Towards Inclusive Education
Run by School of Educational Sciences
30.000 Credits or 15.000 ECTS Credits
Organiser: Dr Fliss Kyffin
Overall aims and purpose
- To develop teachers’ awareness of the challenges to delivering education for all learners in a socially just and inclusive education system;
- To give teachers the opportunity to discuss discrimination and relevant policy and legislation, and become aware of how they impact on their practice;
- To enable teachers to reflect on their own attitudes and on their school and classroom contexts in relation to barriers to inclusion, and to become aware of a range of policies and practices which schools can adopt in mitigating the effects of these barriers;
- To develop teachers' understanding of the importance of home, school, and community on pupil esteem and performance;
- To give teachers the opportunity to consider a range of creative solutions and innovative thinking in addressing these challenges and barriers, including a variety of approaches to classroom organization and management;
- To reflect on issues concerned with the provision of inclusive education in partnership with parents and external and voluntary agencies in the Welsh context.
This is an important and timely module designed specifically for practitioners working in our diverse schools and colleges today. Students taking the module will be encouraged to discuss a range of issues about inclusive education that are most relevant to them and the content of the module will be built around these interests. This module gives practitioners the opportunity to reflect on and, importantly, share their valuable experiences of inclusive education; the challenges and the rewards. The module content will support teachers in developing their own inclusive practice using evidence-based strategies that have arisen from the concepts underlying inclusive education. Controversially, we will also question if inclusive education is beneficial for all learners. We will discuss discrimination and the role of the teacher in creating a just and equal society. We will study current research that shows how learners with diverse needs can participate fully in education at school and beyond. We will listen to “pupil voice” and evaluate the experiences of young people with ALN who have experienced different school systems. A range of approaches to inclusion will also be examined including different approaches to classroom management, working with interdisciplinary teams in education, health and social services. We will discuss how to develop relationships with parents or carers and the importance of home and community links, taking into account pupils’ cultural and linguistic backgrounds.
Students show knowledge of school documentation, evidence that they have consulted some other staff, identifying at least one group whose needs the school does not currently serve well. Presentation identifies basic issues and provides some ideas as to how to effect change. Provides some evidence of reference to relevant literature. Proposes an intervention, not necessarily specifically tailored to the situation. The report covers all necessary items at basic level.
Students show knowledge of school documentation, evidence that they have consulted other staff systematically, identifying groups whose needs the school does not currently serve well, referencing to development plan, Estyn reports, other sources.. Evidence of reference to relevant literature, with regard to inclusion, consultation, and intervention issues. Presentation identifies possible strategies and discusses merits of each. Intervention is selected with attention to the specifics of a school situation. The report covers all necessary items well, and is reflective about what has been learned and the limitations of theory applied to practice.
Students show in-depth knowledge of school documentation, evidence that they have consulted other staff from different groups systematically, identifying possible groups whose needs the school does not currently serve well, referencing them to the development plan, Estyn reports, other sources. Consideration is given to which group to choose for the project, with reference to literature and practicalities as appropriate. Evidence of reference to relevant literature, with regard to inclusion, consultation, and intervention issues. Proposes an intervention with attention to the specifics of the school situation.
The report covers all aspects thoroughly but succinctly, with good balance achieved between sections, and is reflective about what has been learned and the limitations of theory applied to practice.
Be able to reflect on their own school and classroom contexts and the facilitators and barriers to inclusion which they provide.
Have demonstrated understanding of the importance of home, school, and community links on pupil esteem and performance.
Be aware of the range of diversities within the pupil population and the implications for teaching and learning.
Be aware of, and be able to apply appropriately, a range of evidence based approaches to inclusion, including differing approaches to classroom management
Be able to critically discuss the challenge of delivering education for all pupils in a socially just and inclusive education system with reference to relevant policy and practice.
|Issues for Inclusion||30.00|
|Action plan document||30.00|
Teaching and Learning Strategy
Day 1 : 4.5 hours of formal sessions / 1.5 hours small group work.
Day 2 : 3 hours of formal sessions / 3 hours group discussions and seminars.
Day 3 : 3 hours of formal sessions / 3 hours presentations by course members.
Day 4 : 4.5 hours of formal sessions / 1.5 hours small group work.
Day 5: 3 hours of formal sessions / 3 hours group discussions and seminars.
Independent study, work on assignments, tutorials
- Literacy - Proficiency in reading and writing through a variety of media
- 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.
- 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
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- 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