ED1EFI-The Primary Classroom: Education for Inclusion

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:4
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Prof Catherine Tissot
Email: c.tissot@reading.ac.uk

Type of module:

Summary module description:

This compulsory module will enhance students’ understanding of education for diverse groups of individuals and specifically those with disabilities. Students will gain an increased awareness of international and national contexts and perspectives for addressing the needs of learners with additional needs. At the end of this module students will have key skills to demonstrate in depth knowledge of inclusive practice and its application within educational contexts, particularly in a primary classroom setting. 

Aims:

• To familiarise students with historical as well as contemporary national and international legislation and frameworks relating to social inclusion of all citizens 


• To critically debate historic and contemporary models of disability 


• To critically debate the language and culture of disability 


• To understand and discuss factors related to disability and inclusion that impact 1) an individual’s ability to make a contribution to society and 2) the provision needed to support reasonable adjustments and educational attainment 


• To explore the concept of and provision for Special Educational Needs within formal education and society as a whole 


• To consider debates and theories on invisible disabilities through the use of case studies which may include ASD; deafness; mental health. 


• To gain insight into the applications in practice in two subject areas (of four choices).

Assessable learning outcomes:

On successful completion of this module, students should be able to: 

• Explore in detail concepts, theories and dynamics relating to inclusion 


• Identify the different methods used to promote inclusive practice in educational settings. 


• Propose elements which could address areas of disadvantage for one particular group of disadvantaged individuals within a specific setting 


• Evaluate research articles relating to different aspects of disability and discuss the ethos and impact of these with other students 


• Debate ethical and moral considerations of disability in relation to the implementation of a culture supporting social justice 

Additional outcomes:

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

• Reflect upon the impact that personal attitudes have on social inclusion 


• Describe the impact of a lack of inclusive practice on the quality of life of individuals and groups of individuals which are the focus for this module 

Outline content:

• Inclusive Education and Disability Studies/Special Educational Needs – background/history/policy 


• Understanding Autism Spectrum Conditions & Dyslexia in children and adults 


• Theories in inclusive learning 


• Understanding mental health, attitudes and impact on individuals 


• Methods of implementing inclusive practice in a primary classroom 

Global context:

Aspects of social justice and the implications for practice will be explored within an international context. 

Brief description of teaching and learning methods:

Lectures, discussion groups and small group tasks. 

Contact hours:

	Autumn	Spring	Summer
Lectures	14
Practicals classes and workshops	6
Guided independent study:
Wider reading (independent)	138
Advance preparation for classes	30
Preparation for presentations	5
Completion of formative assessment tasks	2
Group study tasks	5
Total hours by term	200	0	0
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Oral assessment and presentation	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

Assessed individual presentation (100%).

Formative assessment methods:

Group tasks on academic writing (such as referencing, supporting claims with evidence, making clear academic arguments) and application of inclusion they to teaching practice (such as the role of parents, the role of assessment, how to make reasonable adjustments for inclusion). The students will work in groups on a week-by-week basis on pre-set tasks. Formative feedback will be given to class each week directly feeding into their preparation for the summative 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: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/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% 

Reassessment arrangements:

Resubmission during the Summer resit period.

Additional Costs (specified where applicable):

1) Required text books:

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: 17 November 2022