Additional Support for Learning: Inclusive Approaches (U01568)

? Credit Points : 20 ? SCQF Level : 10 ? Acronym : EDU-4-ASLIA

This course examines the literature and research relating to the provision of appropriate educational experiences for a range of pupils considered to have additional support needs. The notion of the inclusive school and the inter-relational aspects which contribute to success for all will be discussed. The course will focus, in particular, on the provision of effective support through the formation of partnerships with other professionals and collaboration with external agencies.

Entry Requirements

none

Subject Areas

Home subject area

Education, (The Moray House School of Education, Schedule C)

Delivery Information

? Normal year taken : 4th year

? Delivery Period : Semester 1 (Blocks 1-2)

? Contact Teaching Time : 3 hour(s) per week for 9 weeks

Summary of Intended Learning Outcomes

By the end of the course students will be able to:
- undertake a critical analysis of the theory, debates and practices in relation to provision for the full continuum of learners' needs;
- reflect on their experiences gained during practice placements and review their own and the schools' responses to individual needs;
- select approaches which empower pupils, enhance their performance and enable them to participate as equals in a supportive class and school community;
- demonstrate their ability to form partnerships with the extended pupil support network to meet the individual needs of pupils.

Assessment Information

Part A: Presentation (50% of final mark)
Students will select an example of an additional support need for intensive study. They will offer a powerpoint presentation of nine slides to a small group of students to demonstrate:
an understanding of the nature of difficulty experienced by pupils
the implications for learning
an outline of appropriate inclusive support approaches and learning
strategies

Part B: Assignment (50% of final mark)
A final report of 2,000 words should be submitted for assessment. Students will be required to show evidence of critical thinking on the theories, issues and debates underpinning current appreciation of the field of additional support needs and the implications for class teachers.