module specification

In this module you will explore a range of special education needs, disability and inclusion, including children with special needs relating to either communication and interaction, cognition and learning, social, emotional and mental health difficulties, as well as neurodiversity, sensory and/or physical needs, in an inclusive and all-encompassing way. Specific focus on some key types of special educational needs and disabilities will be offered, such as autism, Asperger’s, ADHD, dyslexia, dyspraxia, communication, hearing, visual or physical impairment or disability.

In the module, you will explore the key principles of working within the arena of special educational needs to ensure equal opportunity and inclusion. Key terminology and concepts will be explored rigorously, drawing on current research, in order to consider the experiences for socially diverse groups.

In the module, you will take an expansive view of the history of special needs and disability and explore key principles and policy and legislative framework development. Inclusion and social justice forms the basis of this module and critical discussion of the range of  models of disability and special educational needs, and a discussion of rights versus needs, which aim to promote inclusion, equal opportunities and social justice.

Aims:

• To understand a range of SEND.
• To consider the social model of disability in order to discuss the key principles of working with children with SEND in an inclusive way.
• To explore the history of SEND.
• To consider the fundamental principles of inclusion, equality and diversity, rights versus needs and relate this to SEND and discuss the implications for practice.
• To know the legislative framework which underpins SEND.
• To critically discuss the research related to SEND.

No

In this module students will study a range of types of Special Educational Needs and Disabilities.

The key principles underpinning working with children and families with be addressed (LO3).

Students will be encouraged to engage in the process of researching and examining a specific SEND type and if they are in placement, observing and reflecting upon a particular child as a case study. Historical and contemporary understanding of SEND, and the evolution of legislative frameworks, will form a key aspect and the students will be expected to undertake research to ensure current guidance is up to date (LO1).

Throughout the module tutors will encourage students to consider inclusion of children and families with SEND and will draw on their own experience and examples from home, in the community and in Early Years settings, whilst paying particular attention to issues of social justice (LO2).

Students theoretical input will be through lectures and workshops, group work and discussion. Students will benefit from a blended learning approach through the use of WebLearn for supplementary materials, links to E-books, research journals and videos. Reading, research and discussion are key to teaching for all students and this will be in the context of tutor-led sessions.

Teaching and learning strategies and methods also focus on students own experiences. Weekly tasks will be provided to support increased knowledge and understanding for all students. For students in placement, observation and reflection of SEND and inclusion support will be encouraged.

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 digital literacy learning.

By the end of the module the student is expected to understand and be able to:

1) Critically examine the legislative framework of SEND and how this has developed over time.

2) To discuss how equality of opportunity and inclusion is afforded to children with SEND and their families.

3) To explore the key principles working with children with a range of SEND conditions in an inclusive way, from a research based perspective.

https://rl.talis.com/3/londonmet/lists/AD1A64BB-1761-A13A-BED5-299E4EEED63B.html?lang=en&login=1

Bradbury, A. (2013) Understanding early years inequality: Policy, assessment and young children's identities. London: Routledge

Brown, Z. (2016) Inclusive education: perspectives on pedagogy, policy and practice, London: Routledge

Cottrell, T. (2019) Principles and Practices of working with pupils with special educational needs and disability New York: Routledge

Devarakonda, C. (2013) Diversity and inclusion in early childhood: an introduction London: Sage

DfE (2015) SEND Code of Practice:0-25 years available at SEND code of practice: 0 to 25 years - GOV.UK (www.gov.uk)

Goepel, J., Scruton, J., Wheatley, C. (2015) A critical guide to the SEND code of practice 0-25 years St. Albans: Critical Publishing

Hewson, C., Holmes, C. (2020) Special educational needs and disability (SEND) in practice: A practical guide for all providers of early years education caring for children with SEND  London: Practical Pre-School Books

Hodgkinson, A (2019) Key issues in special educational needs, disability and inclusion London: Sage

McDermott, R. (2001) The acquisition of a child by a learning disability, in Understanding learning: Influences and outcomes, 2, 60-70

Sewell, A., Smith, J. (2020) Introduction to Special Educational Needs, Disability and Inclusion: A students guide London: Sage

Wearmouth, J. (2021) Special educational needs and disabilities in schools: a critical introduction, 2nd ed London: Bloomsbury Academic