ED1BEC: Education for Inclusion

Module code: ED1BEC

Module provider: Institute of Education

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 1

Module convenor: Dr Anna Tsakalaki, email: a.tsakalaki@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This 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.

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 discuss historic and contemporary models of disability, diversity as well as the language and culture of disability and invisible disabilities.
• To discuss factors related to SEND, diversity 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.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Discuss in detail concepts, theories and dynamics relating to inclusion and the different methods used to promote inclusive practice in educational settings or environments where educational activities take place (e.g., schools, museums, social services, holiday clubs)
2. Propose and evaluate elements which could address areas of disadvantage for one particular group of disadvantaged individuals within a specific setting
3. Reflect upon the impact that personal attitudes have on social inclusion
4. 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

Module content

• Inclusive Education, Special Educational Needs and learners from diverse backgrounds – background/history/policy
• Focus on types of SEND or learners from diverse backgrounds (e.g., Autism Spectrum, Dyslexia, Mental Health)
• Theories in inclusive learning
• Methods of implementing inclusive practice
• The role of the SENCo in mainstream education
• Educational practice in special schools

Structure

Teaching and learning methods

The module includes lectures, workshops, seminars and group discussions and short tasks.

Study hours

At least 18 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

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

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Feedback from tutors on a short piece of academic writing (max. 500 words). 

Reassessment

Additional costs