EDM204-Educating Learners with Diverse Needs

Module Provider: Institute of Education
Number of credits: 40 [20 ECTS credits]
Level:7
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Dr Anna Tsakalaki
Email: a.tsakalaki@reading.ac.uk

Type of module:

Summary module description:

This module will explore some of the common types of SEND that SENCOs would see in an educational setting (e.g., dyslexia, autistic spectrum disorder, sensory difficulties etc.). It will, also, explores ways to overcome barriers to learning for learners with SEND and achieve social inclusion. In addition, it will explore the role of stakeholders (e.g., individual students, families, other professionals) and link this to effective practice. It is designed as a flexible module with specific sessions to be delivered by university staff, experienced SENCOs and external researchers or professionals working with pupils with SEND. The portfolio component meets the requirement to log the learning outcomes of the National Award for SEN Co-ordination.

It is a blended learning module where part of the module is delivered through lectures, and part is delivered via the virtual learning environment (Blackboard).

Aims:

• To increase the understanding of the main individual type of disability and explore teaching
  
  strategies for learners.


• To familiarise students with basic child development and causes of under achievement.


• To increase the understanding of the individual barriers to learning and strategies for reducing these.


• To explore behaviour management techniques.


• To look at the role that mental health plays in academic achievement.


• To explore the role of families and peers in learning.


• To develop an understanding of the role of SENCO in identifying and accessing specialist support.


• To augment the expertise and capabilities that SENCOs need to lead and coordinate provision effectively.


• To develop the personal and professional qualities that SENCOs need to make a positive impact on the ethos and culture in schools and other settings.

Assessable learning outcomes:

By the end of the module participants will:

 

• Identify some of the common barriers to learning within a given context.


• Critically reflect on how their school identifies and meets the needs of specific children.


• Analyse and appropriately apply the tools used in the assessment of children/adults with
  
  additional needs.


• Be able to identify and access specialist support for an individualstudent.


• Discuss best practice in relation to intervention to support learning/social inclusion, transition and planning for the future.


• Augment the expertise and capabilities that SENCOs need to lead and coordinate provision effectively.


• Develop the personal and professional qualities that SENCOs need to make a positive impact on the ethos and culture in schools and other settings.

Additional outcomes:

• Students will have developed increased skills in the areas of written communication and e-learning.


• Students will have developed increased skills in reflecting on their learning based on evidence collected from their day-to-day professional practice and university learning.


• Students will have the opportunity to develop networks of colleagues within their local area and wider context.

Outline content:

This module will explore some of the common types of disability that SENCOs would see in an

educational setting (e.g., dyslexia, autistic spectrum disorder). It will explore identification of learners with additional needs, and of barriers to achievement/social inclusion. It will explore principles and strategies of behaviour management and effective working with specialists, families and young learners.

Brief description of teaching and learning methods:

Lectures

Group discussions and short tasks

Independent study via the VLE

Blended learning tasks online

Contact hours:

	Autumn	Spring	Summer
Lectures		25
Seminars		8
Tutorials		4
Guided independent study:
Wider reading (independent)		180
Wider reading (directed)		60
Essay preparation		100
Reflection		23
Total hours by term	0	400	0
Total hours for module	400

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	90
Portfolio	10

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

• There is a written assignment on a topic of choice between two topics: a) an intervention, or b) a transition plan for a learner with diverse needs. It is 3,000 words and the specific
  
  topic and title are to be negotiated with the module convenor. It is designed to explore the way in which a school can meet the needs of an individual student by getting the views of some of the stakeholders.


• There is a portfolio of evidence satisfying the learning outcomes of the module. It involves submitting pieces of evidence corresponding to specific learning outcomes and a reflective account of max. 1,500 words supported by academic literature relevant to the topic.

Formative assessment methods:

Formative feedback from tutors on one section of the Portfolio of Evidence.

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy 'Penalties for late submission for Postgraduate Flexible programmes', which can be found here: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmissionpgflexible.pdf
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:

Students must achieve 50% aggregate  

Reassessment arrangements:

Resubmission within one calendar month of the notification of failure 

Additional Costs (specified where applicable):

Last updated: 30 March 2023