|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Assignment 3 - Evaluation 2500 word evaluation of a series of lessons / lesson plans, with an analysis of impact on three different elements of special needs or inclusion.||50%|
|Semester Assessment||Assignment 2 - Leaflet 500 word - production of leaflet / flyer for department / subject area staff on inclusion, needs and learning.||10%|
|Semester Assessment||Assignment 1 - Essay 2000 word written analysis of legislation and policies regarding inclusion, needs and learning within own subject content.||40%|
|Supplementary Assessment||Assignment 3 - Evaluation All failed elements of the assessments must be re-taken if the student’s average mark falls below the required pass mark of 40%. This will require a new evaluation of a different series of lessons / lesson plans.||50%|
|Supplementary Assessment||Assignment 1 - Essay All failed elements of the assessments must be re-taken if the student’s average mark falls below the required pass mark of 40%. This will require new questions.||40%|
|Supplementary Assessment||Assignment 2 - Leaflet All failed elements of the assessments must be re-taken if the student’s average mark falls below the required pass mark of 40%. This will require a new flyer.||10%|
On successful completion of this module students should be able to:
Understand and critically evaluate the legislative framework relating to learning differences, disabilities and inclusion.
Design and develop methods that foster inclusive teaching and inclusive environments within their own context, justifying their choices.
Demonstrate a critical knowledge and understanding of key theoretical principles surrounding special educational needs and inclusion.
The variety in types and needs of learners is a significant factor that teachers in every sector must manage and adapt to. This module will provide you with an overview of legislation, policy and guidelines which support and give direction to practitioners in ensuring that equality, diversity and inclusion are factored into practices within every learning environment. Those policies and guidelines will provide the backdrop for a consideration of creative and inclusive planning and provisions within your own teaching context, and give you the opportunity to develop a stronger understanding of some specific learning needs and the practices which enable effective learning for all. There will be a distinct emphasis on evidence and research informed practice to enable a career-long flexible approach to inclusion, diversity and equality.
Unit 1 - Legislative framework
Unit 2 - Diversity and equality of provision
Unit 3 - Human and children’s rights
Unit 4 - Inclusive teaching and inclusive environments
Unit 5 - Creativity and respect in curricular and assessment planning
Unit 6 - Individual learners – identification and planning
Unit 7 - Dyslexia
Unit 8 - ‘Conduct disorders’ including ADHD, Asperger and Autism
Unit 9 - Differentiation
Unit 10 - Research based practice
|Skills Type||Skills details|
|Application of Number||Statistical reports may be considered and data to support arguments may be analysed.|
|Communication||This will be developed both in seminar discussions and in preparation for the assessments. The development of a flyer will focus on effective communication of information to colleagues.|
|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. Evaluating lessons / lesson plans will focus on development of own learning and performance.|
|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. The evaluation of lessons / lesson plans will be assessed.|
|Problem solving||There will be a requirement to understand and apply relevant theoretical concepts to own practice and to learning and teaching contexts.|
|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 regards to teaching, planning, assessing and professional practice.|
|Team work||Seminar activities will involve group work.|
This module is at CQFW Level 6