Run by School of Educational Sciences

20.000 Credits or 10.000 ECTS Credits

Organiser: Dr Tanya Hathaway

This module will focus on the skills required to be an effective ALNCo under the ALNET. The module will require detailed reflection on areas of personal strength and areas for development. Case study scenarios will be used to explore the functions and responsibilities of the Additional Learning Needs Coordinator (ALNCo) in relation to children, families and inter-professional working. Students will be required to demonstrate a detailed knowledge of appropriate setting wide strategies to support those with ALN.

This module aims to: 1. Develop a detailed understanding of the role of the ALNCo and the statutory framework, recognising the complexities of the role; 2. Distinguish and analyse the key issues surrounding working with others e.g. partnership working with the multi-disciplinary team and inter-professional working; 3. Explore and evaluate the planning and organisation of interventions and strategies for the support of ALN and inclusion in line with recognised professional standards; 4. Critically examine the key principles and practice of equality and diversity within the field of ALN and inclusion.

1. Develop a strategic plan to implement appropriate interventions and strategies for the support of ALN in students’ context;

2. Evaluate modes of effective leadership and management of ALN within the whole setting.

3. Critically examine the specific functions and responsibilities of the ALNCo and the impact this has on staff, children and their families.

4. Evaluate effective partnership working in the context of ALN, and demonstrate a critical awareness of the benefits and challenges.

Type	Name	Description	Weight
	Patchwork text exploring processes		100.00

		Hours
Seminar	Seminars will encourage students to build confidence and deepen their understanding of the concepts being taught in smaller groups. Approaches to seminar delivery will include ‘flipped learning approaches’ whereby students interrogate key issues before further exploration with their peers, supported by course tutors, as well as Problem-Based Learning and challenge-based learning approaches.	6
Practical classes and workshops	There will be a series of interactive taught sessions, including group work and problem-based learning.	16
Private study	Students need to become autonomous learners capable of taking forward independent learning for assignment preparation and beyond.	178

Talis Reading list

http://readinglists.bangor.ac.uk/modules/xme-4303.html

Reading list

Martin-Denham, S. and Watts, S. (2019) The SENCO Handbook: Leading Provision and Practice. London: Corwin. Gray, D., Garvey, B. & Lane, D.A. (2016) A critical Introduction to Coaching and Mentoring. London: Sage. Lumby, J. & Coleman, M. (2017) Leading for Equality: Making Schools Fairer. London: Sage. Struyve, C., Hannes, K., Meredith, C., Vandecandelaere, M., Gielen, S., & De Fraine, B. (2018). Teacher leadership in practice: Mapping the negotiation of the position of the special educational needs coordinator in schools. Scandinavian Journal of Educational Research, 62(5), 701-718.

Optional in courses:

• X3BJ: MA/CAC Cenedlaethol Addysg (Cymru) year 1 (MA/CAC)