Introductory description

A module which will introduce undergraduate students to contemporary issues and debates in Special Educational Needs, Disability and Inclusion. Students will critically explore the concept of inclusion, learning about its history, theoretical underpinning, and the dilemmas and tensions associated with it in practice. The module will broaden students' knowledge of SEN/D policy in England, the roles and responsibilities of practitioners and teachers in early identification and intervention, and common areas of need (e.g. learning disabilities, autism, speech, language and communication needs). This is an interdisciplinary module with links to psychology, sociology and disability studies.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Introduction to Special Educational Needs and Disability (SEND)
Current SEND policy and practice (England)
Inclusion
Environmental influences
Early intervention
Common areas of need, including: Learning disabilities, Autism, Speech, Language and Communication needs (SLCN)
Emotional, social and mental health needs
Round-up / assignment support

Learning outcomes

By the end of the module, students should be able to:

• Develop critical knowledge and understanding of the key principles of inclusion and core areas of need, such as learning disabilities, autism, speech and communication needs
• Develop a critical understanding of early diagnosis and intervention
• Develop a critical understanding of SEN policy in England and how it informs educational practices
• Apply theoretical concepts related to special educational needs, disability and inclusion to classroom pedagogy and settings
• Understand the limits of theoretical knowledge and models and the challenges that exist when implementing theory and research in practice
• Critically evaluate the appropriateness of different approaches to supporting children with special educational needs and disabilities

Indicative reading list

Sewell, A. and Smith, J., 2020. Introduction to Special Educational Needs, Disability and Inclusion: A Student′ s Guide. SAGE.
Cline, T. and Frederickson, N., 2009. Special educational needs, inclusion and diversity. McGraw-Hill Education (UK).
Hodkinson, A., 2019. Key issues in special educational needs, disability and inclusion. Sage.
Peer, L. and Reid, G. eds., 2016. Special educational needs: A guide for inclusive practice. Sage.
Borkett, P., 2020. Special Educational Needs in the Early Years: A Guide to Inclusive Practice. SAGE.
Tutt, R. and Williams, P., 2015. The SEND code of practice 0-25 years: Policy, provision and practice. Sage.

View reading list on Talis Aspire

Subject specific skills

• apply multiple perspectives to special educational needs and disability issues, recognising that this area involves a range of research methods, theories, evidence and applications
• integrate ideas and findings across the multiple perspectives in special educational needs and disabilities
• constructively critique theories, practice and research in the area of special educational needs and disabilities
• demonstrate knowledge and awareness of the skills needed for different pedagogical approaches
• the formation and promotion of mutually respectful relationships with families, colleagues, other professionals
  and communities
• lead, support and work collaboratively with others and demonstrate an understanding of working effectively in
  teams with parents, carers and other professionals
• produce critical arguments for improvements to multi-agency and multi-professional practices for children and young people with special educational needs and disabilities
• demonstrate a critical understanding of the interrelationships between political, economic, cultural and ideological contexts in the lives of children and young people with special educational needs and disabilities

Transferable skills

• Character/personality
• Cognitive flexibility
• Communication skills
• Complex problem solving
• Confidence
• Coordinating with others
• Critical thinking
• Emotional intelligence
• Initiative and also follow instructions
• Intellectual ability
• International cultural awareness
• Interpersonal and communication
• Judgement and decision making
• Leadership
• Literacy
• Management of learning
• Motivation, tenacity, commitment
• Personal development skills
• Persuading/influencing
• Planning and organisational skills
• Problem solving
• Reasoning
• Self-management/resilience
• Stakeholder and organisational awareness
• Team working
• Using IT effectively