Module XAE-2030:
Inclusion & Learning Needs

Module Facts

Run by School of Education and Human Development

20 Credits or 10 ECTS Credits

Semester 1 & 2

Organiser: Dr Jean Ware

Overall aims and purpose

The module aims are to study recent developments in the field of Additional Learning Needs (ALN). It will identify key features of an inclusive learning environment, and will explore the range of social, health and education issues surrounding children and young people with ALN. It examines the role and responsibilities of professionals in the field, examining the impact of multi agency working and reflecting on changing attitudes towards the care, education and inclusion of children and young people with ALN. It examines theory and practice in meeting the needs of children and young people with ALN and critically reflects on effective provision for all.

Course content

The module will focus on; • promoting student reflective learning and critical thinking on inclusion of, and provision for, children and young people with ALN; • issues related to inclusive education, access issues, supporting families, legislation and supporting individuals in achieving their rights in education, services and society; • examining a case study related to a particular child or young person and evaluating the impact of support in light of other readings and research; • attending an SEN placement and keep a log book as a basis to critically analyse and reflect on the nature of the provision with regard to the statutory requirements; • identifying people’s responsibilities and the nature of roles in the setting and how the children and young people’s needs are met.

Assessment Criteria

threshold

A satisfactory knowledge and understanding of the key concepts of 'special educational needs', ‘additional learning needs’ and 'inclusive education'; the ability to reflect on the policies, methods, arrangements, and systems within and outside the school in light of adequate knowledge of the statutory requirements and ways of operating partnerships within schools and agencies

good

A good knowledge and understanding of the key concepts of 'special educational needs', ‘additional learning needs’ and 'inclusive education'; the ability to reflect critically on the policies, methods, arrangements, and systems within and outside the school in light of significant knowledge of the statutory requirements and ways of operating partnerships within schools and agencies

excellent

A comprehensive knowledge and understanding of the key concepts of 'special educational needs', ‘additional learning needs’ and 'inclusive education; the ability to critically reflect in depth evaluate the policies, methods, arrangements, and systems within and outside the school in the light of comprehensive knowledge of the statutory requirements and ways of operating partnerships within schools and agencies

Learning outcomes

  1. identify and evaluate the roles of multi agency professionals in supporting children and young people with ALN, in order to gain access to inclusive education, services and society;

  2. critically review a range of case studies related to ALN provision and the inclusive process.

  3. demonstrate comprehensive understanding of common ALN conditions and definitions and critically evaluate the impact of different educational strategies and approaches in meeting an individual’s needs and rights;

  4. demonstrate a critical understanding of the nature and purpose of institutions and the role of adults, in supporting the needs of the children and young people;

  5. demonstrate critical understanding of current concepts and principles in the field of ALN and evaluate how these relate to policy and practice in relation to inclusive provision to meet the needs of children and young people with ALN;

Assessment Methods

Type Name Description Weight
Case Study 50
Work Placement Handbook 50

Teaching and Learning Strategy

Hours
Private study

Private Study (146 hours)

160
Work-based learning

Placement; 18 hours ( 6 @ 3 hours weekly )

18
Lecture

11 @ 2 hours/week

22

Transferable skills

  • 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

Subject specific skills

  • reflect upon a range of psychological sociological health historical and philosophical perspectives and consider how these underpin different understandings of babies and young children and childhood
  • apply multiple perspectives to early childhood issues recognising that early childhood studies involves a range of research methods theories evidence and applications
  • integrate ideas and findings across the multiple perspectives in early childhood studies and recognise distinctive early childhood studies approaches to relevant issues
  • constructively critique theories practice and research in the area of child development
  • demonstrate knowledge and awareness of the skills needed for different pedagogical approaches including: - the necessary depth and strength of relationships with individual children and children in groups and the facilitation of the building of relationships with and between children - the formation and promotion of mutually respectful relationships with families colleagues other professionals and communities
  • plan for and where appropriate implement play and the curriculum assessment evaluation and improvement of creative learning opportunities taking account of young children's health and emotional well-being
  • lead support and work collaboratively with others and demonstrate an understanding of working effectively in teams with parents carers and other professionals 11
  • demonstrate an understanding of how to plan for and where appropriate implement meeting and promoting children's health well-being protection and safety and the conditions that enable them to flourish
  • produce critical arguments for improvements to multi-agency and multiprofessional practices for babies and young children
  • use skills of observation and analysis in relation to aspects of the lives of babies and young children

Resources

Pre- and Co-requisite Modules

Courses including this module