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EDU-20054 - Module Specification
School of Social Sciences
Faculty of Business, Law, Humanities & Social Sciences

For academic year: 2026/27 Last Updated: 17 March 2026

EDU-20054 - Diversity and Inclusion in Education
Coordinator: Mathew Barnard Tel: +44 1782 7 34231
Lecture Time: See Timetable...
Level: Level 5
Credits: 30
Study Hours: 300
School Office:

Programme/Approved Electives for 2026/27

None

Available as a Free Standing Elective

No

Co-requisites

None

Prerequisites

None

Barred Combinations

None

Description for 2026/27

Our society is now more diverse than ever before and this module explores approaches to teaching which seek to support children from marginalized communities whether as a result of their gender, ethnicity, where they live, or for those with Special Educational Needs (SEN). You will be encouraged to develop your own classroom-based interventions, based on academic theory, to tackle these issues and to develop a questioning and critical mindset. Delivery of this module is supported by visiting international academics sharing their perspectives on these issues.

Aims
1 To explore current debates around particular forms of disability and exceptionality and relate these to research about classroom practice;
2 To explore the ways in which the theory of special education is carried into professional practice and the critical role teachers play in this;
3 To introduce students to particular learning needs as well as teaching strategies and issues related to pedagogy;
4 To explore wider aspects of what inclusion can mean beyond Special Education Needs
5 To enable students to develop an historical awareness and understanding of the development of theory, policy and practice within inclusive education within the context of social justice, equal opportunities and learning.
6 To enable students to confidently engage in contemporary debates about inclusive education.

Intended Learning Outcomes

Outline and evaluate current and past theories and philosophies that provide the basis for special education practice and/ or inclusive education: 1,2
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: 1,2
Explore the applications of research on particular disabilities and/ or inclusive education more widely on classroom practice: 1,2
Reflect on the consequences of special education and/ or inclusive education theory and practice for the role of teachers: 1,2
Confidently summarise and critique debates and theories specifically related to ‘inclusive education’ and diversity, and to present alternative pathways for inclusive education: 2
Comment and apply key concepts/ theory to inclusive education and diversity: 2

Study hours

24 hours of lectures
24 hours of seminars/ Directed study/
132 hours private study
This includes reading in preparation for lectures and seminars (a weekly reading list with core and supplementary texts is provided).
120 hours preparation period for assessments

School Rules

None

Description of Module Assessment

1: Report weighted 40%
Students are required to write a report on how the school and classroom can be made inclusive of SEND children.
Students are required to write a report on how schools and classrooms can become more inclusive places for children with SEND. Students to justify their choices with critical reference to theory and practice, supported by contemporary and past developments in the empirical and theoretical literature around effective SEND provision. The report will be 1000 words in length. Example report-type structures will be provided to students in order to help them structure their reports.

2: Essay weighted 60%
Students are required to write a 2,000 word essay from a list available on module themes
A 2,000-word essay from a list of options on module themes. These themes revolve around the protected characteristics and critiques of these characteristics. Students will be advised to focus on one topic when addressing the essay question they have chosen (topics such as disability, socio-economic status, race, etc) because of the limited number of words available. Students will be provided with a list of 5 essay questions to choose from. Some essay questions will be quite specific and focus exclusively on topics like SEND, while other essay questions will be broader in scope and can be applied to a range of topics (gender, culture/ religion, etc.). Essay guidance will be provided throughout the module in the form or workshops, etc. All essay questions will relate to company schooling.

The University undertakes a continuous review of its teaching and research provision to ensure programmes are of a high quality and changes may be made to modules where it is necessary and reasonable to do so. Please be aware that minor changes to modules, such as a change to an individual assessment, can occur up until enrolment, although we endeavour to give you as much notice as possible of any changes. Details about the circumstance in which changes are made to programmes can be found in the Student Agreement, available at: https://www.keele.ac.uk/legalgovernancecompliance/governance/actcharterstatutesordinancesandregulations/studenttermsconditions/

Last Updated: 17 March 2026