EDM193-Evidence-Informed Inclusive Practice

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2019/0

Email: a.tsakalaki@reading.ac.uk

Type of module:

Summary module description:

This module focuses on inclusive practice in education by exploring the ways the educational system may make provision for school students with SEND to ensure effective learning. Initially students will gain an understanding of how inclusive policy and practice has evolved in the UK and globally. This will form the basis to further explore ways in which practitioners working in schools and/or less traditional educational settings (e.g., prisons, museums etc) may make reasonable adjustments to create inclusive learning opportunities for all their students (SEND CoP, 2015). The module makes direct connections between the theory of inclusion, recent research evidence on different SEND types and educational practice.

Aims:

The aim of the module is to provide students with a deeper understanding of inclusive practice in educational settings to equip them to identify and respond appropriately to their students’ educational needs.Ìý More specifically it will aim to:

• encourage reflection on how the learning of students with SEND might be affected by educational provision in a variety of settings,


• develop students’ pedagogical knowledge in the field of inclusive education


• enable students to plan and teach effective lessons (including identifying their students’ learning needs and making reasonable adjustments to meet them),


• critically evaluate the advantages and disadvantages of different interventions (or learning activities),


• develop awareness and understanding of educational research in the field on SEND and inclusive education.

Assessable learning outcomes:

On successful completion of this module students should be able to:

• critically engage with recent research and evidence-informed practice to examine their personal or institutional practice,


• apply their knowledge and understanding of inclusive practice to adapt their personal and/or institutional practice, as appropriate, in order to meet the individual needs of learners with different SEND profiles;


• design and evaluate practical learning experiences (including environment, schemes and resources, interaction of school-home environment) and assess their impact on the learning progress of students with SEND.

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Additional outcomes:

On successful completion of this module students should be able to:

• develop their understanding of the importance of adjusting their practice to promote inclusive education for students with SEND,


• develop their confidence in working with students with SEND in a variety of learning environment,


• reflect on ethical issues around educating learners with and without SEND in inclusive environments,


• reflect on their practice and identify targets for future development.

Outline content:

We will focus on examining recent research evidence around SEND and inclusive education with the aim to bridge theory and practice. We will aim to develop specialist skills, knowledge and understanding around themes such as:

• the evolution of inclusive policy and practice in the UK and globally,


• learning experiences of students with different types of SEND - what does research tell us?,


• using research evidence to create inclusive opportunities for learning for students with SEND in educational practice,


• making connections between theory and practice for more effective learning of children with specific learning difficulties,


• how to use research evidence to engage stakeholders in the educational process for more effective learning,


• how to apply recent evidence to measure educational ‘success’ for each individual learner with SEND.

Brief description of teaching and learning methods:

The central content areas are covered through lectures and presentations. There will be five taught sessions in weeks 1, 3, 5, 7, and 9 of the term. Sessions will be interactive and students will be expected to take an active part in discussion. A collaborative teaching team will deliver focused sessions. Some preparatory reading will be expected for each session. There will be evaluative discussion of educational practices for different types of SEND. The tutors may choose to incorporate elements of blended learning on Blackboard (e.g., online discussion). Most teaching sessions will utilise more than one of these approaches.

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

There will be four small written essays of approximately 1,000 words, following each taught session in weeks 4, 6, 8 and 10 of the term and compiling an overall assessment of approximately 4,000 words. All four essays must be submitted and will be marked by the tutors. The final grade will be averaged across three of the four assignments.

Formative assessment methods:

There will be one small written essay of approximately 500 words the week following the first taught session (week 2 of the term). Students will get written feedback from the teaching team.

Penalties for late submission:
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Assessment requirements for a pass:

Submission of all four essays is required for a pass.

Students must achieve 50% averaged across three of the four submitted essays.

Reassessment arrangements:

Resubmission within one calendar month of the notification of failure.

Additional Costs (specified where applicable):

Required text books: There are no required texts for this module.

Printing and binding:ÌýStudents are expected to read one article/ chapter each week and may wish to print these off.

Last updated: 10 April 2019