School of Public Policy and Professional Practice  
 
 
EDU-30069 Inclusive Education  
Co-ordinator: Prof Farzana Shain    Room: CBA1.053, Tel:33118  
Teaching Team: Miss Tracy  Roberts, Miss Jo-Anne  Watts  
Lecture Time: See Timetable...  
Level: 3 Credits: 15 Study Hours: 150  
School Office:
 
 
 
Programme/Approved Electives for
Educational Studies Dual Honours (Level 3)
Educational Studies Major (Level 3)
Educational Studies Minor (Level 3)
Available as a Free Standing Elective
Yes
Barred Combinations
None
Prerequisites
None
Description

Inclusive education has been positioned and promoted as a positive reaction to segregated schooling, inequality and prejudice. Inclusion, more generally, has permeated policy and social discourse in the last few decades as a concept and practice that attempts to include everyone into the local community. For example, community work rather than imprisonment, community housing rather than mental (health) institutions and not least of all, mainstream education is promoted for ALL pupils including those with a range of difficult learning needs. In the face of this, politicians and policy makers emphasise their commitment to issues of inclusion and social justice and in the process the meanings, policy and practice of inclusive education have been rethought - nowhere more so than in relation to special educational needs.

This module offers insights into many different aspects of inclusive education in relation specifically to special educational needs and learning difficulties, including critical and historical engagement with policy development and implementation, theoretical positions on inclusive education and exclusion, placement of inclusive education within an international context and research methods that highlight topics such as; parents and their engagement with inclusiveeducation and ethnographies of mainstream schools.
Aims
To enable students to develop an historical awareness and understanding of the development of theory, policy and practice within $ùinclusive&© education within the context of social justice, equal opportunities and learning .
To enable students to confidently engage in contemporary debates about $ùinclusive education



Intended Learning Outcomes
deconstruct critical, historical and reflective approaches to $ùinclusive&© education.
will be achieved by assessments: 1,2,
confidently summarise and critque debates and theories specifically related to $ùinclusive&© education.
will be achieved by assessments: 1,2,
make critical judgements about comparative experiences in Britain, and elsewhere.
will be achieved by assessments: 1, 2,
theorise the $ùmicro&© aspects of $ùinclusive&© education (in relation to teachers, pupils and parents).
will be achieved by assessments: 1, 2,
critique research findings on the key areas of social inclusion and exclusion and apply their arguments on topical questions raised by the module
will be achieved by assessments: 1, 2,
confidently and critically reflect upon the broader key contemporary debates and theoretical perspectives on inclusion and exclusion.
will be achieved by assessments: 1, 2,
Study hours
22 contact hours (10 lectures, 10 seminars; 1 X 2 hour workshop on assessment);
48 hours independent study and preparation for seminars;
40 hours preparation for essay
40 hours preparation for exam)
Description of Module Assessment
01: Essay weighted 50%
Essay 2,000 words
Essay 2,000 words from a list of options - on module themes
02: 2 Hour Unseen Exam weighted 50%
2 hours - 1 question
students will be given a list of at least 5 questions to select from
Version: (1.06B) Updated: 03/Mar/2013

This document is the definitive current source of information about this module and supersedes any other information.