PED7323 - Supporting Individual Needs

Objectives:

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

1 Critically examine and reflect on their own professional practice in relation to the challenge of inclusion and a specific learning need faced by pupils in a school context (I2/K4)

2 Identify and synthesise research, scholarship, and other evidence, and précis key theoretical and policy frameworks related to the chosen learning need (I1)

3 Critically evaluate and apply research findings and other evidence to inform their practice in relation to planning for, and meeting pupils’ learning needs (I3)

4 The ability to engage in educational debates in a professional manner, maintaining effective and sustained communication of results and arguments taking into account ethical considerations (I4)

5 Reflect on their own professional practice to identify professional development needs and justify personal learning goals (P3)

Content:

This module is designed to help students to understand how establishing an inclusive classroom ensures all learners can access education on an equal basis.

Students will demonstrate through critical analysis an understanding of inclusion from perspectives such as race and decoloniality, gender inequality, poverty aware practice, EAL learning and social, emotional and mental health. Models of critical reflection will be introduced that are designed to highlight the importance of student and pupil voice in creating a rich and relational teaching and learning culture. Careful consideration in the module will be given to supporting pupils with Special Educational Needs and Disabilities (SEND), encompassing those children identified within the four areas of need set out in the SEND code of practice.

Using their own research, students will begin to create a toolbox of adaptive teaching strategies to promote learning, belonging and well-being in the classroom.

Learning and Teaching Information:

Using the 3-part model of teaching (Pre/Live/Post) learning will be active and purposeful, aligned to the needs of students in the early stages of becoming a teacher. Pre-tasks will introduce themes that will be extended in live lecture and seminar content. These will be developed further through post activities during school experience which will connect theory to practice.

Workshops will be dialogic, discursive and collaborative and will focus on:
- exploring the contested nature of inclusion;
- extending critical reading and writing practices;
- supporting reflection on school-based practice and
- identifying topics of focus for further investigation.
Relevant academic articles will be provided on Moodle to promote academic reading skills and will be used in workshops sessions to assist critical understanding at Level 7.

Opportunities for formative assessment, one-to-one tutorials and related Panopto presentations with specific guidance for writing at Level 7 and understanding the assessment brief will also be used to enhance the module.

Lectures:
Hours: 15
Intended group size: Cohort

Workshops
Hours: 15
Intended group size: 35

Tutorials
Hours: 1

Guided independent study
Hours: 269

Further details relating to assessment
Assessment will be through the presentation of a portfolio of critical reflections which will be submitted as one document. It will typically consist of the following components:

Part A: What is an inclusive education? (2,000 words)
This written element will focus upon the nature of inclusive education. Drawing on relevant literature, students will consider how inclusive education is understood by different stakeholders, why it matters and what it looks like in the classrooms and settings that they will be working in.

Part B: Negotiated Assessment: Adapting Teaching (2,000 words equivalent)
With the support of their academic tutors, students will choose an assessment strategy that suits their specific needs and interests. Options would typically include: an academic poster, a recorded presentation or a written piece that reflects upon effective adaptive classroom practice for pupils who have specific learning needs.

Part C: Written Reflection: Critical Incident Analysis (2000).
A written reflection on an event or situation that occurred during School Experience which marked a significant turning point or change in practice with regards to supporting individual learning needs.

The nature of this assignment requires students, as part of their normal QTS work in schools, to work with individual pupils. Guidance will be provided by the Programme Co-ordinator to ensure that ethical permission is not required to enable students to complete this assignment.

Other relevant matters
To be awarded a Post Graduate Certificate of Education students must pass both modules at Level 7 (60 Level 7 Credits). Attendance that falls below 90% could lead to professional misconduct investigations and sanctions as set out in the relevant misconduct policy.

Assessment:

001 Portfolio; 6,000 words; end of semester 1 100%

Fact File

Module Coordinator - Naziya O'Reilly
Level - 7
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 7PGS1

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