- Dr Mary Healy (Senior Lecturer - Roehampton University)
- Dr Martin Needham (Associate Head of Department - Manchester Metropolitan University)
|Delivery Type||Delivery length / details|
|Workshop||1 x 3 Hour Workshop|
|Lecture||10 x 2 Hour Lectures|
|Workshop||1 x 4 Hour Workshop|
|Seminar||10 x 1 Hour Seminars|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Assignment 1 2500 words||50%|
|Semester Assessment||Assignment 2 2500 words||50%|
|Supplementary Assessment||Assignment 1 All failed elements of the assessments must be retaken if the students average mark falls below the required pass mark of 40%.||50%|
|Supplementary Assessment||Assignment 2 All failed elements of the assessments must be retaken if the students average mark falls below the required pass mark of 40%.||50%|
On successful completion of this module students should be able to:
Demonstrate an effective knowledge and understanding of key theoretical principles surrounding special educational needs.
Critically review and discuss the concepts, arguments and principles surrounding special educational needs
Critically examine legislation and practices in relation to special educational needs.
Critically evaluate and assess provisions available for pupils with SEN.
Demonstrate critical engagement with relevant source material.
This module will explore the theoretical, ethical and policy bases of special educational needs. It will examine special educational needs before addressing some issues that practitioners face. Provision for special educational needs pupils at national, local and school levels will be discussed.
What are Special Educational Needs?
Models of disability
Code of practice
Integration and inclusion
Meeting varied needs 1 (autism, dyslexia, dyspraxia)
Meeting varied needs 2 (sensory impairments and physical disabilities)
Meeting varied needs 3 (ADHD and social emotional and behavioural difficulties)
Assessment and differentiation
|Skills Type||Skills details|
|Application of Number||Occasional descriptive statistics in lectures and sources.|
|Communication||Communication techniques are a vital element throughout lectures and seminars. Spoken communication throughout seminar activities. Written communication throughout written assessments.|
|Improving own Learning and Performance||Feedback from the written assignment and personal reflection during seminar tasks encourage improved performance.|
|Information Technology||Written assignments should be word-processed and one of the seminar tasks requires the development of a PowerPoint presentation.|
|Personal Development and Career planning||Not developed in this module.|
|Problem solving||An essential element in the process of critical assessment.|
|Research skills||Research is required for the main assessments and some of the seminar tasks.|
|Subject Specific Skills|
|Team work||Seminar activities provide many opportunities for team work, including group presentations and debates.|
This module is at CQFW Level 6