Course Resources Archive

A commitment to the teaching of diverse groups and being concerned about the learning experiences of all pupils and students is of particular importance within this module. The course will enable the educational practitioner to develop specialist and advanced pedagogical knowledge and skills, including a repertoire of tools and practices which will inform and enhance classroom practice in relation to inclusion. Key concepts and debates from the disciplinary literature and recent research, models of inclusion and their implications for practice will be critically analysed; as will the range of contexts in which learning takes place. This will include a consideration of specific learning difficulties; behaviour, social and emotional difficulties; together with a focus on issues concerned with EAL learners. It will also consider the potential impacts of social class, gender and ethnicity for the ‘inclusive organisation’ and classrooms. Students will gain further insight into their capacities as ‘change agents’ and will have the opportunity to develop this, enabling them to contribute to or lead on the implementation of their organisation’s strategy on inclusion.

This module is concerned with advanced classroom practice focused on the development of inclusive teaching and professional practice. The module is designed for special educational needs’ co-ordinators (SENCOs), staff who wish to become SENCOs and other teachers involved in developing inclusive curriculum practices within their organisation. It will enable them to develop an advanced understanding of the range of pupil diversity and the effects of diversity on educational practice and, in particular, on teaching and learning.  The module will raise awareness of the political, social and cultural contexts within which schools operate and will critically examine the characteristics of anassociated with inclusive educational organisations.  Students will critically examine different theoretical models of inclusion and their approaches to teaching and learning and within this, national strategic developments such as the role of teacher assistants in inclusive practice will be critically examined Students will also analyse a range of theories and related strategies including the recent contributions of socio-cultural learning; the influence of neuroscience; behavioural theories and related practices; cognitive approaches to inclusive practice to as well as reviewing recent developments in, for example social and academic conflict resolution, behaviour management (both physical and psychological)) and linguistic insights related to effective EAL practice.

On successful completion of this module students should have:

1. Developed advanced knowledge and a critical understanding of the theoretical concepts relating to inclusive education with a particular emphasis upon pedagogy
2. Developed critical professional knowledge of classroom and other internal processes which may affect inclusive practice within their organisation.
3. A systematic knowledge of models of inclusion and their development in the curriculum
4. Developed a critical understanding of the impact of organisational cultures, attitudes and processes which may be involved in the development of new inclusive practices.
5. Undertaken a small-scale piece of academic research in the classroom that reflects a sound understanding of research design, methodology and ethical issues designed to enhance their professional practice relating to inclusion.

300 hours of student learning activity with up to 20 hours contact time.

The Library Catalogue contains full details of the current reading list for this module. Further details may also be found in the Module Guide.