Module 1 Handbook

Page 1

Postgraduate Programme

Level: 7

Module Handbook

PBM 4015 - Excellent teaching and learning in inclusive learning environments.

February 2012

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Contents

Page

Inclusive Services‌‌. ....................................................................................2 Contacts.............................................................................................4 Welcome and Rationale ....................................................................5 Aims...................................................................................................5 Module learning hours.......................................................................5 Learning Outcomes............................................................................6 Assessment Strategy..........................................................................6 Assessment Guidance........................................................................7 Assessment submission arrangements..............................................7 Module Evaluation..............................................................................8 Module Schedule / Session details..................................... ...............9 Essential Reading ..........................................................................14 Recommended reading ..................................................................15 Journals & related publications ......................................................15 Web sites .......................................................................................16


Inclusive Services Based in the University Library (1st floor) and the Student Information Centre (SIC, ground floor), we provide information, guidance, support and resources for:  Academic Skills Development  Accessing Information and ICT  Disability / Health Conditions  Irlen Syndrome / Colour Sensitivity  Specific Learning Difficulties / Differences (SpLDs) e.g. Dyslexia If you have specific requirements due to a disability or learning difficulty (e.g. physical or sensory impairment, mental health/anxiety issues, health condition, dyslexia or an autistic spectrum condition) or needs emerge when you are studying here, we can advise you on:     

Applying for Disabled Students' Allowances (DSA) Specialist and/or personal support Dyslexia assessments 'Reasonable adjustments' to learning, teaching and assessment Accessible facilities and equipment

Our approach is friendly yet professional and you can discuss your individual learning requirements in complete confidence. It is essential that you contact us as early as possible. To contact the Inclusive Services Team: University Library, 1st floor and SIC, ground floor, Ormskirk Tel: 01695 584372 / 584190 E-mail: inclusiveservices@edgehill.ac.uk Also visit our Inclusive Services webpage at: http://www.edgehill.ac.uk/ls/support/inclusiveservices/


Online Dyslexia Checklist: http://www.edgehill.ac.uk/inclusiveservices/disabilities/checklist Dyslexia Assessments / Specific Learning Difficulties (SpLDs) If you select 8 or more of the following statements, and they are persistent difficulties for you, there is a possibility that you may have a specific learning difficulty such as dyslexia or dyspraxia. If you would like to explore this further, please get in touch with Inclusive Services to book an Informal Assessment. 1. I had difficulty learning to read. 2. I still have difficulty reading. 3. My handwriting is very untidy. 4. I had problems learning times tables at school. 5. Reverse parking is really awkward for me. 6. It is hard for me to remember or follow instructions. 7. It is confusing trying to listen and write at the same time. 8. I often write letters or words in the wrong order. 9. I can’t remember the times of buses or trains. 10. I know what I want to say but I can’t write my ideas down. 11. I often confuse left and right directions. 12. I avoid reading for pleasure. 13. It is hard to write down phone messages. 14. I make mistakes when I say long words. 15. I avoid reading aloud. 16. I find it hard to use a dictionary. 17. It took me ages to learn to tell the time. 18. It is difficult finding my way around new places. 19. I often forget what I have just read. 20. I find it hard to concentrate. 21. I often write numbers the wrong way around. 22. I have good and bad days with my memory. 23. I often bang into things or knock things over . To contact the SpLD Support Team: In person: Ask Desk, University Library, 1st floor Tel: 01695 584372 E-mail: inclusiveservices@edgehill.ac.uk

Also visit our Inclusive Services webpage at: http://www.edgehill.ac.uk/ls/support/inclusiveservices/

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Contacts Module Team

Name

Role

Email and Telephone Number

Lisa O'Connor

Programme Leader

oconnorl@edgehill.ac.uk 01695 650882

Virginia Kay

Senior Lecturer

kayv@edgehill.ac.uk 01695 657268

Lorraine Partington

lorraine.partington@edgehill.ac.uk

Senior Lecturer

01695 650889 Cathy Smith

smithcth@edgehill.ac.uk

Senior Lecturer

01695 657678 Eileen Garrahan

Eileen.Garrahan@edgehill.ac.uk 01695 657285

Senior Lecturer

Administration Name

Role

Katherine Richardson

Award Administrator

Email and Telephone Number senco@edgehill.ac.uk Katherine.Richardson@edgehill.ac.uk 01695 650705

