SS6011 - Inclusion, Education and Equalities (2020/21)
|Module specification||Module approved to run in 2020/21|
|Module title||Inclusion, Education and Equalities|
|Module level||Honours (06)|
|Credit rating for module||30|
|School||School of Social Professions|
|Total study hours||300|
|Running in 2020/21||
The module will introduce students to academic debates around social justice and inclusion as philosophical notions and as practical realms of education. The module will encourage students to engage academically, critically and reflectively with the different interpretations of inclusion and equalities that emerge from inclusion studies, inclusion policies and political discourses around inclusion. 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 aims:
1. To enable students to apply theory to interpret debates around inclusion, inclusive education and inclusive practices in society;
2. To highlight debates around inclusion and exclusion in educational discourse, inclusive policy and theory;
3. To explore the many interpretations and definitions around inclusion and equalities and analyse how they are embedded in education
4. To examine the relationship between educational and social structures with reference to issues of inclusion, social exclusion and social justice;
5. To explore academic educational research around inclusion and inclusion policy to critically engage with current debates around inclusions and exclusions in education
The first part of the module explores the notion of social justice and inclusion from various philosophical and sociological perspectives. These notions are then embedded in the conceptualisations of equalities to understand which equalities are more prevalent in our current system. LO1,LO2
The second part of the syllabus develops an understanding of the more important historical and policy developments in inclusive education, including the latest SEND policy. The conceptualisations developed in the first phase are used to problematise what are the implicit interpretations of inclusion found in current and past policies. LO2,LO3
The third block of the syllabus engages students in reading educational academic research into more practical aspects of inclusion in education; examining important political developments which define how inclusion occurs in schools. Analysing how schooling is one of the main vehicles for inclusion in our society. LO3,LO4
Balance of independent study and scheduled teaching activity
The module develops through exploring concepts of inclusion, social justice, equalities and social exclusion; to examine the links between education, and social advantage and social problems. Different interpretations of inclusion and equalities in education are used to encourage students to explain and analyse the links between inclusion and aspects of schooling. The common educational difficulties, such as unequal educational outcomes, issues of SEN and disabilities 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.
At the end of the module, students will be able to:
1. Define and historicise the notions of social justice, inclusion, different equalities in the world of education and schooling;
2. Interpret current and past debates around inclusion as a notion and inclusive practices in education;
3. Analyse and articulate the links between social and educational policy, social problems, and how education is used a vehicle for inclusion
4. Explain and critique evidence from research data, theoretical approaches to inclusion and inequalities and how they play a role in education
The essay of 3,000 words will assess learning outcomes 1, 2, and 3 (70%).
A final presentation will assess learning outcomes 2, 3 and 4 (30%).
Textbooks and other texts:
Campbell, C. (2002) Developing Inclusive Schooling: Perspectives, Policies and Practices, London: Institute of Education. Core Reading.
Cheminais, R. (2010) Special Educational Needs for Newly Qualified Teachers and Teaching Assistants: A Practical Guide, London: Routledge (2nd Edition).
Clough, P. Garner, P. Pardeck, J. T. and Yuen, F. (Eds) (2005) Handbook of Emotional and Behavioural Difficulties, London: Sage.
Cowne, E. A. (2003) The SENCO Handbook: Working within a Whole-School Approach, London: David Fulton.
Frederick, N. and Cline, T. (2009) Special Educational Needs, Inclusion and Diversity: A Textbook, Berkshire: Open University Press (2nd Edition). Core Reading.
Gibson, S. and Haynes, J. (2009) Perspectives on participation and inclusion: engaging education. London: Continuum. Core Reading.
Hodkinson, A. and Vickerman, P. (2009) Key Issues in Special Educational Needs and Inclusion, London: Sage.
Isaacs, S. et al (2015) Social Problems in the UK. New York: Routledge. Core reading.
Mittler, P. (2000) Working towards Inclusive Education – Social Contexts, London: David Fulton Publishers.
O’Hanlon, C. (2003) Educational Inclusion as Action Research: An Interpretive Discourse. Berkshire: Open University Press.
Rawls, J. (1999) A Theory of Justice. Harvard: Harvard 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.
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.
Core Journal Articles:
Crisp, B. (2010) Belonging, Connectedness and Social Exclusion, Journal of Social Inclusion, 1(2), 123-132.
Dermott, E. Pomatti, M. (2016) ‘Good’ Parenting Practices: How Important are Poverty, Education and Time Pressure, Sociology, Vol 50 (1), 125-142.
Francis, B. and Wong, B. (2013) What is Preventing Social Mobility? A Review of The Evidence. London: King’s College London.
Fuller, C., Powell, D. Fox, S. (2017) Making gains: the impact of outdoor residential experiences on students’ examination grades and self-efficacy, Educational Review, Vol 69 (2) 232-247
Hodkinson, A. (2012) Illusionary inclusion - what went wrong with New Labour's landmark educational policy? British Journal of Special Education, Vol. 39, Issue 1, p4-11.
Macfarlane, K. (2010) Social Inclusion Policy: Producing Justice or Retribution? Journal of Social Inclusion, 1(2), 133-150.
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.
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. (2014) Changing policy and legislation and its effects on inclusive and special education: a perspective from England. British Journal of Special Education, Vol. 41, Issue 4, p403-425.
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.
Runswick-Cole, K. (2011) Time to end the bias towards inclusive education? British Journal of Special Education, Vol. 38, Issue 3, 112-119.
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.
British Journal of Special Education
Journal of Research in Special Educational Needs,
Journal of Philosophy of Education
Journal of Social Inclusion
Equality, Diversity and Inclusion: an international journal
Other Government Resources and Reviews:
Connelly, R., Sullivan, A. and Jerrim, J. (2014) Primary and secondary education and poverty review. London: Centre for Longitudinal Studies.
Contact a Family (2011) Bullying of children with disabilities and Special Educational Needs in schools: briefing paper for parents on the views and experiences of other parents, carers and families.
Hirsch, D. (2007) Experiences of poverty and educational disadvantage: round-up – reviewing the evidence. Joseph Rowntree Foundation.
OECD, (2010) A Family Affair: Intergenerational Social Mobility Across OECD Countries. https://www.oecd.org/centrodemexico/medios/44582910.pdf (Accessed: 20th February 2017)