Inclusive Practices in Education

Module overview

Educational systems and contexts today have to respond to an increasingly diverse population of learners. This module allows participants to explore ways of reaching out to all learners, in varied educational contexts, with the aim being to enable all learners to reach their full potential and achieve satisfactory outcomes. There will be a strong emphasis on finding ways to develop inclusive practices to meet the needs of all learners, including those defined as having special educational needs, travellers, those from low social backgrounds, from ethnic minorities etc.

Learning and Teaching

Teaching and learning methods

This module will use amix of lectures and seminars along with directed reading and suggested additional research. The focus will be on small group discussions using interactive activities. There will also be opportunities for small presentations for gaining formative feedback in preparation for the assignment.

Study time
Type	Hours
Completion of assessment task	70
Seminar	12
Preparation for scheduled sessions	18
Lecture	8
Tutorial	4
Wider reading or practice	76
Follow-up work	12
Total study time	200

Resources & Reading list

Journal Articles

Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2(2), pp. 123-141.

Slee, R. (2001). Social Justice and the changing directions in educational research: the case of inclusive education. International Journal of Inclusive Education, 5(2-3), pp. 167-177.

Textbooks

Swann, M. Peacock, A, Hart, S. and Drummond, M.J. (2012). Creating Learning without Limits. Maidenhead: OUP.

Ladson-Billings, G. & Gillborn, D.. The Routledge Falmer Reader in Multicultural Education. Abingdon: Routledge Falmer.

Ainscow, M. Booth, T & Dyson, A (2006). Improving Schools, Developing Inclusion. London: Routledge.

Ainscow, M. (1999). Understanding the Development of Inclusive Schools. London: Falmer.

Hart, S. Dixon, A. Drummond M.J. and MnIntyre, D. (2004). Learning without Limits. Buckingham: OUP.

Nieto, S (2010). The light in their eyes. New York: Teachers’ College Press.

Rudduck, J. and McIntyre, D (2007). Improving Learning through Consulting Pupils. London: Routledge.

Corbett, J. (2001). Supporting Inclusive Education.. London: Routledge/Falmer..

Slee, R. (2011). The Irregular School. London: Routledge.

Messiou, K. (2012). Confronting marginalisation in education: A framework for promoting inclusion.. London: Routledge.

Booth, T. and Ainscow, M. (1998). From Them to Us: An international study of Inclusion in Education. London: Routledge.

Ainscow, M., Dyson, A., Hopwood, L., and Thomson, S. (2016). Primary Schools Responding to Diversity: barriers and possibilities.. York: Cambridge Primary Review Trust..

Ainscow, M. (2015). Towards self-improving school systems: Lessons from a city challenge. London: Routledge.

Armstrong, A.C., Armstrong, D. and Spandagou, I. (2010). Inclusive Education: International Policy and Practice.. London: SAGE.

Nind, M. Sheehy, K and Simmons, K (2003). Inclusive Education: Learners and Learning Contexts.. London: David Fulton Publishers.

Miles, S. and Ainscow, M. (2011). Responding to diversity in schools: An inquiry based approach. London: Routledge.

Assessment

Summative

This is how we’ll formally assess what you have learned in this module.

Breakdown
Method	Percentage contribution
Critical essay	100%

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Breakdown
Method	Percentage contribution
Critical essay	100%

Repeat Information

Repeat type: Internal & External