Dwyieithrwydd mewn Addysg
Run by School of Educational Sciences
30.000 Credits or 15.000 ECTS Credits
Semester 1 & 2
Overall aims and purpose
This module introduces practitioners to significant issues in disability studies and critical disability studies and the cultural aspects of inclusion/exclusion. It aims to strengthen teachers’ and educational practitioners’ abilities to use disability and impairment as a resource in the classroom. It will enable students to further develop their knowledge of SEN, impairment, disability and inclusion, and to increase capacities for introducing equality issues onto school curricula The programme will:- i. Enable practitioners to develop their knowledge in SEN, Inclusion and Critical Disability Studies. ii. Interrogate cultural representations of disability and impairment in contemporary culture. iii. Present theories, ideas and approaches regarding the stereotyping of impairments and disabled people. iv. Examine ideas about intersectionality, applying them to classroom practices v. Present theories of identity, applying them to classroom practice. vi. Examine cultural expectations of disability and associated attitudes, making cross-cultural and historical comparisons.
The aim of this module is to increase students’ understanding of disability and impairment and to develop an deeper understanding of the role that cultural representations of disability, impairment and ‘normality’ play in constructing attitudes to ourselves and ‘others’. It will prepare students, as practitioners, to understand and deconstruct their own assumptions and expectations of disability, to identify and employ a range of approaches to analysing cultural representations and develop skills in undertaking critical analyses of contemporary media forms and products. It will build students capacities for addressing equality issues within pedagogical and curricular strategies. Throughout the module there will be a mixture of lectures, seminars, workshops and tutorials, covering the following themes: • changing images of disability in contemporary culture • children’s attitudes to disability and classroom practices • disability studies, critical disability studies and images of disability • disability arts and the disabled people’s movement • culture and identity • intersectionality- constructions of gender , race and class and impairment/disability • the importance of genre – examining film, television, drama, factual media and comedy • Inclusion and exclusion in digital media • Children’s use of media disability and impairment images in children’s literature • the potential of using media and literature for disability equality in the classroom • constructions of normality, embodiment and heteronormativity • methodologies used in studying cultural representations and media • cross-national images of disability, e.g. examining disability imagery in Wales, the UK, USA and Japan 1. Student presentations to support plans for classroom and project work, will take place on day 4, (assuming a 5-day teaching format). 2. Practical experience/visit (on one day of four and a half hours, or during two evening sessions). 3. Final seminar to discuss student projects; discuss work on disability representations in terms of classroom practice; evaluate the module on day 5 (assuming a 5-day teaching format). 4. Personal tutorials to support plans for classroom and task work . 5. Seminars, with active participation, arranged throughout the module.
threshold• Sufficient planning in relation to the learning outcomes. • Consideration given to planning and structure of the essay, • Use of at least one appropriate resource (media, arts, literature) • Links made between representations and social/cultural/educational attitudes to disability • Demonstrates some knowledge of disability studies and relevant theory • Demonstrates a comprehension of different models of disability and impairment • Demonstrate consideration of the different ways that disability can be approached in the classroom (Essay 2 in particular)
good• Demonstrates significant insight into the ways that impairments and disability (as a social dynamic) are represented in particular cultural/media forms, offering sustained and relevant analysis of one of more resources, drawing comparisons where relevant. • Employs theoretical perspectives and methodological tools to draw connections between cultural representations and social/cultural attitudes to disability • Associate research findings with theories of disability and cultural representation in a systematic manner, and evaluates and analyse classroom practices reflectively (Essay 2)
excellent• Demonstrates an engaged and critical analysis of resources used, showing original insights on one or more representations of disability or impairment • Uses, and demonstrates a thorough understanding of, a range of relevant theoretical perspectives, drawing on both Critical/Disability Studies and Cultural Studies (Media, Literary etc) paradigms • Produces stimulating and challenging ideas, strategies or practical resources for promoting disability equality in the classroom and/or school.
- Interpret and critically evaluate theories pertaining to the study of disability and impairment representations.
- Employ theoretical perspectives in the critical analysis of representations of disability in contemporary arts/performance/or media.
- Critically interrogate cultural representations of disability and impairment.
- Apply understandings of identity, cultural representations and attitudes to media products and the use of media to classroom practice.
- Demonstrate competency in a range of methods and pedagogical strategies which facilitate greater understanding of equality issues.
- Demonstrate an understanding of how to address the inclusion of disability concerns with curricula.
- Use ICT and web-based resources to create teaching and learning resources for understanding cultural representations of disability.
Teaching and Learning Strategy
|LECTURES : 16.5 hours of formal sessions over 5 whole days or 15 twilight or evening sessions.|
|SEMINARS : 6 hours of seminar work over 5 whole days of fifteen twilight or evening sessions.|
|PRACTICALS / VISITS : 4 and a half hours of practical (culture-based) / visit-based sessions.|
|WORKSHOPS : 1 x 2 hour workshops.|
|TUTORIALS : 1 hour tutorials.|