SE5056 - Special Educational Needs in the Early Years (2017/18)
|Module specification||Module approved to run in 2017/18|
|Module title||Special Educational Needs in the Early Years|
|Module level||Intermediate (05)|
|Credit rating for module||15|
|School||Faculty of Social Sciences and Humanities|
|Total study hours||150|
|Running in 2017/18||No instances running in the year|
This module focuses on babies and children with special educational needs and the legislative and policy framework that underpins provision and practice. It will consider definitions of special educational need and disability and how to plan, develop and implement best practice in this area. The role of observation and assessment will be emphasized and the development and review of children’s individual education/play plans will be studied. Equality issues including children’s curricular entitlement and inclusion in mainstream provision will be explored.
Prior learning requirements
It is expected that students will be in a work placement providing for children in the birth to six age range for a minimum of 2 hours each week throughout the module, normally in a group setting.
This core module addresses a key aspect of professional knowledge in the early years field and aims to enable students to:
- Become familiar with relevant theories, policies and legislation in the area of special educational needs
- Become more aware of controversial issues in SEN such as stigmatisation and labelling, integration, exclusion and inclusion.
- Extend their knowledge and develop their competence in working with young children who have special educational needs and disabilities.
- Critically evaluate provision and practice with children with additional needs
This module focuses on babies and children with special educational needs and the legislative and policy framework that underpins provision and practice.It will consider definitions of special educational need and disability and how to plan, develop and implement best practice in this area. The role of observation and assessment will be emphasised and the development and review of children’s individual education/ play plans will be studied. Equality issues, including children’s curricular entitlement and access to mainstream provision will be explored.
The module will examine a range of types of need, including challenging behaviour and young children’s social and emotional difficulties. The complexity and roles of parents and of inter-agency work in supporting young children with special educational needs and disabilities will be considered. The philosophical and political underpinning will also be examined, alongside the areas for debate which surround this area of early childhood studies. Controversial areas to be considered may include stigmatisation, labelling, integration, inclusion, segregation and specific forms of provision such as signing or conductive education.
Learning and teaching
For taught course students theoretical input will be through lectures and seminars. Distance Learning students will receive the same theoretical input through bespoke on-line module materials with access to an allocated tutor who is available to support them either face-to-face, by e-mail or by telephone. All 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 – for taught students this will be in the context of tutor-led sessions while for distance learning students reflection will be promoted by the exercises incorporated into the web-based materials. For all students experiential learning promotes their growing ability to act as a reflective practitioner.
Teaching and learning strategies and methods also focus on workplace skills and professionalism. All students undertake and reflect on observations in the workplace and weekly tasks and reflective exercises support increased knowledge and understanding. Observations, action research, work-related tasks and the use of development planning tools support the growth of practitioners’ professional competence.
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.
At the end of the module students should be able to:
- Discuss a range of theoretical perspectives on special educational needs in a social, cultural, political, legislative and environmental context
- Examine and evaluate the ethical, cultural, social and political issues underpinning the identification of babies and young children with special educational needs and disabilities
- Demonstrate understanding of the range of special educational needs and an ability to monitor and evaluate a child’s progress, ensuring access to the full curriculum
- Critically evaluate provision and practice with children with additional needs in early years settings
Students from both taught and distance learning modes are required to make a range of observations of a child with additional needs within the setting. Students will receive written tutor formative feedback on one observation.All students will have the opportunity for self assessment and ongoing reflection on their learning through on-line quizzes and short answer questions.
Students will be able to demonstrate they have met the learning outcomes through a reportbased on a written paperevaluating the provision for children with SEN in an early years setting.
All students for both taught and distance learning modes will be invited to attend a face to face tutorial to discuss their summative assessment in advance of submission deadlines and to receive detailed formative feedback. Where a personal meeting is not possible, (for example, students living abroad and studying in distance learning mode) this will take place by telephone or e-mail. Students will receive detailed formative written feedback following these tutorials.
All students will receive written feedback against all learning outcomes following the publication of marks. This will be the most comprehensive in cases of failure, where this will support learning for reassessment.
Audit Commission (2003) Services for disabled children: a review of services for disabled children London: Audit Commission
Audit Commission (2002) Special educational needs: a mainstream issue. London: Audit Commission..
Cowne, E. (2003) Developing Inclusive Practice: the SENCOs Role in Managing Change London David Fulton
DfE (2011) Support and Aspiration: a new approach to SEN and disability. HMSO
DfES (2004) Removing Barriers to Achievement London DfES Publications
Dickins, M with Denziloe,J (2003)"All Together - How to Provide Inclusive Services for Disabled Children and their Families , NCB:London
Jones, C, (2005) 'Supporting Inclusion in the Early Years', OU Press: Maidenhead
Nutbrown, C. and Clough, P. (2006) Inclusion in the Early Years. London Sage.
Spencer, C. &Schnelling, K. (2003) Handbook for the Pre-School SEN Provision: the code of practice in relation to the early years London David Fulton
Vaughan, M & Thomas G (2004) Inclusive Education – readings and reflections, Open University Press: Maidenhead
Wall, K (2003) Special Needs and Early Years: A Practitioner’s Guide London Sage publications.
Taggart, B, Sammons, P, Smees, R, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Elliot, K and Lunt, I (2006) Early identification of special educational needs and the definition of ‘at risk’: The Early Years Transition and Special Educational Needs (EYTSEN) Project. British Journal of Special Education, Volume 33, Issue 1, pages 40–45.
Website: http://www.scope.org.uk/earlyyears/index.shtml (for information about young children with cerebral palsy). http://www.ich.ucl.ac.uk – website for Great Ormond Street and the Institute of Child Health