AE4020 - Global Challenges: Inclusion in Practice (2020/21)
|Module specification||Module approved to run in 2020/21|
|Module title||Global Challenges: Inclusion in Practice|
|Module level||Certificate (04)|
|Credit rating for module||30|
|School||School of Social Professions|
|Total study hours||300|
|Running in 2020/21||
This core module addresses a key aspect of professional knowledge in the early years field and aims to enable students to:
• Study relevant legislation, curriculum frameworks, codes of practice and official guidance in all areas of social inequalities;
• Understand the development of diverse identities in children and explore issues of stigmatisation, labelling, stereotyping and discrimination;
• Consider that children’s experience of childhood will be mediated by class, race, gender, culture, language, sexual orientation, age and disability through reflecting on their own identities and experiences;
• Develop an understanding of the concepts of inclusion and diversity as they relate to both children and adults in their sphere of work and to critically reflect on their own practice in seeking to address inequalities;
• Consider the children as active in shaping their own childhood and how practitioners can develop a listening culture in settings.
This module will study the legal framework in relation to in/equalities and consider writing and research on the construction of identity and difference in relation to; class, race, gender, culture/ religion / language / sexual orientation / age / dis/ability and special educational needs, and their implications for provision across children’s services and educational settings. Current childhood policy contexts will be considered, with regards to children’s rights, equity and discrimination and the role of schools and early years settings in both perpetuating and resisting inequalities and in working with children to develop positive views of diversity. The philosophical and political underpinning of definitions of disability and special educational need will be a particular focus and a range of types of need, including challenging behaviour and children’s social and emotional difficulties will be examined.
The module will also explore the role children take in shaping their childhoods and how practitioners can elicit their perspectives and develop a listening culture in their settings and thereby act as an informed advocate for children across the age ranges and for their families. LO1,LO2,LO3,LO4
Balance of independent study and scheduled teaching activity
Students’ theoretical input will be through lectures and seminars. Students will benefit from a blended learning approach through the use of WebLearn for supplementary materials, links to E-books, on-line discussions and self-assessment exercises such as quizzes and reflective tasks.
Reflection and discussion are key to teaching for all students along with the experiential learning through which their growing ability to act as a reflective practitioner is promoted.
Teaching and learning strategies and methods also focus on workplace skills and professionalism, along with the development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT also supports individual learning.
On successful completion of this module students will be able to:
1. Demonstrate knowledge of legislation and official guidance in the area of equalities and special educational needs and identify how these relate to ethical practice with and for children.
2. Describe and demonstrate emerging understanding of theoretical perspectives on identity and discuss the ways in which children’s identities and family and social context can impact on their experience of early childhood care and education.
3. Examine and begin to evaluate their own practice in addressing inequalities and ensuring access to the full curriculum for all children.
4. Identify the roles children take in shaping their childhoods and begin to consider how practitioners can develop a listening culture in their workplace
Students will demonstrate that they have met the learning outcomes through two summative assessments:
1. A reflective essay which addresses the issues of inequality in childhood (2000 words)
2. An evaluative investigation of a specific area of inequality, including the historical and theoretical underpinnings, as it relates both to theory and to practice. Children’s perspectives should be explored as part of the process (2,000 words)
Alderson P. (2nd Edition) (2008) Young Children's Rights: Exploring Beliefs, Principles and Practice, London: Jessica Kingsley
Dickins, M and Donziloe, J. (2004) All together; How to Create Inclusive Services for Disabled Children and their Families, A Practical handbook for Early Years Workers. London: NCB
Millam, R. (2002) Anti-discriminatory Practice: A Guide for Workers in Childcare and Education. London: Continuum
Nutbrown, C and Clough, P. (2006) Inclusion in the Early Years. London: Sage
Wilkinson, R. and Pickett, K. (2010) The Spirit Level - Why Equality is Better for Everyone. London: Penguin
Clark, A., and Moss P., (2011) Listening To Young Children, The Mosaic Approach, NCB
Connolly, P. (2004) Boys and Schooling in the Early Years. London: Routledge Falmer
Jones N., Sumner A., (2011) Child Poverty, Evidence and Policy: Mainstreaming Children in International Development. Bristol: Policy Press
Jones, P., (2009), Rethinking Childhood, London: Continuum International
Kane, E.W., (2012), Rethinking Gender and Sexuality in Childhood, London: Continuum
Lane, J. (2008) Young Children and Racial Justice. NCB: London
MacNaughton, G. (2000) Rethinking Gender in the Early Childhood Education. London: Allen Unwin
Richards, G. and Armstrong, F., (2015), Teaching and Learning in Diverse and Inclusive Classrooms, London: Routledge
Robinson, K and Jones-Diaz C. (2006) Diversity and Difference in Early Childhood Education. Maidenhead: OUP
Warnock, M., Norwich, B and Terzi, L. (2010) Special Educational Needs: A New Look. London: Continuum
Husband, T. (2011) “I Don’t See Color”: Challenging Assumptions about Discussing Race with Young Children. Early Childhood Education Journal. DOI: 10.1007/s10643-011-0458-9. Aug 2011
Wedell, K. (2010) Points from the SENCo-Forum. British Journal of Special Education. Volume 37, Issue 4, page 209, December 2010
http://cre.gov.uk/ (Commission for Racial Equality)
http://www.allfie.org.uk The Alliance for Inclusive Education