Educational systems and contexts today have to respond to an increasingly diverse population of learners. This module allows participants to explore ways of reaching out to all learners, in varied educational contexts, with the aim being to enable all learners to reach their full potential and achieve satisfactory outcomes. There will be a strong emphasis on finding ways to develop inclusive practices to meet the needs of all learners, including those defined as having special educational needs, travellers, those from low social backgrounds, from ethnic minorities etc.
Aims and Objectives
Having successfully completed this module you will be able to:
- Assess the nature and impact of recent and current research in education and social sciences, and reflect on their use and limitations in strategic planning and resource management
- Explain with an informed perspective the meanings of inclusive education in different contexts.
- Systematically evaluate the use of data and evidence for supporting arguments about issues of inclusion.
- Demonstrate critical awareness of teaching, learning and organisational strategies which help cultivate and maintain inclusion.
In this module we will explore the concept of inclusive education and how this is understood in various contexts. We will focus on traditionally marginalised groups of students, such as those defined as having special educational needs, those coming from poor backgrounds and learners from certain ethnic minorities, and explore how we can develop inclusive practices for all in schools and other contexts.
Learning and Teaching
Teaching and learning methods
This module will use amix of lectures and seminars along with directed reading and suggested additional research. The focus will be on small group discussions using interactive activities. There will also be opportunities for small presentations for gaining formative feedback in preparation for the assignment.
|Preparation for scheduled sessions||18|
|Wider reading or practice||76|
|Completion of assessment task||70|
|Total study time||200|
Resources & Reading list
Slee, R. (2001). Social Justice and the changing directions in educational research: the case of inclusive education. International Journal of Inclusive Education, 5(2-3), pp. 167-177.
Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2(2), pp. 123-141.
Ladson-Billings, G. & Gillborn, D.. The Routledge Falmer Reader in Multicultural Education. Abingdon: Routledge Falmer.
Ainscow, M. (2015). Towards self-improving school systems: Lessons from a city challenge. London: Routledge.
Rudduck, J. and McIntyre, D (2007). Improving Learning through Consulting Pupils. London: Routledge.
Armstrong, A.C., Armstrong, D. and Spandagou, I. (2010). Inclusive Education: International Policy and Practice.. London: SAGE.
Ainscow, M., Dyson, A., Hopwood, L., and Thomson, S. (2016). Primary Schools Responding to Diversity: barriers and possibilities.. York: Cambridge Primary Review Trust..
Booth, T. and Ainscow, M. (1998). From Them to Us: An international study of Inclusion in Education. London: Routledge.
Corbett, J. (2001). Supporting Inclusive Education.. London: Routledge/Falmer..
Nind, M. Sheehy, K and Simmons, K (2003). Inclusive Education: Learners and Learning Contexts.. London: David Fulton Publishers.
Ainscow, M. (1999). Understanding the Development of Inclusive Schools. London: Falmer.
Messiou, K. (2012). Confronting marginalisation in education: A framework for promoting inclusion.. London: Routledge.
Slee, R. (2011). The Irregular School. London: Routledge.
Swann, M. Peacock, A, Hart, S. and Drummond, M.J. (2012). Creating Learning without Limits. Maidenhead: OUP.
Miles, S. and Ainscow, M. (2011). Responding to diversity in schools: An inquiry based approach. London: Routledge.
Ainscow, M. Booth, T & Dyson, A (2006). Improving Schools, Developing Inclusion. London: Routledge.
Nieto, S (2010). The light in their eyes. New York: Teachers’ College Press.
Hart, S. Dixon, A. Drummond M.J. and MnIntyre, D. (2004). Learning without Limits. Buckingham: OUP.
This is how we’ll formally assess what you have learned in this module.
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Repeat type: Internal & External