ED2FCS-The Child in Society (2)

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:5
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2021/2

Module Convenor: Hilary Harris
Email: hilary.harris@reading.ac.uk

Type of module:

Summary module description:

This module will centre on the current understanding of inclusive education and will also explore methods of assessment and provision of support in relation to special educational needs. There will be a focus on health and well-being and its impact on development and learning. The importance of effective feedback and communication between child, practitioner and parent will be emphasised. The module will examine the legal framework within which early years settings and schools (0-11) operate relating to inclusive practice, including how support is given to vulnerable children.  Finally, a range of relevant global community issues will be analysed with a view to widening awareness and understanding of the global picture of children’s development.

Aims:

The aims of this module are to develop knowledge and understanding of the child in society through:

• Identification of factors affecting health and well-being and evaluation of their impact on learning


• Understanding of the role of inclusive practice in relation to disability, class, gender, culture and religion


• Identification and critical analysis of processes, policies and relevant legislative framework in relation to special educational needs, disability and discrimination


• Understanding of the scope of specialist advisory services


• Implementation of individual education plans


• Reflection upon maintenance, evaluation and assessment of the child’s progress


• Reflection upon the definition and impact of globalization, its impact and philosophy 


• Development of strategies to create an inclusive environment.

Assessable learning outcomes:

On successful completion of the module students should be able to:

• understand the responsibilities, in terms of inclusive practice and awareness of global influences, of the setting towards children and their families


• discuss and reflect upon the impact of global issues and perspectives 


• describe and critically evaluate the process by which the legislative framework in relation to inclusive practice, special educational nee ds, disability is implemented in schools and early years settings


• identify individual needs and appropriate resources to meet those needs


• analyse the practitioner’s role within the implementation of individual support plans


• evaluate the effectiveness of the systems in place and the support provided (with consideration of information sharing)


• differentiate support or teaching to address individual needs


• understa nd and incorporate connections between module, practice and relevant areas of the appropriate curriculum/framework


• develop and apply knowledge required for practitioners which are linked to the Common Core of Skills and Knowledge for the Children’s Workforce

Additional outcomes:

On successful completion of the module students should also be able to:

• reflect upon personal attitudes towards inclusive practice


• challenge discriminatory practice sensitively and appropriately

Outline content:

• the importance of inclusion and its current interpretation in a variety of settings


• assessing children’s needs and identifying support and resources


• the effect of discrimination on learning and development


• the impact of health and well-being on children’s development


• the effect of inclusive practice on practitioners, children and their families 


• the range of global community issues
  

Global context:

Aspects of health, well-being and child development will be explored within a comparative, global context as well as a national one.

Brief description of teaching and learning methods:
Lectures, discussion groups, tasks, research, work based activities. Work £ based learning will provide an essential contribution to achievement of the outcomes.

Contact hours:

	Autumn	Spring	Summer
Lectures	15	12
Seminars	1	1
Tutorials	1.5	1.5
Placement	52.5	35.5
Guided independent study:	50	30
Total hours by term	121	81
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	60
Oral assessment and presentation	30
Practical skills assessment	10

Summative assessment- Examinations:
n/a

Summative assessment- Coursework and in-class tests:
Presentation (30%)
2500 word essay (60%)
Mentor-student professional discussion (10%)

Formative assessment methods:
Work-based discussions with the mentor, plus tutorials and placement experience all contribute to formative assessment.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:
40% overall

Reassessment arrangements:
Resubmission during summer if candidate would otherwise fail to graduate. Presentation can be assessed by alternative assessment with submission during the summer resit period

Additional Costs (specified where applicable):

1) Required text books: The essential text book for this module is below. This text is available in the library or within online resources or you may be able to source it more cheaply than the publisher’s recommended price Knowles, G., &Lander, V. (2011). Diversity, equality and achievement in education. London: SAGE £25.99 Students are expected to read a novel related to disability or inclusion (as listed in handbook) before starting this module. Some of these are available online or can be purchased for less than £3

2) Specialist equipment or materials: 

3) Specialist clothing, footwear or headgear: 

4) Printing and binding: 

5) Computers and devices with a particular specification: 

6) Travel, accommodation and subsistence: 

Last updated: 13 August 2021