EDU-20019 - Module Specification
School of Social Sciences
Faculty of Humanities and Social Sciences

Programme/Approved Electives for 2024/25

Available as a Free Standing Elective

Co-requisites

None

Prerequisites

None

Barred Combinations

None but priority will be given to Ed studies and BG students.

Description for 2024/25

This module introduces students to key debates, issues, and concepts in the field of inclusive/special education in the US. Rooted in a US context and taught by a guest tutor from the US, the module critically explores current and past theories and philosophies that provide the basis for current special education practice. The module also explores the applications of special/inclusive education research on classroom practice. In order to achieve this, students engage with debates and research on characteristics, assessment techniques, educational considerations, and the role of technology in meeting particular learning needs in the school context. Finally, they reflect on the consequences of special education theory and practice for the role of the teachers.
Lectures include topics such as: 'Inclusion and Mainstreaming: Helpful or Harmful?'; 'Helping Children with Learning Disabilities to Succeed', 'Gifted and Talented in the Classroom: Is Special Education Necessary?'

a. To explore current debates around particular forms of disability and exceptionality and relate these to research about classroom practice;
b. To explore the ways in which the theory of special education is carried into professional practice. The critical role of teachers is at the core of the module;
c. To introduce students to particular learning needs as well as teaching strategies and issues related to pedagogy.

Intended Learning Outcomes

outline and evaluate current and past theories and philosophies that provide the basis for special education practice: 1
engage with debates and research on characteristics, assessment techniques, educational considerations, and the role of technology in dealing with particular learning needs in the school context: 1
reflect on the consequences of special education theory and practice for the role of the teachers: 1
apply key concepts related to inclusion/special education across educational and international contexts with a particular focus on the US and the UK: 1
explore the applications of research on particular disabilities on classroom practice and, the applicability of pedadgogic strategies from one context to another: 1

Study hours

22 contact hours (10 lectures; 10 seminars; 2-hour workshop on assessment)
44 hours of preparation for seminars
34 hours private study
50 hours preparation for written assignment

School Rules

None

Description of Module Assessment