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: Miss Laura Jones

Overall aims and purpose

The module aims to study recent developments in the field of Additional Learning Needs (ALN). During the module students recognise that inclusion in education is one aspect of inclusion in society and they begin to reflect on and re-think the concept of inclusion. They consider ways to increase the participation of children within school and their community, and examine the role and responsibilities of professionals in the field, examining the impact of multi agency working and analysing a collaborative approach to meeting needs. The module looks at the changing attitudes of society 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

This module will focus on; - The concept of inclusion alongside the changing attitudes of society - Good practice in promoting access to education for all; through recognising barriers to learning and social inclusion and strategies that help to overcome these - issues related to inclusion; identification of needs; access issues; supporting families legislation and children’s rights; services; community; society - identifying people’s roles and responsibilities in ensuring children and young people’s needs are met. - Reflecting on a collaborative approach to meeting needs - Using case studies to explore complex or unfamiliar situations - How policy and practice relate in providing inclusive practice - Apply theoretical knowledge to real world situations through observing practice

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. Understand the several definitions of inclusion according to different perspectives.
    1. Demonstrate comprehensive understanding of the needs children and young people can have as a result of illness, disability, SEN or life circumstances and how these are identified.
    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;
    1. Critically reflect on the nature and purpose of inclusive practice.
    1. Evaluate the impact of different educational strategies and approaches in meeting an individual’s needs and rights.

Assessment Methods

Type Name Description Weight
CASE STUDY Written analysis of chosen case study 50
REPORT Placement Report 50

Teaching and Learning Strategy

Hours
Private study

Private Study (144 hours)

144
Work-based learning

Placement; 20 hours ( 5 @ 4 hours weekly )

20
Lecture

18 @ 2 hours/week

36

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
  • evaluate competing positions in relation to the construction of babies and young children and childhood by different subjects societal agents and time place and culture
  • 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
  • critically explore examine and evaluate the significance of the cultural historical and contemporary features of various policies institutions and agencies in regard to babies young children and childhood
  • 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
  • reflect upon the ethics of studying babies and young children and their families and communities
  • generate and explore hypotheses and research questions relating to early childhood in an ecological context

Resources

Pre- and Co-requisite Modules

Courses including this module