- Mr Gary Wyn Jones ( - )
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Assignment 1 2500 word report||50%|
|Semester Assessment||Assignment 2 2500 word case study||50%|
|Supplementary Assessment||Assignment 1 All failed elements of the assignments must be re-taken if the students average mark falls below 40%||50%|
|Supplementary Assessment||Assignment 2 All failed elements of the assignments must be re-taken if the students average mark falls below 40%||50%|
On successful completion of this module students should be able to:
Understand and evaluate policies and legislation impacting on learning differences, disabilities and inclusion.
Evaluate strategic roles to support learners within educational settings.
Evaluate how assessment practices can be inclusive.
Evaluate the role of the practitioner in promoting inclusive practice.
Learning difference and inclusion is a key area for discussion within education and is critical to a qualification relating to SEN. This is a core module on the FDA Education (SEN) and an optional module on BA Education. The module provides students with analytical skills through the writing of a critical report examining policy implementation in a chosen phase of the education system. Furthermore students will be required to examine and evaluate the implementation of policy through a case study of practices.
Week 2- Implementing and developing school based policies
Week 3- The role of the SENCo/ ALNCo
Week 4- Agencies to support with policy implementation
Week 5- A multi-agency approach to successful implementation of policy.
Week 6- Case study 1
Week 7- Case study 2
Week 8- Are national curriculum tests inclusive?
Week 9- Inclusive teacher assessments and assessment for learning
Week 10- Reflection and evaluation of practices and experiences.
This module will outline the key legislature policies that are required to be implemented to support children with ALN/SEN. Students will evaluate a range of case studies to evaluate the range of specialist support opportunities that are available for learners in a range of educational contexts. The importance of a multi-agency approach will be highlighted with an opportunity for students to critically evaluate the support that learners received within a given context through a case study assignment. The module focuses on inclusive assessment practices, both in terms of formal educational assessments and the mitigation afforded to learners with ALN/SEN, as well as classroom based assessments and assessment for learning. Students will be required to write a report focusing on one phase of education and to critically evaluate the differing policies and perspectives on inclusive learning, teaching, and assessment.
|Skills Type||Skills details|
|Application of Number||Statistical reports will be considered and data to support arguments will be analysed.|
|Communication||This will be developed both in seminar discussions and in preparation for the assessments.|
|Improving own Learning and Performance||Assessment for learning will be incorporated into many sessions to allow learners to reflect on their own performance and to develop strategies to improve. Furthermore students are encouraged to reflect on their own professional practices.|
|Information Technology||All assignments will be word processes and students will be required to utilize IT resources in the research of their assignments.|
|Personal Development and Career planning||Reflection activities during seminars will be used to encourage personal development.|
|Problem solving||Students will evaluate how school policies are developed and implemented.|
|Research skills||This will be developed throughout the module but particularly in regards to the research necessary in the assessments.|
|Subject Specific Skills||Students will develop skills in implanting SEN policies in schools and devising inclusive classroom assessments.|
|Team work||Seminar activities will involve group work.|
This module is at CQFW Level 5