CYP4073 - Special educational needs and disability in practice

Objectives:

On successful completion of the module, students will be able to:
Outline current legislation, approaches and practice to support the development of provision in SEND
Produce artefacts that demonstrate best practice in SEND working methods
Demonstrate skills of reflective practice needed to work in special educational needs and inclusion support settings

Content:

You will be introduced to key ideas, skills and inclusive practice across this module linked to the following:
- The development of values, beliefs, motivations in becoming a special educational needs and inclusion practitioner (SENDI) including the development of skills linked to reflective practice. This will include an exploration of how values can increase covert discrimination and how our emotions inform our values. Positionality and identity will also be explored.
- The development of skills needed to show reflective inclusive practice in working with children, young people and their families who have a SEND
- The conceptualisation of special educational needs and disability (SEND) and the notion of intersectionality within the discipline will be examined. The concept of neurodiversity will be examined.
- The introduction of definitions, theories and models of educational inclusion including concepts such as neurodiversity linked to SEND and their implications for practice will be covered
- The dimensions of need which refer to categorisation and labelling will be covered alongside an exploration of the problematic nature of these issues in practice and how they are arrived at including an evaluation of the category of social and emotional mental health (SEMH)
- An introduction to the challenges in the assessment and identification process of SEND
- An introduction to the current contextual policy and practice landscape of SEND and inclusive practice across various educational settings including an understanding of the use of the graduated approach to meet need
- An introduction to the approaches to overcoming barriers to learning at an individual level which includes both strategies and interventions linked to evidenced based and informed practice.
- An introduction to professional roles, practice and contexts in the SEND landscape including multiagency working approaches
- An explorational approach to global issues of SEND will be taken across the module which will allow students to develop a comparative understanding of each topic and the evidence of best practice including the inclusionary challenges and facilitators in various countries

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 will be used to develop an understanding of current educational 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.

Lectures and guest speakers. Workshops, seminars and supervised group work
Hours: 45
Intended Group Size: Cohort

Tutorials
Hours: 5
Intended Group Size: 5-10

Guided independent study
Hours: 250

Further details relating to assessment
Students will develop a written case study on a setting, a child and family which integrates the key content of the module which will be scaffolded throughout the module delivery. This will include an artefact journal of developing professional practice. At key points in the module delivery students will present their developing case study of their child or young person. Formative assessment tasks which link to elements of the graduated approach which will be specified in the module handbook. The case study and artefact journal will link to the same child and family and be equally weighted. Students will undertake a small group tutorial where they will present an outline of their case study and components of the reflective artefact journal.
The Integrated Assessment can be negotiated and may include one of the following: Professional Case Conference, short video or documentary, portfolio exhibition, use of media with accompanying narrative / blog. This will focus supporting the development of practitioner's knowledge in supporting SEND and mental health.

Assessment:

001 Written case study and relective journal; 2,500 word equivalent; end of semester 2 100%

Fact File

Module Coordinator - PRS_CODE=
Level - 4
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 4YL

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