module specification

This module builds on earlier studies of social problems, social inclusion and exclusion, and education policy.  We will reflect further on the meaning of social inclusion and exclusion in society, and the specific meaning of the terms in education in relation to the world of education and students with special educational needs.  The study of the role of education and schooling in relation to achieving inclusion in both arenas is the focus of this module.

1. To enable students to apply theory to interpret debates around inclusion and inclusive practices in society and in relation to special educational needs;
2. To highlight debates around inclusion and exclusion in educational discourse and practice;
3. To examine the relationship between educational and social structures with reference to issues of social exclusion and social justice;
4. To explore inclusive approaches and practices through educational initiatives and schooling;
5. To explore one or more particular type of special educational need and critique the educational and institutional responses, developing skills in articulating and discussing these.

The module will encourage academic debate around inclusion as a philosophical notion, the role of policy and other inclusion studies theory and education. The module develops a historical and analytical understanding of aspects of past and current policy in relation to inclusion and inclusive education. It will draw upon formal areas of inclusive studies and social justice, and educational academic research.

The module develops through exploring concepts of inclusion, exclusion and special needs; to examining the links between education, and social advantage and social problems; to the initiatives designed to use education as a means to address social problems.  The common educational difficulties are considered as part of this debate, before turning to the more uncommon difficulties for which the issues of social inclusion are more complex.  The four blocks are assessed in separate assignments, and are seen as building one to the next.  The module will use lectures, workshops, videos and case study debates.

By the end of this module students will be able to:

1. Define the concept of social inclusion and its differing meanings in educational settings;
2. Interpret the debates around inclusion as a notion and inclusive practices;
3. Analyse the links between social problems, social exclusion, stigma, and educational achievement;
4. Evidence from research data the inequalities in education provision and achievement;
5. In relation to one or more social problems, explain and critique the role education or schooling might play in reducing this;
6. Analyse and articulate the current educational response to one of the particular special educational needs covered in the module.

The essay of 3,000 words will assess learning outcomes 1,2, and 3, (70%).
A final presentation will assess learning outcomes 4 and 5, (30%).

Campbell, C. (2002) Developing Inclusive Schooling: Perspectives, Policies and Practices, London: Institute of Education.
Cheminais, R. (2010) Special Educational Needs for Newly Qualified Teachers and Teaching Assistants: A Practical Guide, London: Routledge (2nd Edition).
Cowne, E. A. (2003) The SENCO Handbook: Working within a Whole-School Approach, London: David Fulton.
Clough, P. Garner, P. Pardeck, J. T. and Yuen, F. (Eds) (2005) Handbook of Emotional and Behavioural Difficulties, London: Sage.
DES (2001) Special Educational Needs: Code of Practice, London: HMSO. 
Frederick, N. and Cline, T. (2009) Special Educational Needs, Inclusion and Diversity: A Textbook, Berkshire: Open University Press (2nd Edition).
Gibson, S. and Haynes, J. (2009) Perspectives on participation and inclusion: engaging education. London: Continuum.
Hodkinson, A. and Vickerman, P. (2009) Key Issues in Special Educational Needs and Inclusion, London: Sage.
Humphries, S. and Gordon, P. (1992) Out of Sight, Plymouth: Northcote House.
Keith, T. Maloney, S. (Eds) (2005) The Routledge Falmer Reader in Inclusive Education, London: RoutledgeFalmer.
May, H. (2004) Interpreting pupil participation into practice: contributions of the SEN Code of Practice, IN Journal of Research in Special Educational Needs, 4(2), pp. 67—73.
Mittler, P. (2000) Working towards Inclusive Education – Social Contexts, London: David Fulton Publishers.
Muijs, D. (2007) Every Child Matters: Leading Schools to Promote Social Inclusion: A Study of Practice Nottingham: National College for School Leadership.
Norwich, B, and Black, A. (2015) The placement of secondary school students with Statements of special educational needs in the more diversified system of English secondary schooling, British Journal of Special Education, Volume 42, Issue 2, p128-151.
Norwich, B. (2008) Special schools: What future for special schools and inclusion? Conceptual and professional perspectives, British Journal of Special Education, Volume 35, Issue 3, p136-143
ONS (2013) Poverty and Social Exclusion in the UK and EU, 2005-2011
O’Hanlon, C. (2003) Educational Inclusion as Action Research: An Interpretive Discourse. Berkshire: Open University Press.
Smith, C. (2006) From special needs to inclusive education, IN Sharp, J., Ward, S. and Hankin, L. (Eds) Education Studies: An issues-based Approach, Exeter: Learning Matters Ltd.
Terzi, L. (2005) Beyond the Dilemma of Difference: The Capability Approach to Disability and Special Educational Needs, Journal of Philosophy of Education, Vol. 39, No. 3, pp, 443-459.
Thomas, G. and O'Hanlon, C. (2007) Deconstructing Special Education and Constructing Inclusion. Maidenhead: Open University Press
Warnock, M., Norwich, B. and Terzi, L. (2010) Special Educational Needs: A New Look, London: Continuum.