Inclusive Services Team

inclusiveservices@edgehill.ac.uk 01695 584372 / 584190

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Credit Rating 30

Level 7

Welcome & Rationale Welcome to this module. This module aims to enable critical analysis of current educational attitudes and policies around inclusive education. It aims to enable critical reflection on current and new policy and legislation with a view to developing a deep understanding of the benefits, and challenges, of inclusive educational practices. This module handbook should be read in conjunction with the Programme Handbook. Please note the policies and procedures regarding attendance, authenticity of work ethics and submission. Aims This module aims to enable students to investigate, evaluate and reflect on current educational attitudes and policies that will support their efforts to develop highly effective practice in inclusive education. It aims to enable critical reflection on the current policy and legislation related to special educational needs with a view to developing a deep understanding of the benefits, and challenges, of providing excellent inclusive educational practices. This module provides a structure within which course participants can identify and develop areas of outstanding professional practice that contribute to the development of the setting, or organisation, within which they work. The practice based research element of this module enables participants to explore theories, concepts and understanding in relation to their own setting which will enable the development of excellent practice.

Module Learning Hours Notional Learning Hours

260 hours (40 online taught hours, 80 hours directed tasks, 150 hours independent study)

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Learning Outcomes On successful completion of this module you will be able to evidence: 1. an in-depth knowledge and understanding of relevant legislation, reports and research evidence in order to develop and implement excellent inclusive practice. 2. critical evaluation of the principles and theoretical approaches underpinning assessment, planning, intervention and review of individual SENs /disabilities including those that are deemed to be 'high incidence' to meet and exceed learning needs 3. critical analysis and evaluation of the application of these principles including evaluation of their effectiveness in cultivating flexible and responsive strategies in the classroom thereby providing an excellent learner experience. 4. reflection upon issues in including pupils with SEN and/or disabilities, drawing supported conclusions about observed practices and the evidence bases that support or challenge them to inform recommendations for developing outstanding professional practice.

Assessment strategy Assignment Title / Rubric New SENCos Part A - Presentation - Identify your understanding of the internal barriers experienced by your chosen child(ren) and analyse in discussion with another professional the possible external barriers which may impact upon their learning. (15 minute presentation/1500 word equivalent) Part B -Written Reflection - From the identification of barriers to learning, identify and critically evaluate the inclusivity of your short term intervention giving consideration to the strengths and limitations of the data that is used to monitor and evaluate its impact. (3500 words)

Experienced SENCos Part B -Written Reflection - From the identification of barriers to learning, identify and critically evaluate the inclusivity of your short term intervention giving consideration to the strengths and limitations of the data that is used to monitor and evaluate its impact. (5000 words) 6


The assessment task is designed to enable students to demonstrate their achievement of the learning outcomes, through the critical analysis and evaluation of course material, the process of self reflection and the conscious determination of a set of personal beliefs and principles seen as central to their vision of SEN coordination. Tutorial support and opportunities for students to discuss and debate personal issues which underline this are integral to the course. N.B.  Quotes do count towards the overall word count  The abstract, reference list and appendices do not count towards the overall word count  Only include information in appendices that your tutor can choose to read or choose to ignore - if the information is essential to your assignment you need to include this in the main body of the assignment. We recommend that you take advantage of our assignment template, which is formatted correctly (pages are numbered, the correct size font is used, the margins are correct, etc). This template is available on Blackboard i Assessment guidance The element of the assessment feedback form that outlines the ways in which the assignment has met (or not met) the criteria for a pass has been revised and will be used in the feedback for all assignments. The assessment criteria have been split into three separate elements: 1.

Essential, Module Specific Criteria An assignment cannot achieve a pass unless it meets the module learning outcomes. Unless the assignment meets the essential, module specific criteria it will not be assessed in relation to the generic assessment criteria in any formal fashion, as the generic criteria can only sensibly be applied in relation to specific module outcomes.

