Year 2 - 15 CATS - OPTIONAL module

Year 3 - 15 CATS - OPTIONAL module

Year 4 (intercalated degree) - 15 CATS - OPTIONAL module

Topics covered:

• The changing nature of SEN and inclusive education
• Inclusion – theoretical and practical perspectives
• Specific Learning Difficulties – Dyslexia
• Child Language Development, difficulties and issues of assessment and identification
• Language difficulties or language difference?
• Co-existence between language and other conditions
• Autistic-Spectrum difficulties
• Integrated working in support of children with SEN

Learning Outcomes:

• Develop a good knowledge and understanding with regard to areas of need such as specific learning difficulties (developmental dyslexia), autistic-spectrum disorders; and language difficulties
• Understand the implications of educational research and the way it shapes policy and practice with regard to special educational needs;
• Develop a critical understanding of pedagogy and classroom practice in the special needs context;
• Explore the notion of working with parents and other professionals, as well as issues of integrated working
• Use a range of research skills appropriate to the discipline
• Recognise policies and practices that challenge issues about inclusion and specific additional services for children
• Understand the importance of early diagnosis and intervention

Timetabled Teaching Activities:

30 hours plus directed time tasks

Assessment:

1 x 3 hour exam

Sample Reading List:

Frederickson, N, and Cline, T (2009). Special Educational Needs, Inclusion and Diversity (2nd edition), Maidenhead, Open University Press.
Florian, L. (Ed) (2007). The Sage Handbook of Special Education. London: Sage
Hartas, D. (2005). Dyslexia in Early Years. London: RoutledgeFalmer.
Hartas, D. (2005). Language and Communication Difficulties. London: Continuum.
Gross, J. (2013) The local offer as an accountability mechanism: core national qualities of the offer around which local offers could legitimately vary ’. In: SEN Policy Research Forum ‘How will accountability work in the new SEND legislative system?’ Journal of Research in Special Educational Needs.
Thomas, G. (2013) 'A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking'. British Educational Research Journal, Vol. 39 (3), pp473-490
Wall, K. (2006) Special Needs and Early Years: A Practitioner's Guide , London: Paul Chapman Publishing.
SEND Code of Practice:0 to 25 years . Published by the Department for Education and Department of Health, updated version 1st April 2015.