Run by School of Educational Sciences

20.000 Credits or 10.000 ECTS Credits

Organiser: Dr Nia Young

This module will focus on leading whole-setting approaches to Additional Learning Needs. The module will require students to reflect on how change can be implemented to improve inclusive education across their settings. Students will deconstruct examples of best practice and reflect on how these may be applied to their own setting. Students will gain understanding of how they can lead positive change in their settings to enhance inclusive practice. Students will develop the skills needed to show excellence in practice as an ALNCo.

This module aims to: 1. Equip students with a strong understanding of the strategic role of the ALNCo in implementing best practice; 2. Determine the key skills and strengths required for effective partnership working across organisations 3. Evaluate setting-wide quality classroom practice, interventions and strategies for inclusion; 4. Critically examine the key principles of inclusion and how these principles might be reflected in a whole-setting approach.

1. Analyse key challenges that create barriers to whole setting approaches to inclusion

2. Critically engage with whole setting approaches to inclusion for learners with ALN;

3. Analyse the strengths and weaknesses of whole setting inclusion processes in the context of their setting;

4. Critically reflect upon the skills needed to engage and challenge key stakeholders in order to implement change;

Type	Name	Description	Weight
COURSEWORK	Action Plan	Action plan to overcome barriers to whole setting approaches to inclusion. 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 required to critically evaluate the provision in their current setting and identify barriers to inclusive practice. They will then be asked to develop an action plan to overcome these barriers.	100.00

		Hours
Workshop		16
Seminar		6
Private study		178

Talis Reading list

http://readinglists.bangor.ac.uk/modules/xme-4311.html

Reading list

Bartram, D. (2018) Great Expectations: Leading an Effective SEND strategy in school. Woodbridge: John Catt Educational Cowne, E., Frankl, C., & Gerschel, L. (2018). The SENCo Handbook: Leading and managing a whole school approach. Routledge.

Welsh Government (2018) Draft Additional Learning Needs Code of Practice. Cardiff: Welsh Government.

Optional in courses:

• X3BJ: MA/CAC Cenedlaethol Addysg (Cymru) year 1 (MA/CAC)
• X3BH: MA/NEW Education (Wales) year 1 (MA/NEW)