- UCAS course code
- X300
- UCAS institution code
- M20
Course unit details:
Current Issues in Special Educational Needs
| Unit code | EDUC33002 |
|---|---|
| Credit rating | 20 |
| Unit level | Level 3 |
| Teaching period(s) | Semester 2 |
| Available as a free choice unit? | No |
Overview
The unit will:
Explore the relevance of psychological theory for individual learning and assessment (drawing on developmental psychology, cognitive psychology, neuro psychology and social psychology – For instance, considering definitions of Intelligence and it’s measurement, cognitive & language development, etc)
Consider historical and social influences on how SEN is defined
Critically explore the value and use of diagnostic labels within educational settings (e.g. dyslexia, ASD, ADHD)
Each session will be accompanied by a small group seminar session, in which applied case scenarios are examined and discussed.
Pre/co-requisites
| Unit title | Unit code | Requirement type | Description |
|---|---|---|---|
| The Brain goes to school | EDUC13031 | Pre-Requisite | Compulsory |
| Cognition & Learning: implications for school | EDUC23022 | Pre-Requisite | Compulsory |
Aims
The unit aims to:
Introduce the concept of special educational needs both within a legal framework and as a social construct to underpin how psychology can be used to identify types of SEN, assess individuals who may have SEN, develop supportive interventions that can be used in inclusive classrooms and use theory to support teacher training.
Learning outcomes
Category of outcome | Students should/will (please delete as appropriate) be able to: |
Knowledge and understanding | Understand selected, significant psychological theories and research and their impact on educational practices related to SEN, its identification and interventions that support inclusion
|
Intellectual skills | Adopt a questioning attitude in the discussion of educational practice
Reflect on the implicit values underpinning particular educational approaches to inclusion or segregation |
Practical skills | Use a wide range of resources to identify, select and organize psychological concepts and evidence to respond to problems posed within the course
|
Transferable skills and personal qualities | Demonstrate the ability to take initiative and conduct independent study on a specific topic within the psychology of education |
Teaching and learning methods
Interactive lectures supported by discussion of selected readings and the University’s Virtual Learning Environment
Assessment methods
Assessment task | Length | How and when feedback is provided | Weighting within unit (if relevant)
|
Students are to write a critical essay based on one type of SEN (e.g. ADHD, ASD, Dyslexia), explaining how the need is understood, what interventions has been approached, and assess the evidence for their effectiveness.
|
2,500 |
Online via TurnItIn |
100% |
Feedback methods
Interactive lectures supported by discussion of selected readings and the University’s Virtual Learning Environment and seminars
Recommended reading
Armstrong, D., & Squires, G. (2015). Key Perspectives on Dyslexia: An essential text for educators. Abingdon: Routledge
DfE (2015) SEND code of practice: 0 to 25 years. Available from https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
Dickins, M. (2014) A to Z of inclusion in early childhood. London: Open University/Mc Graw-Hill Education. This is a book to dip into throughout the course.
Dyson, A., & Squires, G. (2016). Early School Leaving and Learners with Disabilities and/or Special Educational Needs: A Review of the Research Evidence Focussing on Europe. Brussels: European Agency for Special Needs and Inclusive Education.
European Agency for Special Needs and Inclusive Education (2012) Teacher Education for Inclusion - Profile of Inclusive Teachers available from https://www.european-agency.org/publications/ereports/te4i-profile/te4i-profile-of-inclusive-teachers
European Agency for Special Needs and Inclusive Education (2015) Empowering Teachers to Promote Inclusive Education available from https://www.european-agency.org/publications/ereports/empowering-teachers-to-promote-inclusive-education
Farrell, M. (2004) Special Educational Needs: A resource for practitioners London: Paul Chapman Publishers. This book is written under previous legislation in England, however, it provides a good overview of some of the tensions at play.
For extended reading around the system of SEND in England and government guidance see https://www.gov.uk/topic/schools-colleges-childrens-services/special-educational-needs-disabilities
Frederickson, N. and Cline, T. (2015) Special Educational Needs, Inclusion and Diversity (3rd Ed). London: McGraw-Hill Education.
ICF-CY. Download from http://apps.who.int/iris/bitstream/10665/43737/1/9789241547321_eng.pdf?ua=1
Miles, S. and Ainscow, M. (2011) (Eds) Responding to diversity in schools: An inquiry based approach. London: Routledge. This book gives examples of practitioner based inquiry exploring how teachers respond to diversity.
Squires, G. (2012). Historical and socio-political agendas around defining and including children with special educational needs. In D. Armstrong & G. Squires (Eds.), Contemporary Issues in Special Educational Needs: Considering the whole child (pp. 9-24). London: Open University/Mc Graw-Hill Education.
Squires, G., & Dyson, A. (2017). Early School Leaving and Learners with Disabilities and/or Special Educational Needs: To What Extent Is Research Reflected in European Union Policies? Brussels: European Agency for Special Needs and Inclusive Education.
Squires, G., Humphrey, N., Barlow, A., & Wigelsworth, M. (2012). The identification of Special Educational Needs and the month of birth: differential effects of category of need and level of assessment. European Journal of Special Needs Education, 27(4), 469-481. doi: 10.1080/08856257.2012.711961
Squires, G., Kalambouka, A., & Bragg, J. (2016). A Study of the Experiences of Post Primary Students with Special Educational Needs. Research Report 23. Dublin: The National Council for Special Education.
WHO (2007) International classification of functioning,
Study hours
| Scheduled activity hours | |
|---|---|
| Lectures | 20 |
| Seminars | 10 |
| Independent study hours | |
|---|---|
| Independent study | 170 |
Teaching staff
| Staff member | Role |
|---|---|
| Garry Squires | Unit coordinator |
Additional notes
Activity | Hours Allocated |
Staff/ Student contact | 10* interactive lectures @ 2 hours 20 |
Small group seminar: case scenario | 10 sessions @ 1 hour 10 |
Preparation for seminar work | 20 |
Private study, reading and assignment preparation | 140 |
Total Hours | 200 |