Current Issues in Special Educational Needs

EDUC33002 Current Issues in Special Educational Needs 20 Semester 2 Undergraduate Level 3 Garry Squires Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 <div>Special Educational Needs and Disabilities is a highly contentious area and often emotive with people taking different positions. This unit aims to introduce the concept of special educational needs and disabilities (SEND) both within a legal framework and as a social construct to underpin how psychology can be used to identify types of SEND, assess individuals who may have SEND, develop supportive interventions that can be used in inclusive classrooms and use theory to support teacher training. Throughout the module we are concerned with competing agendas and four themes: Inclusion, integration, segregation or Universal Design for Learning  Policy and practice Models such as the medical model, social model of disability, rights model and capabilities model Thinking simply or dealing with complexityThe assignment requires application of knowledge and understanding through the production of a critical essay that explores a topic of the students choosing and reflects on the four main themes running through the module.</div>  <div>Special Educational Needs and Disabilities is a highly contentious area and often emotive with people taking different positions. This unit aims to introduce the concept of special educational needs and disabilities (SEND) both within a legal framework and as a social construct to underpin how psychology can be used to identify types of SEND, assess individuals who may have SEND, develop supportive interventions that can be used in inclusive classrooms and use theory to support teacher training. Throughout the module we are concerned with competing agendas and four themes: Inclusion, integration, segregation or Universal Design for Learning  Policy and practice Models such as the medical model, social model of disability, rights model and capabilities model Thinking simply or dealing with complexityThe assignment requires application of knowledge and understanding through the production of a critical essay that explores a topic of the students choosing and reflects on the four main themes running through the module.</div>  <div>The unit aims to provide coverage of the BPS core area of individual differences and draws upon neuropsychology and cognitive psychology. It is aligned with the QAA discipline benchmark statement for Psychology (2023).  This unit aims to introduce the concept of special educational needs and disabilities (SEND) both within a legal framework and as a social construct to underpin how psychology can be used to identify types of SEND, assess individuals who may have SEND, develop supportive interventions that can be used in inclusive classrooms and use theory to support teacher training.Throughout the module we are concerned with competing agendas and themes such as: Inclusion, integration, segregation or Universal Design for Learning  Policy and practice Models such as the medical model, social model of disability, rights model and capabilities model Thinking simply or dealing with complexity</div>  The module forms part of the BSc Educational Psychology programme and conforms to the QAA discipline benchmark for Psychology required for accreditation by the relevant PSRB (BPS).  There is a focus on teaching the skills needed for post graduate work in the field of applied psychology (e.g. group working skills, applying theory to practice; developing specialist knowledge in the area of special educational needs and inclusion). Teaching also serves the function of acculturation into the discipline (e.g. use of APA as a referencing system; the role of different psychological perspectives in understanding human behaviour; critical evaluation of material; acceptance of alternative viewpoints; reflecting on norms and values).Core knowledge is comparable to other Psychology degrees and therefore underpins further training for careers in the areas of applied psychology (e.g. Educational Psychologist, Clinical Psychologist, Health Psychologist, Occupational Psychologist, Counselling Psychologist etc).     Understand selected, significant psychological theories and research and their impact on educational practices related to SEN, its identification and interventions that support inclusion <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> <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></ul> <ul><li>Demonstrate the ability to take initiative and conduct independent study on a specific topic within the psychology of education</li></ul> Special Educational Needs and Disabilities is a highly contentious area and often emotive with people taking different positions. It is an ideal module for Year 3 students because they have a wealth of psychological knowledge and skill already and are used to demonstrating critical thinking and constructing research informed arguments. Their portfolio of assignments from the BSc Educational Psychology programme will have allowed them to experiment with different ideas and different ways of presenting information in a creative and innovative way. Students will also have completed placements and have real experience of seeing school environments as an outsider to the organisation and probably hearing different views, complaints and enthusiastic responses.Session structure 2023-24 as an example: Week 1: Historical Perspectives of SEND: are we changing or not Week 2:  The Code of Practice for SEND in England: Lecture and Case Studies Week 3: International Classification of Functioning: Lecture and Case Studies Week 4: IQ and cognitive ability: applied cognitive psychology Week 5: Dyslexia: Neuropsychology, cognitive psychology and politics Week 6: Understanding Autism Spectrum Disorder Week 7: Early School Leaving: understanding from a biopsychosocial model and force field analysis Week 8: Labels: Good or Bad? Week 9: Prevention, intervention or compensation: School Management Simulation Exercise Week 10: Overview and assignment support   The lecture covers the content and introduction to the required knowledge and understanding. It includes group discussion, class discussion, case studies, a school budgetary simulation. The appreciation of different viewpoints and critical reflection is developed through group work and class discussions.Some time is reserved at the end of each teaching session for students to seek advice and support for their learning or for the assignment.Independent study (guided reading, , assignment, independent reading) 170 hours.  Supported by additional materials on the VLE and Reading Lists Online. The VLE contains previously recorded versions of the lecture to allow students to go back over the material or to use in the event that they cannot attend the live lecture. It also contains links to other video materials (e.g. YouTube), further reading, optional reading, and pre-lecture released versions of the PowerPoint  slides being used in the lecture.Additionally, the unit will make use of electronic tools to provide further opportunities for student engagement (e.g. Piazza, Padlet – the exact selection of tools will change over time).The reading list online is reviewed each year. It is broken down by teaching week to make it easier for students to see relevant sources of information.    2 Written assignment (inc essay) 100% Interactive lectures supported by discussion of selected readings and the University’s Virtual Learning Environment and seminars EDUC13031 The Brain goes to school Pre-Requisite Compulsory EDUC23022 Cognition & Learning: implications for school Pre-Requisite Compulsory BSc (Hons) Educational Psych BSc (Hons) Educational Psych Third Year Mandatory BSc Education BSc Education (PEY) Third Year Optional BSc Education BSc Education (Int Ed) Third Year Optional BSc Education BSc Education (SNiE) Third Year Mandatory N <a href="http://www.library.manchester.ac.uk/academicsupport/informationandadviceonlink2listsreadinglistsoftware/">http://www.library.manchester.ac.uk/academicsupport/informationandadviceonlink2listsreadinglistsoftware/</a> Lectures 30 0 170  The module forms part of the BSc Educational Psychology programme and conforms to the QAA discipline benchmark for Psychology required for accreditation by the relevant PSRB (BPS).  There is a focus on teaching the skills needed for post graduate work in the field of applied psychology (e.g. group working skills, applying theory to practice; developing specialist knowledge in the area of special educational needs and inclusion). Teaching also serves the function of acculturation into the discipline (e.g. use of APA as a referencing system; the role of different psychological perspectives in understanding human behaviour; critical evaluation of material; acceptance of alternative viewpoints; reflecting on norms and values).Core knowledge is comparable to other Psychology degrees and therefore underpins further training for careers in the areas of applied psychology (e.g. Educational Psychologist, Clinical Psychologist, Health Psychologist, Occupational Psychologist, Counselling Psychologist etc).