2.

Prerequisite Criteria An assignment that does not meet the prerequisite criteria will not be accepted for assessment, but returned to the student for revision, which may result in the assignment being referred. We appreciate that students new to postgraduate study may need to learn scholarly conventions. If their first assignment is not acceptable in this respect it will nevertheless be accepted for assessment, but they will be required to seek tutorial guidance and/or attend an Academic Writing workshop before submitting any subsequent assignments.

3.

Generic Assessment Criteria This will determine what grade it will be awarded.

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Assessment submission arrangements A copy of the presentation must be submitted for external examination within 5 days after your presentation day. Your academic tutor will not be able to release feedback until the electronic presentation has been received. The written reflection must be submitted in electronic format in accordance with the requirements set out on Learning Edge. The deadline for the written reflection is: Midnight on Friday 11th January 2013 A completed cover sheet must accompany all work submitted. Please note that the word count must include all quotations. Work submitted after the date/time indicated will not be eligible for a mark. If you foresee a serious problem that is likely to prevent you from submitting work on the due date you must contact the Programme Leader BEFORE the due date to request an extension. You must complete the Coursework Extension Approval Form. These forms are obtainable from the Programme Leader. Assessment will be undertaken and feedback proforma completed. These will reflect the moderation process and will be made available to you by Midnight on Friday 8th February 2013 Your feedback will include a provisional grade which will be confirmed after the appropriate Assessment Board has taken place.

Module Evaluation The module will be evaluated both face to face and via online questionnaires. Further details of these procedures are available in the Programme Handbook. It is expected that all students will participate in the evaluation of modules.

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Module Schedule All materials for this module can be found on Learning Edge. Study Block 1 Learning objectives

Identifying learner needs and the classroom  An in-depth knowledge and understanding of relevant legislation, reports and research evidence in order to develop and implement excellent inclusive practice.  Critical evaluation of the principles and theoretical approaches underpinning assessment, planning, intervention and review of individual SENs /disabilities including those that are deemed to be 'high incidence' to meet and exceed learning needs  Critical analysis and evaluation of the application of these principles including evaluation of their effectiveness in cultivating flexible and responsive strategies in the classroom thereby providing an excellent learner experience.  Reflect upon issues in including pupils with SEN and/or disabilities, drawing supported conclusions about observed practices and the evidence bases that support or challenge them to inform recommendations for developing outstanding professional practice.

Content

 Think of a Learner  What is Inclusion?  Barriers to Learning  The Policy Agenda  Debate on Inclusion  Preparing for your Presentation

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Key concepts

 Identification of learner needs  Identification of Inclusion  Consultation and collaboration; reflecting upon the views of other professionals in relation to barriers to learning  Investigation of Policy and Legislation related to Inclusion  Theoretical understanding of inclusion and reflection upon your own position in the inclusion debate.  Reflection on, and in, practice.

Directed activities

 Think of a child (or group of children) with high incidence SEN.  Consider the term Inclusion and read the literature relating to this. Discuss your findings with the group on the Discussion Board.  Watch video featuring Dr Ross Cooper on The Social Model of Disability and consider your chosen child's barriers to leaning within this model.  Consider your chosen child and identify the barriers to learning which are both external and internal.  Engage with discussion reflecting further upon what you now believe may pose barriers to your chosen child's learning.  Consider the Policy and Legislation related to Special Educational Needs and Inclusion. Use the Discussion Board to share reflections around this.  Watch video of Jonathan Dimbleby debating the future of inclusive education. Discuss this with other students and your academic tutor.  Readings  Presentation preparation

Essential reading

Ainscow, M, Dyson, A, & Booth, T (2006) Improving schools, developing inclusion. London: Routledge 2006 DfES (2001) Special Educational Needs Code of Practice. London: DfES. 10


DfES (2004) Removing barriers to achievement the government strategy for SEN. London: DfES. Frederickson, N. & Cline, T. (2009) Special Educational Needs, Inclusion and Diversity. Berkshire: Open University Press. Glazzard, J. (2011) 'Perceptions of the barriers to effective inclusion in one primary school: voices of teachers and teaching assistants' Support for Learning. 26 (2) 56-63. Mintz, J. (2007) 'Attitudes of primary initial teacher training students to special educational needs and inclusion' Support for Learning. 22 (1) 3-8.

