EDU-40118 - Module Specification
School of Humanities and Social Sciences
Faculty of Humanities and Social Sciences

Programme/Approved Electives for 2025/26

Available as a Free Standing Elective

Co-requisites

None

Prerequisites

None

Barred Combinations

None

Description for 2025/26

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.

To enable students to develop historical awareness and understanding of the development of theory, policy and practice within so-called inclusive education within the context of social justice, equal opportunities and learning .
To enable students to confidently engage in contemporary debates about inclusive education.
To enable students to draw on their knowledge to develop new practices, policies and theories of inclusion.

Intended Learning Outcomes

deconstruct critical, historical and reflective approaches to ‘inclusive’ education
: 1
discuss and critique debates and theories specifically related to ‘inclusive’ education
: 1
make critical judgements about comparative experiences in Britain, and elsewhere
: 1
theorise the ‘micro’ aspects of ‘inclusive’ education (in relation to teachers, pupils and parents)
: 1
critique research findings on the key areas of social inclusion and exclusion and apply their arguments to topical questions raised by the module
: 1
critically reflect upon the broader key contemporary debates and theoretical perspectives on inclusion and exclusion
: 1

Study hours

22 active learning hours: 1 lecture (1 hour) and 1 seminar (1 hour) a week for 10 weeks, 2 hours independent seminar task (online) once during the semester
38 hours independent study during the semester
60 hours preparation for essay during the semester
30 hours preparation for lectures and seminars during the semester

School Rules

None

Description of Module Assessment