Module
Special Educational Needs: Teaching and Learning
| Module title | Special Educational Needs: Teaching and Learning |
|---|---|
| Module code | ERPM009 |
| Academic year | 2023/4 |
| Credits | 15 |
| Module staff | Dr Hannah Anglin-Jaffe (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 25 |
|---|
Description - summary of the module content
Module description
The purpose of this module is to explore theory and practice related to the teaching and learning of students with special educational needs and disabilities. There are two interrelating elements to the module: first, you will study different theories, concepts and practices such as categorising SEN, pedagogy, assessment, and differentiation; second, you will consider different types of special educational need, for example, dyslexia, learning difficulties, autism. The activities during the module will help bring these two aspects together.
This is an optional module offered as part of the MSc Education Psychology Conversion Programme. The module is ideally suited to those who might be considering pursuing a career in Educational Psychology.
Module aims - intentions of the module
The principal aim of this module is to facilitate critical examination of a range of theory and practice related to teaching and learning of students with special educational needs and disabilities. You will critically examine conceptions of, and approaches to diagnosis, assessment and intervention, and teaching approaches for a range of specific types of special educational needs/disabilities (e.g. autism, dyslexia, learning difficulties). You will develop knowledge and understanding of approaches to teaching for diversity (e.g. curriculum models; differentiation and personalisation).
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Understand theoretical models of learning and teaching pedagogies applied to the needs of learners with special educational needs and disabilities.
- 2. Describe approaches to diagnosis, assessment and intervention and teaching approaches for specific types of special educational needs/disabilities.
- 3. Demonstrate an understanding of how specialist and mainstream settings meet the needs of learners with special educational needs and disabilities.
- 4. Demonstrate knowledge and understanding of approaches to teaching for diversity (e.g. intervention; differentiation; inclusive pedagogies and personalisation).
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Demonstrate an appreciation of the relationship between theory and practice;
- 6. Demonstrate awareness of the problems which might exist in practice in terms of disability/difference/special educational needs/inclusion;
- 7. Compare and contrast different perspectives;
- 8. Engage with relevant sources of literature and current debates;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 9. Synthesise and organise ideas to present a convincing argument
- 10. Engage in critical, reflective debate
- 11. Explore some of the ways in which theoretical ideas, empirical research findings and policy positions might be applied to educational practice
- 12. Manage information, collect appropriate information (relating to theory, policy and practice) from a range of sources and undertake essential study tasks under guidance
Syllabus plan
Syllabus plan
Whilst the module’s precise content may vary over time, it is envisaged that the syllabus will consider a range of issues that relate to teaching and learning students with special educational needs and disability. The syllabus will consider how theory, research and policy inform the issues. Content is likely to include:
- The diagnosis and assessment of “difference”
- Theories of learning and development applied to teaching and learning of students with special educational needs and disability.
- Special education and inclusive pedagogies.
- Interventions for students with special educational needs and disability.
- Approaches to teaching, learning and assessment for learners with particular areas of need.
Learning and teaching
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 120 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 30 | 30 hours of tutor led seminars |
| Guided independent study | 20 | Preparatory work for taught seminars (including research tasks and collaborative tasks) |
| Guided independent study | 10 | Collation and review of seminar notes |
| Guided independent study | 20 | Set and supplementary reading |
| Guided independent study | 20 | Completion of formative assignment tasks |
| Guided independent study | 50 | Completion of summative assignment tasks |
Assessment
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written assignment | 1,000 words | 1, 2, 5 to 12 | Tutor formative feedback |
| Poster | Equivalent to 1000 words | 1-14, 16 | Tutor and peer oral feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written assignment | 100 | 2,000 words | 1, 3-12 | Written and grade |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Re-assessment
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written assignment | Written assignment (2000 words) | 1, 3-12 | August/September reassessment period |
Re-assessment notes
Where you have been referred/deferred in your assignment you will be required to resubmit the written assignment in the August referral and deferral period. If you are successful on referral, your overall module mark will be capped at 50%; deferred marks are not capped.
Resources
Indicative learning resources - Basic reading
Armstrong, D. and Squires, G. eds. (2012) Contemporary Issues in Special Educational Needs: Considering the Whole Child. Open University.
Cornwall, J., & Graham-Matheson, L. (2012). Leading on Inclusion: Dilemmas, Debates and New Perspectives. Routledge.
De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International journal of inclusive education, 15(3), 331-353.
Farrell, P. and Ainscow, M. (eds) (2002) Making special education inclusive. Fulton.
Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119-135.
Frederickson, N. and Cline, T. (2009) Special educational needs, inclusion and diversity. 2nd Edition. Open University Press.
Garner, P. (2009). Special Educational Needs: the key concepts. Routledge.
Graham, L. J. (2015). A little learning is a dangerous thing: Factors influencing the increased identification of special educational needs from the perspective of education policy-makers and school practitioners. International Journal of Disability, Development and Education, 62(1), 116-132.
Lewis, A. and Norwich, B. (2005) (eds) Special teaching for special children? Open University Press.
Martin-Denham, S. (2015) Teaching children and young people with special educational needs and disabilities. Sage
Nind, M., Rix, J., Sheehy, K. and Simmons, K. (2005) Curriculum and pedagogy in inclusive education. RoutledgeFalmer/Open University
Norwich, B., & Eaton, A. (2015). The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties, 20(2), 117-132.
Raveaud, M. (2005). Hares, tortoises and the social construction of the pupil: differentiated learning in French and English primary schools. British Educational Research Journal, 31(4), 459-479.
Indicative learning resources - Web based and electronic resources
ELE https://vle.exeter.ac.uk/course/view.php?id=7989
Web based and electronic resources:
Department for Education resources and information. http://www.education.gov.uk/childrenandyoungpeople/send
Education Endowment Foundation Big Theme on SEN
Electronic journals:
British Journal of Special Education
Support for Learning
European Journal of Special Needs Education
Journal of Research in Special Educational Needs
International Journal of Inclusive Education
International Journal of Disability, Education and Development
Module has an active ELE page
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/05/2020 |
| Last revision date | 29/04/2022 |