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.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Explain with an informed perspective the meanings of inclusive education in different contexts.
- Demonstrate critical awareness of teaching, learning and organisational strategies which help cultivate and maintain inclusion.
- Systematically evaluate the use of research data and other forms of evidence for supporting arguments about issues of inclusion.
Syllabus
In this module we will explore the concept of inclusive education and how this is understood in various contexts. We will focus on traditionally marginalised groups of students, such as those defined as having special educational needs, disabled students, those coming from poor backgrounds and learners from certain ethnic minorities, and explore how we can develop inclusive practices for all in schools and other contexts.
Learning and Teaching
Teaching and learning methods
This module will use a mix of lectures and seminars along with directed reading and suggested additional research. The module employs a highly interactive nature with a focus on small group activities, discussions and opportunities for small presentations by students during the sessions. During all these activities formative feedback will be offered to students enabling them to develop their criticality, as well as preparing for their assessment
| Type | Hours |
|---|---|
| Follow-up work | 6 |
| Wider reading or practice | 48 |
| Teaching | 18 |
| Preparation for scheduled sessions | 18 |
| Completion of assessment task | 60 |
| Total study time | 150 |
Resources & Reading list
Journal Articles
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.
Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2(2), pp. 123-141.
Textbooks
Ainscow, M., Dyson, A., Hopwood, L., and Thomson, S. (2016). Primary Schools Responding to Diversity: barriers and possibilities.. York: Cambridge Primary Review Trust..
Corbett, J. (2001). Supporting Inclusive Education.. London: Routledge/Falmer..
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.
Ainscow, M. Booth, T & Dyson, A (2006). Improving Schools, Developing Inclusion. London: Routledge.
Ladson-Billings, G. & Gillborn, D.. The Routledge Falmer Reader in Multicultural Education. Abingdon: Routledge Falmer.
Slee, R. (2011). The Irregular School. London: Routledge.
Booth, T. and Ainscow, M. (1998). From Them to Us: An international study of Inclusion in Education. London: Routledge.
Ainscow, M. (1999). Understanding the Development of Inclusive Schools. London: Falmer.
Miles, S. and Ainscow, M. (2011). Responding to diversity in schools: An inquiry based approach. London: Routledge.
Nind, M. Sheehy, K and Simmons, K (2003). Inclusive Education: Learners and Learning Contexts.. London: David Fulton Publishers.
Nieto, S (2010). The light in their eyes. New York: Teachers’ College Press.
Messiou, K. (2012). Confronting marginalisation in education: A framework for promoting inclusion.. London: Routledge.
Hart, S. Dixon, A. Drummond M.J. and MnIntyre, D. (2004). Learning without Limits. Buckingham: OUP.
Rudduck, J. and McIntyre, D (2007). Improving Learning through Consulting Pupils. London: Routledge.
Swann, M. Peacock, A, Hart, S. and Drummond, M.J. (2012). Creating Learning without Limits. Maidenhead: OUP.
Assessment
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Essay | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Essay | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|---|
| Essay | 100% |
Repeat Information
Repeat type: Internal & External