Study Block 2 Learning objectives

The policy agenda and evaluating interventions  An in-depth knowledge and understanding of relevant legislation, reports and research evidence in order to develop and implement excellent inclusive practice.  Critical evaluation of the principles and theoretical approaches underpinning assessment, planning, intervention and review of individual SENs /disabilities including those that are deemed to be 'high incidence' to meet and exceed learning needs  Critical analysis and evaluation of the application of these principles including evaluation of their effectiveness in cultivating flexible and responsive strategies in the classroom thereby providing an excellent learner experience.  Reflect upon issues in including pupils with SEN and/or

disabilities, drawing supported conclusions about observed practices and the evidence bases that support or challenge them to inform recommendations for developing outstanding professional practice. Content

 Design an Intervention.  Linking your intervention to theory and legislation  Quantitative and Qualitative Data

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 Evaluation of your Intervention  Preparing for your Assignment Key Concepts

 The design and implementation of an intervention.  Drawing conclusions around practice in your setting supported by the literature and legislation enabling you to critically evaluate the principles and theoretical approaches which underpin the intervention you have designed for your learner  Evaluate your chosen intervention.  Consider the role of data in designing, monitoring and evaluating an intervention for your chosen learner.  Consider methods you will use to monitor and evaluate the impact of the intervention.

Directed activities

 Design and implement an appropriate intervention for your learner. You need to consider what evidence you will need to design your intervention and what methods you will use.  Listen to the audio clip from Fredrickson and Cline to explore perspectives on inclusion and consider Lachat and Smith's reading on the role of data in educational settings. Read the Norwich article which considers the contemporary debate about inclusion and inclusive education and how this affects children with SEN.  Using the holistic profile from study block 1 use the information about your learner to evaluate where he/she is, in order to inform and design your intervention.  Begin to draw conclusions about practice in your setting supported by the literature and legislation.  On the Discussion Board reflect on the rationale for your chosen intervention and discuss issues regarding inclusion. Begin to draw conclusions regarding practice in your setting with reference to the literature and the legislation.  Consider the role of data in designing, monitoring and evaluating an intervention for your chosen learner.  Complete the activity grid with any available data which has 12


informed the design of your intervention and will inform your evaluation.  Consider which aspects of the intervention you are evaluating, who should be involved and what sort of data you need to collect.  Evaluate your intervention.  Prepare for you Assignment Essential reading

Brannen, J. (2005) 'Mixing Methods: The Entry of Qualitative and Quantitative Approaches into the Research Process' International Journal of Social Research Methodology. 8 (3) 173-184. DfES (2001) Special Educational Needs Code of Practice. London: DfES. DfES (2004) Removing barriers to learning: the government strategy. London: DfES. Lachat, M.A. and Smith, S. (2005) 'Practices That Support Data Use in Urban High Schools' Journal of Education for Students Placed at Risk (JESPAR),10 (3) 333-349. Norwich, B (2005) Inclusion: Is it a matter of evidence about what works or about values and rights? Education 3-13, 33 (1) 51-56

