Undergraduate Course: Education 3: Equity, Inclusion and Diversity - what does this mean for teaching and learning? (EDUA10101)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | The revised Education 3 course builds on the work undertaken in Education 1 and 2. Together with the teaching placement in Year 3, it offers an effective bridge between the breadth offered by courses in the earlier years and the rigorous demands for depth in the final Honours year. It aims to foster a developing sense of the teacher as a professional: alive to the critical debates within education; flexible and thoughtful in how they marry theory, policy and practice; and always sensitive to differing learner needs.
Course Curriculum
The revised Education 3 course offers students the opportunity to further develop their analysis of the processes of learning and of teaching and to do so within a developing understanding of the contexts of education; cultural, social and political. From Year One of the programme, students will have been encouraged to develop an understanding of the aims and values of education and its relationship to society. In lectures and workshops, students in Education 3 will reflect critically and creatively on the problematic nature of educational theory, policy and practice in terms of inclusion. At this stage of the Programme, there is particular emphasis on interrogation of policy and policy priorities and how these impact directly on teaching and learning. The course thus aims to foster students' professional knowledge and understanding and strengthen awareness of their own values and personal commitment. |
| Course description |
Topics covered (include): Additional Support for Learning, Barriers to Learning, Religion and Belief, Inclusive Pedagogy, Mental and Emotional Health, Visual Impairment, Bullying, Restorative Practice, GIRFEC, Traveller Education, Pupil Support, Autism, SEBD, Bilingualism, Parental Involvement, The Child's Voice, the Social Agenda of the School, Citizenship, Deaf Children, Support Staff.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
Students MUST have passed:
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | N/A |
Course Delivery Information
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| Academic year 2017/18, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 22,
Seminar/Tutorial Hours 17,
Other Study Hours 72,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
85 )
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| Assessment (Further Info) |
Written Exam
60 %,
Coursework
40 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Assessment Tasks
1 A Reflective Report on the Year 3 placement, focussing on pupils with additional support needs.
2 An Exam. Discussing a case study of a pupil with additional support needs.
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| Feedback |
Feedback from the Reflective Report will focus specifically on what is required for the Exam. |
| Exam Information |
| Exam Diet |
Paper Name |
Hours & Minutes |
|
| Main Exam Diet S2 (April/May) | | 2:00 | | | Resit Exam Diet (August) | | 2:00 | |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate a critical understanding of the meaning of inclusive education, the school's contribution to social justice, the social agenda of the school and their part in addressing that agenda.
- Demonstrate a critical understanding of theories of teaching and learning which take account of learners' needs, cultural and linguistic diversity.
- Demonstrate a critical understanding of the role of the school in promoting pupils' physical, emotional and social wellbeing.
- Demonstrate a critical understanding of relevant policy and practice and relevant research in education, and develop a personal stance, drawing on their knowledge and understanding.
- Demonstrate a critical understanding of a range of qualitative and quantitative approaches to research and the concept of a teacher as a researcher.
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Reading List
ARSHAD, R., WRIGLEY, T. & PRATT, L. (eds.) (2012) Social Justice Reexamined: Dilemmas and Solutions for the Classroom Teacher. Stoke:
Trentham Books.
FREDERICKSON, N. & CLINE, T. (2009) Special Educational Needs,
Inclusion and Diversity: A Textbook. Buckingham: Open University Press.
O 'BRIEN, J. & MACLEOD, G. (2010) The Social Agenda of the School.
Edinburgh: Dunedin.
PEER, L. & REID, G. (eds.) (2012) Special Educational Needs: A Guide for
Inclusive Practice. London: Sage.
RIDDELL, S. (2006) Special Educational Needs: Providing Additional
Support. Edinburgh: Dunedin. |
Additional Information
| Course URL |
http://www.education.ed.ac.uk/on-line_campus/Ed3h/index.html |
| Graduate Attributes and Skills |
A Research and Enquiry
Students on this course will have knowledge of the range of needs of children with additional support needs and the policy framework in Scotland that supports them.
B Personal and Intellectual autonomy
Students of this course will be able to analyse and compare approaches to pedagogy
C Communication
Students on this course will be able to communicate the purpose of the learning and give explanations at the appropriate level(s) for all learners;
D Personal Effectiveness
Students on this course will be able to have high expectations of all learners, showing awareness of barriers to learning and how these might be overcome
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| Special Arrangements |
N/A |
| Study Abroad |
N/A |
| Additional Class Delivery Information |
2 Lectures and 1 Workshop per week (11weeks). |
| Keywords | equity inclusion diversity social justice teaching and learning |
Contacts
| Course organiser | Mr Kevin Wright
Tel: (0131 6)51 6676
Email: |
Course secretary | Mrs Lyndsey Black
Tel: (0131 6)51 4191
Email: |
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