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 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

Study time
Type	Hours
Teaching	18
Preparation for scheduled sessions	18
Follow-up work	6
Completion of assessment task	60
Wider reading or practice	48
Total study time	150

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

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

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

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

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

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

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

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

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

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

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

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

Assessment

Summative

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

Breakdown
Method	Percentage contribution
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
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.

Breakdown
Method	Percentage contribution
Essay	100%

Repeat Information

Repeat type: Internal & External