BSc Education / Course details

‘Special needs in education’ is widely used as a key concept within policies and practices internationally. However, this leads to a variety of educational responses, and focuses on learners who have a variety of characteristics and circumstances. This unit will enable students to adopt a critical perspective on these differences, and the various ways in which these differences are responded to locally, nationally and internationally. 

This will involve students analysing what happens in their own countries, their country case study of their choice, as well as in a wide range of other country contexts in the Global North and Global South. Students will study the ‘special needs in education’ agenda in relation to the United Nations’ 2030 Agenda for Sustainable Development, specifically Goal 4 (SDG4), which calls upon education systems ‘to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Students will study and critique the UN aim of eliminating social exclusion that is a consequence of attitudes and responses to diversity in race, social class, ethnicity, religion, gender, sexual orientation, migrant status and ability; and debate the underlying principle of SDG4, that education is a basic human right and the foundation for a more just society.

This unit aims to:

1. Provide students with the knowledge and understanding of the historical development of terminology used, specficially pertaining to the study of difference, to define and address children identified as having special, or additional needs in a range of educational and country contexts;

2. Examine practices and policies in a range of national contexts, e.g. SEND policies in England/Wales, and China’s ‘Learning in the Regular Classroom’ programme.

3. Foster a community of learners and encourage peer to peer learning. This will enable all students to have an appreciation of the many different ways in which education systems have been organised to respond to the most marginalised learners, including those who are identified as having special needs in their education. Central to the course is the United Nations Sustainable Development Goal 4 (SDG4) which promotes equity and inclusion in education for all.

Students will be able to communicate effectively, in writing, orally in class (and potentially in a future placement or place of employment), about the complex history of educational responses to students identified as having special needs in education. This may include the way their particular learning needs intersect with their place of birth, ethnicity, social class, language/s spoken, disability etc. in a wide range of country contexts. 

Students will have gained knowledge about the concepts of difference and special needs in education globally through their study of Sustainable Development Goal 4, and the international debates and influences which are sustaining a focus on ‘education for all’. This will include the history and practice of educational responses to students with additional needs in England (eg SEND). This will equip them to contribute a balanced and well-informed approach to the complex issues of special needs in education in their country contexts and in their future employment.

Syllabus (indicative curriculum content):

• Special needs in education from a global perspective
• The international education policy context, with particular reference to SDG 4
• The problems associated with the use of categories to designate learners who are seen to require additional support
• The relationship of policies for addressing special needs in education to wider national policies, such as curriculum and assessment; accountability measures; educational budgets; and teacher education.
• Students will study literature and policy documents from a wide range of country contexts, including influential international policy documents, and national policy documents, including current policies on ‘Special Educational Needs and Disabilities’ (SEND), in England, ‘Students with Additional Needs’ in Scotland, and ‘Learning in the Regular Classroom’ in China.
• Students will study a human rights-based approach to educational equity and inclusion, including disability rights.

Tutor facilitated sessions (whole group)

The weekly sessions involve tutor presentations, group discussions, group work, and work in pairs.

Group work (online and face-to-face)

Students will be assigned to study groups to work together to share their research on special needs in education in the country contexts of their choice.

Independent study and directed reading

To prepare for the tutor facilitated sessions, students review the materials provided on Blackboard and read from the recommended reading list for the unit and for the sessions. Students also carry out independent study to identify and read materials related to their country case study.

• Describe the way the concept of difference and ‘special needs’ has been developed in a country context of the student’s choice
• Discuss and debate the social and economic impact of educational disadvantage and exclusion for students identified as having special needs in a variety of educational contexts and demonstrate an in-depth knowledge of one country context – of the student’s choice.
• Analyse the full range of special needs in formal and informal education programmes, policies and practices in a wide range of country contexts.

• Apply conceptual tools when describing and commenting on the way special needs are addressed in a wide range of education systems and country contexts.
• Critically examine ‘special needs in education’ in the country context of their choice.
• Distinguish between the ways in which special needs in education are managed in at least two country contexts.

• Use evidence to support a clear and consistent written argument about policy and practice in special needs in education in a country context of the student’s choice.
• Search electronic and other resources effectively, including grey literature, and be able to identify appropriate and relevant primary sources, especially in relation to the country case study.

• Present ideas logically and coherently in writing.
• Examine ‘special needs in education’ in the country context of their choice; and be able to use these skills to examine policy and practice in other country contexts.

A country case study: Construct a case study of the ways in which difference in education are defined and addressed in the country of the student’s choice.

A Report: Write a report for the government of the country of your choice which locates the findings of the case study in the context of global debates on SDG4 and 
special needs in education.

A country case study: Written feedback is provided on Turnitin in Week 9 of the course.
A report: At the end of the course.

• Ainscow, M. (ed) (2020) Inclusive education: New developments, new challenges. Prospects. 49 (3-4), (Special Issue) November 2020. https://link.springer.com/journal/11125/volumes-and-issues/49-3 [link.springer.com]
•  Artiles, A. (2011). Toward an Interdisciplinary Understanding of Educational Equity and Difference: The Case of the Racialization of Ability. Educational Researcher, 40(9), 431–445. https://doi.org/10.3102/0013189X11429391 
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• Ho, A. (2004). To be labelled, or not to be labelled: That is the question. British Journal of Learning Disabilities, 32, 86–92. 
• Shakespeare, T. (2014) Disability Rights and Wrongs Revisited. London: Routledge.
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• Singal, N., Sabates, S., Aslam, M. and Saeed, S. (2018). School enrolment and learning outcomes for children with disabilities: findings from a household survey in Pakistan. International Journal of Inclusive Education, Published online: 15 Oct. https://www.tandfonline.com/doi/abs/10.1080/13603116.2018.1531944?journalCode=tied20 . 
• Terzi, L. (ed) (2010) Special Educational Needs: A new look. Mary Warnock and Brahm Norwich. 2nd edition. London: Continuum
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• UNESCO (2015) The Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4. Paris: UNESCO United Nations (2015) Sustainable Development Goals. New York: 
• United Nations UNESCO (2020) The Global Education Monitoring Report: All means all. Paris: 
• UNESCO Willis, P. (1977) Learning to Labour: How working class kids get working class jobs. Aldershot: Gower
• Willis, P. (1977) Learning to Labour: How working class kids get working class jobs. Aldershot: Gower