

The teaching and learning methods for this module are underpinned by programme strategy that aligns with Leeds Trinity University Learning, Teaching and Academic Experience Strategy (LTAE 2022-2026) in that it aims to transform the way we work co-creatively with you, the student, how we connect you and our learning and teaching with the outside world and societal issues. Through this approach we support you on a personalised, values-based and career-led journey through your studies. You will be taught in a variety of methods including problem-based learning using case studies, reflective practice workshops, flipped classrooms; traditional lectures; including participatory workshops which utilise co-creative exercises that will also influence learning and teaching methods. Additional online material will be supplemented using a variety of media and resources, ranging from videos and selected textbooks and articles. The teaching will be face to face and online tutorials may be used to support student progression. Guest speakers and employers will be engaged with to develop an understanding of current professional practice.

The practice of relational pedagogy and person-centred planning will be showcased by staff in their delivery style. Further detail on the specific teaching and learning including how these have been developed in response to student feedback, can be found in the module handbook.

Scheduled Learning and Teaching Activities
Hours: 42
Intended Group Size: Cohort

Guided independent study
Hours: 258



Further Details Relating to Assessment

Students are referred to the Module Handbook for full details.

The portfolio consists of key sections, the first examines current legislative and non/statutory landscape shaping equitable and inclusive practice. Then a brief profile of a child is presented, ethically approved by the tutor, from which a range of supportive plans are created to aid the child’s learning and developmental needs. A final section justifies the plans offered, connecting to theory and considering the strategies used/ not used to support inclusive practice.

All students will have an opportunity within the modules for formative assessment support, to incrementally aid the completion of summative assessment tasks. Formative assessments may take the form of peer review, guided self-reflection, tutorial, draft feedback, and where relevant employer feedback.

Assessment:

Fact File

Module Coordinator - PRS_CODE=
Level - 5
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered -

Click here to go back to previous page