Run by School of Educational Sciences

30.000 Credits or 15.000 ECTS Credits

Semester 1 & 2

Organiser: Dr Fliss Kyffin

1. To acquaint course members with a variety of approaches to providing for pupils with different ALN / SEN, for example; communication difficulties, behavioural and emotional difficulties, attachment disorders, autistic spectrum disorders, physical and sensory impairments.
2. To enable course members to evaluate the evidence for different types of pedagogy and provision for pupils with ALN / SEN.
3. To enable course members to critically reflect on professional practices and the management of responding to pupils with ALN / SEN
4. To enable course members to develop and critically reflect on, evaluate, and analyse research in ALN / SEN
5. To reflect on the issues involved in the provision of services and education to pupils with ALN / SEN in Wales and further afield.

This module aims to enable course members to use a range of approaches to teaching learners with a range of ALN / SEN effectively. They will be to be aware of the theories which underlie different approaches and be able to critically evaluate the evidence for a variety of approaches and strategies to assessing and teaching learners with ALN / SEN. They will acquire skills to extend and update their knowledge in this field. They will be aware of the particular issues in providing for learners with ALN /SEN in a bilingual context with particular reference to Wales.

excellent

Evidence is clearly presented and critically analysed, and supported with a wide range of references, mainly from peer-reviewed sources. Arguments are very well-developed, and alternative perspectives are critically considered. Illustrations are pertinent and illuminative. Clearly written, in style appropriate for the intended audience. Suitable for publication in a professional journal

threshold

See learning outcomes.

good

Evidence is clearly presented and referenced, and critically analysed. Arguments are well-developed, and alternative perspectives are acknowledged. Illustrations are pertinent and illuminative. Clearly written, with evidence that the intended audience has been taken into account

1. Be aware of a variety of approaches to providing for pupils with different ALN / SEN, for example; communication difficulties, moderate learning difficulties, attachment disorders, behavioural and emotional difficulties, severe learning difficulties, autistic spectrum disorders, physical and sensory impairments

2. Be able to evaluate the evidence for different types of pedagogy and provision for pupils with ALN / SEN.

3. Understand and be able to critically evaluate and discuss inclusive practices in relation to different types of ALN /SEN

4. Understand the issues involved in the provision of services and education to pupils with ALN / SEN in Wales and further afield, including how policy affects practice.

Type	Name	Description	Weight
ESSAY	Essay plus action plan	A critical evaluation of literature about meeting the needs of learners with a chosen area of ALN/SEN, following on from the information leaflet (3000 words). Includes an action plan of how the evidence based strategies could be applied practically in an inclusive environment and in line with relevant policy (1000 words equivalent).	67.00
REPORT	Easy read information leaflet	Production of an “easy read” information leaflet for a specific audience (e.g. parents, LSAs, pupils) about a specific condition associated with ALN/ SEND together with reference list of sources.	33.00

		Hours
Seminar	Discussion of personal practices and the evidence /ideas /theory that underpin them.	10
One-to-one supervision	Supervision hours available for formative feedback for the assignments.	20
Individual Project	Preparation for materials for students to share with each other during study weekends and for giving peer feedback.	5
Private study	Study time for reading, preparing assignments and responding to feedback.	245
Lecture	Provision of evidence based strategies for teaching learners with ALN/SEN. Provision of current policy that relates to these learners.	20

• Literacy - Proficiency in reading and writing through a variety of media
• Numeracy - Proficiency in using numbers at appropriate levels of accuracy
• Computer Literacy - Proficiency in using a varied range of computer software
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
• Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• Mentoring - Able to support, help, guide, inspire and/or coach others
• Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
• Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
• Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
• Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

• Show originality in the application of subject specific knowledge and understanding.
• Adapt and transfer ideas from one educational context to another.
• Identify problems, evaluate solutions and critique research associated with educational practice.
• Acquire and analyse data in an educational context.
• Adopt an ethically sound approach to research with children and vulnerable adults.

Resource implications for students

Students will require a tablet or laptop with access to the internet during module study. Students will be encouraged to share their experiences with others and to offer supportive peer feedback.

Reading list

Frederickson, N. and Cline, T. (2015) Special Educational Needs, Inclusion and Diversity. (3rd Edition) Milton Keynes: OU Press

Reading lists relevant to the areas of ALN identified in the co-construction of the module content will be provided.

Optional in courses:

• X3AA: Diploma Education Studies year 1 (DIP/ED)
• X3AK: EdD Education Studies year 1 (EDD/EDS)
• X3AB: MA Education Studies (part-time) year 1 (MA/ED)
• X3AN: MA Education Studies year 1 (MA/EDST)
• X3BG: MA Education Studies (12-months) year 1 (MA/EST)