Current Issues in Special Educational Needs

EDUC33001 Current Issues in Special Educational Needs 20 Semester 1 Undergraduate Level 3 Garry Squires Unit coordinator School of Environment, Education and Development 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 The unit will:<ul> <li> Explore the relevance of psychological theory for individual learning and assessment (drawing on developmental psychology, cognitive psychology, neuro psychology and social psychology)</li> <li> Consider historical and social influences on how SEN is defined</li></ul>Critically explore the value and use of diagnostic labels within educational settings (e.g. dyslexia, ASD, ADHD)  The unit will:<ul> <li> Explore the relevance of psychological theory for individual learning and assessment (drawing on developmental psychology, cognitive psychology, neuro psychology and social psychology)</li> <li> Consider historical and social influences on how SEN is defined</li></ul>Critically explore the value and use of diagnostic labels within educational settings (e.g. dyslexia, ASD, ADHD)  This unit aims to introduce the concept of special educational needs both within a legal framework and as a social construct to underpin how psychology can be used to identify types of SEN, assess individuals who may have SEN, develop supportive interventions that can be used in  inclusive classrooms and use theory to support teacher training.  <table border="1" cellpadding="0" cellspacing="3" style="width:100.0%;" width="100%"> <tbody> <tr> <td style="width:25.0%;"> Category of outcome</td> <td style="width:74.0%;"> Upon completion of the unit, students should be able to:</td> </tr> <tr> <td style="width:25.0%;"> Knowledge and understanding</td> <td style="width:74.0%;"> <ul> <li> Understand selected, significant psychological theories and research and their impact on educational practices related to SEN, its identification and interventions that support inclusion</li> </ul>  </td> </tr> <tr> <td style="width:25.0%;"> Intellectual skills</td> <td style="width:74.0%;"> <ul> <li> Adopt a questioning attitude in the discussion of educational practice</li> <li> Reflect on the implicit values underpinning particular educational approaches to inclusion or segregation</li> </ul> </td> </tr> <tr> <td style="width:25.0%;"> Practical skills</td> <td style="width:74.0%;"> <ul> <li> Use a wide range of resources to identify, select and organise psychological concepts and evidence to respond to problems posed within the course</li> <li> Present and interpret numerical and verbal data</li> </ul> </td> </tr> <tr> <td style="width:25.0%;"> Transferable skills and personal qualities</td> <td style="width:74.0%;"> <ul> <li> Demonstrate the ability to take initiative and conduct independent study on a specific topic within the psychology of education</li> </ul> </td> </tr> </tbody></table>  Interactive lectures supported by discussion of selected readings and the University’s Virtual Learning Environment  2 Written assignment (inc essay) 100% BA (Hons) Eng Lang for Educ BA (Hons) Eng Lang for Educ Third Year Optional Y Lectures 30 0 170 Learning Hours: 200<table border="1" cellpadding="0" cellspacing="3" style="width:100.0%;" width="100%"> <tbody> <tr> <td style="width:44.0%;"> Activity</td> <td style="width:55.02%;"> Hours Allocated</td> </tr> <tr> <td style="width:44.0%;"> Staff/student contact</td> <td style="width:55.02%;"> 30</td> </tr> <tr> <td style="width:44.0%;"> Private study</td> <td style="width:55.02%;"> 45</td> </tr> <tr> <td style="width:44.0%;"> Directed reading</td> <td style="width:55.02%;"> 50</td> </tr> <tr> <td style="width:44.0%;"> Assessed work</td> <td style="width:55.02%;"> 75</td> </tr> <tr> <td style="width:44.0%;"> Total</td> <td style="width:55.02%;"> 200</td> </tr> </tbody></table>