Special Educational Needs: Learning, Teaching and Assessment
| Module title | Special Educational Needs: Learning, Teaching and Assessment |
|---|---|
| Module code | EFPM011Z1 |
| Academic year | 2024/5 |
| Credits | 30 |
| Module staff | Miss Eleni Dimitrellou (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
The purpose of the module is to explore theory and practice related to the teaching, learning and assessment of students with special educational needs and disabilities around the world. There are two interrelating elements to the module: firstly, you will study different theories, concepts and practices such as learning theories, pedagogies, assessment, interventions,; secondly, you will consider different types of special educational need/disability (e.g. autism; dyslexia; learning difficulties/disabilities; social, emotional, mental health and wellbeing needs). The activities during the module help bring these two aspects together. This module is part of the Special Educational Needs pathway of the MA Ed (online) programme and is completed entirely via distance learning.
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 in a global context. In relation to these issues, you will consider research, concepts, approaches, policy and issues relevant to the teaching and learning of students with special educational needs and disabilities around the world. You will critically examine conceptions of, and approaches to, categorisation, diagnosis, assessment and intervention, and teaching approaches for a range of specific types of special educational needs/disabilities. You will develop knowledge and understanding of approaches to teaching for diversity (e.g. adaptive teaching, inclusive pedagogies).
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate a critical understanding of theoretical models of learning and teaching pedagogies applied to the needs of learners with special educational needs and disabilities.
- 2. demonstrate knowledge and understanding of approaches to diagnosis, assessment and intervention and teaching approaches for specific types of special educational needs/disabilities
- 3. demonstrate a critical understanding of current global issues regarding the needs of learners with special educational needs and disabilities
- 4. Demonstrate comprehensive knowledge and understanding of approaches to teaching for diversity (e.g. interventions, adaptive teaching inclusive pedagogies)
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. consider and critically engage with ideas concerning the relationship between the theory, research, policy and practice in inclusive and special education
- 6. critically evaluate research evidence related to special educational needs and disability
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. synthesise and organise ideas to present an argument
- 8. engage in critical, reflective debate
- 9. consider the application of theoretical ideas, policy positions and research implications to educational practice
- 10. undertake both directed and independent study to recognise, justify and analyse key ideas in the literature and relate these to research, theory, policy and practice
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, learning and assessment for 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 activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 48 | 252 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 48 | 12 x 4 hours per week of online seminars (weeks 1-6; 8-13) |
| Guided independent study | 48 | Preparatory work for taught seminars (including reading; research tasks; collaborative tasks) |
| Guided Independent Study | 104 | Completion of directed study tasks integral to the taught seminars. |
| Guided independent study | 20 | Completion of formative assignment tasks |
| Guided Independent Study | 80 | Completion of summative assignment tasks |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written Essay plan | 1,500 words | 1-10 | Written |
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 |
|---|---|---|---|---|
| Individual recorded essay/podcast AND written critical reflection | 90 | 18 minute recording (3,000 words equivalent) AND 750 words | 1-10 | Written and grade |
| Engagement log | 10 | Equivalent to 500 words | 10 | Written and grade |
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 |
|---|---|---|---|
| Individual recorded essay/podcast AND written critical reflection | 18 minute recording (3,000 words equivalent) AND 750 words | 1-10 | 8 weeks |
| Engagement log | Completion and quality of engagement log | 10 | 8 weeks |
Indicative learning resources - Basic reading
- Armstrong, D. and Squires, G. eds. (2012) Contemporary Issues in Special Educational Needs: Considering the Whole Child. Open University.
- Dasen, P.R. (2011). Culture, Cognition and learning. In Bame Nsamenang, A. and Tchombe, T (Eds). Handbook of African Educational Theories and Practices: A Generative Teacher Education Curriculum. 159-174. Presses Universitaires d’Afrique.
- Demetriou, K. (2022). Special educational needs categorisation systems: to be labelled or not? International Journal of Disability, Development and Education, 69(5), 1772-1794.
- Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119-135.
- Dunsmuir, S. Frederickson, N. and Cline, T. (2024) Special educational needs, inclusion and diversity. 4th Edition. Open University Press.
- Garner, P. (2009). Special Educational Needs: the key concepts. Routledge.
- Hollenweger, J. (2008). Cross-national Comparisons of Special Education Classification Systems. In L. Florian and M.J. McLaughlin (eds) Disability Classification in Education. Sage.
- 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
- Onaolapo, A.Y., & Onaolapo, O.J (2007) Global data on autism spectrum disorders prevalence: a review of facts, fallacies and limitations. Universal Journal of Clinical Medicine, 5(2) 14-23.
- Poole, J. (2003). Dyslexia: A Wider View. The Contribution of an Ecological Paradigm to Current Issues. Educational Research, 45(2), 167–180.
- Porter, J. & Ingram, J (2021). Changing the exclusionary practices of mainstream secondary schools: The experience of girls with SEND. ‘I have some quirky bits about me that I mostly hide from the world’. Emotional and Behavioural Difficulties, 26(1), 60-77.
- Rix, J., Hall, K., Nind, M., Sheehy, K. and Wearmouth, J. (2009). What Pedagogical Approaches Can Effectively Include Children With Special Educational Needs in Mainstream Classrooms? A Systematic Literature Review. Support for Learning, 24(2), 86–94.
Indicative learning resources - Web based and electronic resources
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 09/06/2017 |
| Last revision date | 10/04/2024 |
