SEND: Curriculum and Context

Please note

This document only provides information for the academic year selected and does not form part of the student contract

School:

School of Education and Professional Development

Credit Rating:

Level (including FHEQ):

H (FHEQ Level 6)

Graded or Non Graded:

Non Graded

Version Valid From:

2024-09-01

Module Leader:

Nena Skrbic

Version Number

2024.01

Learning Methods

Tutorial and Project Supervision

Lecture

Guided Independent Study

Seminar

Synopsis

This module will develop your understanding of special educational provision in the lifelong learning sector and disability equality in the lifelong learning curriculum. You will investigate ways of working effectively with and supporting the achievement of learners with SEN/D in mainstream and specialist contexts within lifelong learning. You will critically examine education reform and UK policy on post-16 SEN/D provision along with the ways in which national, local and organisational policy influence the SEN/D curriculum. You will draw on appropriate evidence to critically evaluate – and enact improvements to – professional practice.

Learning Strategy

Lectures and seminars on key topics; work-based learning; critical engagement with mentors and other learners through group work, work-based support groups or electronic communications. Use of the University VLE. Elements of independent study, supported by blended learning. Resources and teaching strategies reflect and value the diversity of learners’ experiences and… For more content click the Read More button below.

Lectures and seminars on key topics; work-based learning; critical engagement with mentors and other learners through group work, work-based support groups or electronic communications. Use of the University VLE. Elements of independent study, supported by blended learning. Resources and teaching strategies reflect and value the diversity of learners’ experiences and provide learners with a comprehensive understanding of learning communities beyond their immediate experience.

Outline Syllabus

Definitions and models of disability. Theories related to disability and inclusion. Ways of viewing disablement (traditional, medical and social). Social and medical perspectives on disability in education. Discourses surrounding SEN/D (deficit, medical and normative). Dimensions (political and cultural) of SEN/D. The factors that support positive outcomes for learners with SEN/D. Learners with complex needs. The overlaps between learners with SEN/D, disabled learners and learners with medical conditions. The implementation of disability rights in the classroom. Specialist condition-specific approaches and methods in the assessment of SEN/D learners. Attainment differences between pupils with SEN/D compared to pupils with no identified SEN/D. Planning collaboratively with other professionals (Educational Psychologists and specialist external agencies, including speech and language therapists, occupational therapists, mental health workers, physiotherapists and specialist teachers). The legal framework for disability, equality and rights. Disability discrimination and equality in education. Disability rights in the lifelong learning classroom. Barriers to participation and addressing disablism in the classroom. Intersectionality. Pro-sustainability learning. Enhancing learner motivation and achievement in a SEN/D context. Working with SEN/D specialists. Disapplication of the curriculum. Critiques of different models of SEN/D provision. Regulatory change and the ways in which national, local and organisational policy influence the SEN/D curriculum. The evidence base for inclusive education. Professional learning in SEN/D. Progression and employability for SEN/D learners. Reflective practice and quality improvement. Quality assurance systems and standards.

Learning Outcomes

On successful completion of this module students will

Investigate the role that SEN/D provision in lifelong learning plays in enabling social mobility and advancing equality and diversity.

Interrogate SEN/D-specific practices that have the potential to improve student achievement in own context.

Evaluate the impact of policy approaches to SEN/D teaching on curriculum design.

Assess the development of own values and professional practice in relation to SEN/D education.

Engage critically in curriculum development that is informed by evidence-based theories and practices in the field of SEN/D.

Reflect upon the development of own values and beliefs in relation to SEN/D curriculum practice.

Discuss the professional values and beliefs shaping lifelong learning.

Identify links between research-informed practice and curriculum development.

Engage critically with academic literature on curriculum, professionalism and subject specialism.

10.

Critically appraise the development of own values and professional standards in relation to current practice.

Formative Assessment

Assessment 1: Oral presentation/assessment

Assessment 2: Written draft

Summative Assessment

Assessment 1: Presentation

Description:A presentation in which trainees will locate the SEN/D curriculum in the present policy context. This will critically explore how educational policy in the specialist area relates to the values and beliefs that underpin the trainee's professional practice.

Assessment Weight:40

Assessment Length:1500 Words (Equivalent Word Count)

Module Learning Outcomes:MLO4, MLO6, MLO7, MLO10

Individual or Group:Individual

Final Assessment Component:No

Marked Anonymously:No

Eligible for Tutor Reassessment:Yes

Assessment 2: Written Assignment

Description:A project that critically evaluates the relevance and effectiveness of a curriculum in the specialist area of SEN/D provision and suggests improvements to its design. It will show an understanding of the planning and decision-making process that underpins the organisation of the curriculum and identify the characteristics that are integral to its successful implementation.

Assessment Weight:60

Assessment Length:4500 Words (Word Count)

Module Learning Outcomes:MLO1, MLO2, MLO3, MLO5, MLO8, MLO9

Individual or Group:Individual

Final Assessment Component:Yes

Marked Anonymously:No

Eligible for Tutor Reassessment:Yes

Assessment Criteria

All assessment tasks should: Meet all module learning outcomes• Demonstrate effective practical, professional and reflective skills, knowledge and values in own subject area• Make reference to relevant reading• Demonstrate an understanding of key issues• Link theory and practice where appropriate• Be written and presented in a clear academic style All… For more content click the Read More button below.

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