Current Issues in Special Educational Needs

EDUC60722 Current Issues in Special Educational Needs 15 Semester 2 Postgraduate Taught Level 6 Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 1. What is so special about SEN? 2. Issues of mental health and wellbeing 3. Assessment, tracking, and intervention 4. Behavioural issues 5. Parental relations 6. Intelligence, IQ, and cognitive ability 7. Exclusion 8. Communication 9. The inclusion debate 1. What is so special about SEN? 2. Issues of mental health and wellbeing 3. Assessment, tracking, and intervention 4. Behavioural issues 5. Parental relations 6. Intelligence, IQ, and cognitive ability 7. Exclusion 8. Communication 9. The inclusion debate Aims - To provide coverage of the BPS qualifying exam syllabus core area of Individual Differences and the advanced option of Educational Psychology. - To develop knowledge of the contribution of psychology to understanding and developing effective provision for children and young people with special educational needs. Learning Outcomes On completion of this unit successful students will be able to: - critically evaluate the strengths and limitations in understanding what constitutes special educational needs - interpret and evaluate the contribution of psychology to understanding and developing effective provision for children and young people with special educational needs - critically examine research evidence presented in support of particular strategies and approaches - apply their knowledge of psychology in designing and developing provision for children with special educational needs - understand and evaluate the concept of 'inclusive' education Key Transferable Skills - Written communication - Oral communication (contributing to discussion and debate). - Working with others (group work, simulations and case based work). - IT skills (word processing, accessing electronic databases and library facilities) - Analysis and synthesis of current literature Successful completion of the assignment should demonstrate: - A proficiency in critically evaluating different viewpoints and presenting the relative strengths and limitations of an argument - An understanding of a range of complex issues that arise in the field of special educational needs - An ability to link psychological theory to practical and empirical research in the field of special educational needs - A competency in presenting a written assignment, demonstrating appropriate use of literature, rationale and analysis, organisation and structure, and transferable skills. This course unit will be delivered using a variety of methods including lectures, tutorials, case based learning, simulations and applied learning scenarios. Students will be required to work both independently and in small groups, active student participation will be encouraged at all times. 0 Other 100% This course unit provides coverage of the BPS Qualifying Exam Syllabus core area of individual differences, and the advanced option of educational psychology. Assessment of your learning in these areas will be achieved through an essay chosen from the list below: 1. Has the term 'special educational needs? outlived its usefulness? Discuss. 2. Discuss how the concept of cognitive ability can help or hinder us when planning educational interventions. 3. 'Educational policy in the area [of social and emotional learning] has outpaced the science on which it is ostensibly based' (Cobb & Mayer, 2000, p.163). Discuss this quotation in relation to relevant research and theory 4. Critically compare and contrast two psychological approaches that attempt to understand pupils with behavioural problems. Discuss each approach in terms of their theoretical underpinnings and evidence base, and evaluate the specific interventions that arise from them. 5. Discuss the boundaries between specific language impairment, developmental language delay, and language impairment in the context of Autistic Spectrum Disorders. Are the needs of Autistic pupils different in the context of communication difficulties? 6. Schools routinely collect data about their pupils through teacher assessments and standardised assessments. To what extent might this data be used to identify pupils with SEND, assess their needs, monitor and evaluate interventions and track pupil progress? (See further guidance on BB) 7. 'Permanent exclusion from school' is a defining moment for youth crime prevention. For some of those excluded, what happens next will either accelerate them along the path to entrenched criminality or allow them to reassess and reshape their futures' (DCSF, 2008, p.12). Discuss this statement in relation to theory, research and policy around effective practice in alternative educational provision. 8. Discuss the importance of the role of the parent in education of a child with SEND. How have policies and schools attempted to engage parents and how successful have they been? 9. Integration is not inclusion. Discuss. 10. Describe how you planned an individual programme for a child with learning difficulties for whom you are/were responsible. Justify the steps you took. What were the theoretical underpinnings which influenced what you did? Maximum total word count 3000 words. You will be penalised for going over the word limit. Y Armstrong, D. & Squires, G. (2012). Contemporary issues in special educational needs. Glasgow: McGraw Hill Cigman, R. (ed.) (2007). Included or excluded? The challenge of mainstream education for some SEN children. London: Routledge. (A great edited text that provides coverage of most of the topics addressed in the course unit, in addition to other issues relevant to the psychology of SEN.) Frederickson, N. & Cline, T. (2008). Special educational needs, inclusion and diversity: A textbook, 2nd Edition. Buckingham: Open University Press. (A very practically-oriented book which provides coverage relating to a range of special educational needs, as well as more general issues and debates (e.g. inclusion)) Lewis, A. & Norwich, B. (eds.) (2005) Special Teaching for Special Children? Pedagogies for Inclusion, Buckingham: Open University Press. (This comprehensive, up-to-date text provides excellent coverage of issues relating to teaching strategies and approaches for children with special educational needs. It features chapters from experts in the field (e.g. Rita Jordan, Paul Cooper)) NB: Of the above texts, our strongest recommendation is Armstrong and Squires (2012). However, as with all modules on the MEd, we like to offer a range of books and let you choose the one that appeals most to you. As such, you are advised to have a look through both first (either in the John Rylands Library or at Blackwells University Bookstore on Oxford Road) before making your choice. (In addition to the core texts outlined above, you will be provided with reading lists of journal articles, chapters in edited texts and on-line resources that you are strongly encouraged to make use of. You will also be expected to search relevant databases (e.g. PsycInfo) to find research that extends beyond the content covered in class.) 0 Information This course unit is for students on the MEd/Dip Psychology of Education and MEd/Dip Inclusive Education (formerly known as Special and Inclusive Education). NB: It is advised to contact the tutor if you wish to take this unit as an option as availability may be limited.