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Learning resources - indicative reading, ITC, AV and other resources Essential Reading Ainscow, M, Dyson, A, & Booth, T (2006) Improving schools, developing inclusion. London: Routledge 2006 Ainscow, M. & Miles, S. (2008) 'Making Education for All inclusive: where next?' Prospect. 38 15-34. Brannen, J. (2005) 'Mixing Methods: The Entry of Qualitative and Quantitative Approaches into the Research Process' International Journal of Social Research Methodology. 8 (3) 173-184. DfES (2001) Special Educational Needs Code of Practice. London: DfES. DfES (2004) Removing barriers to achievement : the government strategy for SEN. London: DfES. Fredrickson, N. (2010) 'Bullying or befriending? Children's responses to classmates with special needs' British Journal of Special Education. 37 (1) 4-12. Frederickson, N. & Cline, T. (2009) Special Educational Needs, Inclusion and Diversity. Berkshire: Open University Press. Glazzard, J. (2011) 'Perceptions of the barriers to effective inclusion in one primary school: voices of teachers and teaching assistants' Support for Learning. 26 (2) 5663. Lachat, M.A. and Smith, S. (2005) 'Practices That Support Data Use in Urban High Schools' Journal of Education for Students Placed at Risk (JESPAR),10 (3) 333349. Mintz, J. (2007) 'Attitudes of primary initial teacher training students to special educational needs and inclusion' Support for Learning. 22 (1) 3-8. Norwich, B (2005) Inclusion: Is it a matter of evidence about what works or about values and rights? Education 3-13, 33 (1) 51-56 Quicke, J (2003) 'Educating the pupil voice' Support for Learning 18(2): 51-57 Rose, R (2002) 'Including pupils with special educational needs: beyond rhetoric and towards an understanding of effective classroom practice'. International Journal of Research and methods in Education. 25 (1) 67-76. Runswick-Cole, K. & Hodge, N. (2009) 'Needs or rights? A challenge to the discourse of special education? British Journal of Special Education. 36 (4) 198203. 14


Recommended reading Armstrong, F. (2004) Action Research for Inclusive Education: changing places, changing practice, changing minds. London: RoutledgeFalmer. Booth, T., Ainscow, M., Black-Hawkins, K., Vaughan, M. & Shaw, L. (2000) Index for Inclusion: developing learning and participation in schools. Bristol: C.S.I.E. Cheminais, R (2003) Closing the inclusion gap:special and mainstream schools working in partnership. London: David Fulton. Cole, B. (2004) Mother-Teachers: Insights Into Inclusion London: David Fulton. Davies, S., Howes, A., Davies, H., Fox, S. Swann, S (2009) Improving the Context for Inclusion: personalising teacher development through collaborative action. London: Routledge. DCSF (2009) Lamb Inquiry Special Educational Needs and Parental Confidence. Nottingham: DCSF. DfE (2011) Support and Aspiration: A new approach to special educational needs and disability A Consultation. London: DfE. Fitchman-Dana, N. & Yendol-Hoppey, D. (2008) The reflective educator's guide to classroom research: learning to teach and teaching to learn through practitioner enquiry. London: Sage. Hallett, F. & Hallett, G. (2010) Transforming the role of the SENCo: Achieving The National Award for SEN Coordination.: Berkshire: Open University Press Skidmore, D. (2004) Inclusion: The Dynamic of school development. Maidenhead: Open University Press. Taber, K. (2007) Classroom Based Research and Evidence Based Practice: a guide for Teachers. London: Sage. Tallent, L and Thompson, J (2011) A square peg in a round hole: Inclusion for every child. London: Featherstone Education Thomas, G. & Loxley, A. (2007) Deconstructing special education and constructing inclusion. Maidenhead: Open University Press. Topping, K. & Maloney, S. (2005) The RoutledgeFalmer Reader in Inclusive Education. London: Routledge.

Journals & related publications British Journal of Special Education 15


European Journal of Special Needs Education International Journal of Inclusive Education Support for Learning Web sites Title

Web Address

National Association of Special Educational Needs (nasen):

http://www.nasen.org.uk

Centre for Studies in Inclusive Education:

http://www.csie.org.uk

Alliance for inclusive education:

http://www.asafic.org.uk

Behaviour for learning:

http://www.behaviour4learning.ac.uk

Equality and human rights commission:

http://www.equalityhumanrights.com

Edge Hill University:

http://www.edgehill.ac.uk

Department for Education:

http://www.education.gov.uk

All material suggested in these lists has been published within the last seven years, the only exceptions to this are texts considered to be seminal texts that are fundamental to the programme/course and have not been updated. These lists are a starting point and you are expected to read widely from other sources to support your work and to further your own research.

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