Inclusive Classroom Practice
Run by School of Educational Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Nia Young
Overall aims and purpose
This module will allow students to engage in the key debates around Additional Learning Needs (ALN) and inclusion in the classroom. The module will combine theories of ALN with research on best practice. Students will use up-to-date theory and debate to think critically about ALN in Wales and how it applies practically in the classrooms from school through to further education (FE). Therefore, students will gain a well-rounded understanding of both theory and practice in ALN. The students will develop the ability to think critically about the current discourse and apply their knowledge to classroom practice. Furthermore, students will be encouraged to collaborate and share best practice in the field of ALN and inclusion.
This module aims to:
- Equip students with a strong understanding of inclusive practice in the classroom.
- Evaluate the underlying key theories around inclusive classroom practice and analyse the relationship between theory, policy and practice;
- Determine the challenges of supporting learners with ALNs within education.
Analyse the strengths and weaknesses of ALN policy in their context.
Analyse key challenges that create barriers to supporting the needs of learners with ALN and how they should be addressed in the classroom.
Critically engage with debates around inclusion in education, including those pertaining to more able learners
Critically and creatively challenge current practice based on their knowledge and understanding of factors affecting ALN.
Explore effective collaboration others in order to best support students in the classroom
|COURSEWORK||Toolbox to support inclusive classroom practice||
Creation of a ‘toolbox’ to support inclusive classroom practice and a reflection of its effectiveness in the classroom. Assessments are designed to ensure parity of provision and experience for all students. All students will benefit from formative feedback throughout the module which will be bespoke to their needs and will complete the same summative assessment per module. Students will be asked to put together a number of resources that may be used to support inclusive teaching in their classrooms. In the assignment they will be asked to justify their choice of resources and reflect on the impact they have had on their teaching.
Teaching and Learning Strategy
There will be a series of interactive taught sessions, including group work and problem-based learning.
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.
Students need to become autonomous learners capable of taking forward independent learning for assignment preparation and beyond.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/xme-4304.html
Frederickson, N. and Cline, T. (2015) 3rd edn. Special Educational Needs, Inclusion and Diversity. Maidenhead: McGraw-Hill Education. Hodkinson, A. (2016) Key issues in special educational needs and inclusion. Los Angeles: Sage. A zorín, C., & Ainscow, M. (2020). Guiding schools on their journey towards inclusion. International Journal of Inclusive Education, 24(1), 58-76.
Armstrong, T. (2017). Neurodiversity: The Future of Special Education?. Educational Leadership, 74(7), 10-16.
Honeybourne, V. (2018) The Neurodiverse Classroom: A Teacher's Guide to Individual Learning. Needs and How to Meet Them. Jessica Kingsley Publishers: London
Qvortrup, A., & Qvortrup, L. (2018). Inclusion: Dimensions of inclusion in education. International Journal of Inclusive Education, 22(7), 803-817.
Welsh Government (2018) Draft Additional Learning Needs Code of Practice. Cardiff: Welsh Government.