Undergraduate Course: Additional Support for Learning: Inclusive Approaches (EDUA10082)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | 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. |
| Course description |
This course develops the wider themes of social justice and inclusion addressed in the Educational Studies courses by considering the duties placed on schools to meet the needs of all learners as a result of the Education (Additional Support for Learning) (Scotland) Act 2004. 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 (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | Qualifications required for the MA (Hons.) Primary and normally completion of years 1 and 2 of an undergraduate programme |
Information for Visiting Students
| Pre-requisites | Qualifications required for the MA (Hons.) Primary and normally completion of years 1 and 2 of an undergraduate programme |
| High Demand Course? |
Yes |
Course Delivery Information
|
| Academic year 2017/18, Available to all students (SV1)
|
Quota: 30 |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Supervised Practical/Workshop/Studio Hours 27,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
169 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Part A: Assignment (50% of final mark)
A 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.
Part B: 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
|
| Feedback |
There is ongoing formative feedback from peers and tutors throughout the course. Feedback from the presentation will inform the final assignment. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student 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 critically on their experiences gained during practice placements and take an analytical approach to reviewing their own and the schools' responses to individual needs;
- use theory to justify the selection and use of approaches that 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.
|
Additional Information
| Graduate Attributes and Skills |
A. Research and Enquiry
- search for, evaluate and use information from a range of sources, to develop their knowledge and understanding
- recognise the need to challenge knowledge
-reflect on links between research and educational policy/practice
B. Personal and Intellectual Autonomy
- be open to new ideas, methods and ways of thinking
- be independent learners who take responsibility for their own learning, and are committed to continuous reflection and self-development
- be able to use collaboration and debate effectively to test and develop their own views
- be intellectually curious and able to sustain intellectual interest
C. Communication
- further their own learning through effective use of a range of communication approaches, including effective questioning
- synthesis and clearly communicate key research findings and learning to peers
- seek and value open feedback to inform genuine self-awareness
D. Personal Effectiveness
- be able to work effectively with a range of professionals, capitalising on their different thinking, experience and skills |
| Keywords | Additional Support for Learning; Inclusion |
Contacts
| Course organiser | Dr Kevin Wright
Tel: (0131 6)51 6676
Email: |
Course secretary | Ms Hazel Johnson
Tel: (0131 6)51 6381
Email: |
|
|
University Homepage