EDM203: SEND Policies and Procedures

Module code: EDM203

Module provider: Institute of Education

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 1

Module convenor: Dr Anna Tsakalaki, email: a.tsakalaki@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module is designed to provide the historical context of special educational needs and disabilities (SEND) provision as well as current legislative framework, which provides guidance and direction in how to best meet the needs of learners with additional needs.

This module recognises that schools organise provision in different ways designed to meet their specific circumstances. The learning objectives in this module are designed to help SENCOs fulfil the responsibilities set out in the Special Educational Needs and Disability Code of Practice: 0 to 25 years  and lead the teaching and learning for pupils with SEND. It is designed as a flexible module with specific sessions to be delivered by university staff, experienced SENCOs and external researchers or professionals working with pupils with SEND.

It is a blended learning module where part of the module is delivered through lectures, and part is delivered via the virtual learning environment (Blackboard).

Aims

• To increase the understanding of government guidance and legislation in the field of special needs education.
• To explore local area guidance that governs the role of SENCO in a school.
• To increase the understanding of assessment and data collection in relation to supporting pupils with additional needs.
• To develop an understanding of the role of SENCO in relation to leadership and staff development.
• To increase the understanding of the theoretical concepts that underpin effective leadership and practice.
• To augment the expertise and capabilities that SENCOs need to lead and coordinate provision effectively.
• To develop the personal and professional qualities that SENCOs need to make a positive impact on the ethos and culture in schools and other settings.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Critically reflect on their school’s policy on SEN and Inclusion and critically analyse the leadership role of SENCO within a school
2. Familiarise themselves with the various tools for collecting data to a student with additional needs, including assessment for identification of specific SEND types
3. Reflect upon the implementation of local guidelines and best practice in relation to their role as a SENCO
4. Students will have developed increased skills in the areas of written and oral communication, e-learning and reflecting on their learning based on evidence collected from their day-to-day professional practice and university learning
5. Students will have the opportunity to develop networks of colleagues within their local area and wider context

Module content

This module will explore Government guidance and policies in the area of SEND (e.g., Every Child Matters), the SEND Code of Practice and the legal framework for education and SEND. Experienced SENCos will share good practice on managing workload, completion of paperwork, annual review procedures and resource management. University researchers and experienced professionals will deliver sessions on evidence-based practice in assessment of children with SEND, staff management and development and leadership.

Structure

Teaching and learning methods

• Lectures
• Group discussions and short tasks
• Independent study via the VLE
• Blended learning tasks online

Study hours

At least 26 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Feedback from tutors on a short piece of academic writing (max. 600 words).

Reassessment

Additional costs