SED7233 - Inclusion and Diversity

Objectives:

On successful completion of the module, participants will be able to:
Critically discuss and reflect on their own professional practice in relation to inclusion and diversity in educational contexts;
Identify and define from the research literature the key theories, ideas, models and frameworks of inclusion and diversity for educational contexts;
Analyse and judge research findings and other evidence to inform their practice in inclusion and diversity, and in working with pupils with special educational needs in educational contexts;
Synthesise research findings to compose a reflective account in relation to inclusion and diversity that assesses the impact of their learning on professional practice.

Content:

Participants will:
- Reflect critically on interpretations of inclusion;
- Critically analyse the social, medical and affirmative models of disability;
- Critically analyse the current policy context for special educational needs and disability;
- Apply philosophical perspectives to inclusion, diversity and special educational needs;
- Develop a critical understanding of the terminology used to discuss educational needs, impairment, disability and ability, and be aware of the historical and legislative perspectives that frame them;
- Critically analyse the relationship between the personalised learning agenda and provision for pupils with SEN;
- Reflect on their own practice, and their own school context, to critically evaluate models for managing inclusion and supporting needs within inclusive schools;
- Use reflective practitioner and/or practitioner research approaches to evaluate their own educational leadership practice.

Learning and Teaching Information:

Learning will include tutor input, group discussions, workshops, presentations, case studies, seminars, and independent study as appropriate. Reflective practice will be facilitated in taught sessions, and supported by tutorials and online forums on Moodle. Support will be available for the preparation of the summative assignment through individual and group tutorials.
Participants will be expected to draw on their own professional experiences and relevant research in order to contribute to, and lead, group activities.

Seminars and workshops
Hours: 24
Intended Group size: 20

Tutorials
Hours: 20

Guided independent study Hours: 256

Further details relating to assessment
Assessment is through a negotiated reflective practice assignment. The Module Tutor will ensure that the agreed assignment will address the module and programme learning outcomes, and is directly related to professional practice. As such, students will evidence professional practices, and evaluate and reflect upon them within the assignment. It provides opportunities for participants to reflect upon, critique, and investigate research, policy and practice as it impacts on their professional context.

Other relevant matters
It is not expected that students on this module will be engaging in empirical research. As a part of the process of negotiating the focus for the assignment, the Module Tutor may require the student to complete the Leeds Trinity Research Ethics Self-Assessment Form to as a way of checking that an application for ethical clearance is not required, or may require the student to make an ethical clearance application if needed.