Postgraduate Course: Comparative Approaches to Inclusive And Special Education (EDUA11174)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course introduces students to inclusive and special education in Scotland, in comparison with inclusive and special education in other parts of the world. It is aimed particularly, but not exclusively, at international students. It consists of three strands:
- an overview of inclusive and special education in Scotland, including its historical and current policy contexts;
- an overview of developments in inclusive and special education worldwide, in the context of globalization;
- opportunities for students to discuss and reflect upon developments in their home country and/or another country of interest.
Students critical engagement with these aspect of research and practice are supported by a series of visits to mainstream and specialist educational settings. |
| Course description |
Scotland has a distinctive approach to inclusive and special education. Uniquely, it has moved away from the model of 'special educational needs' to one of 'additional support for learning'. Students will be introduced to the recent policy contexts that have produced this change, and encouraged to reflect upon changing conceptualisations of inclusive and special education. This will be supported by a series of visits to mainstream and specialist schools and settings in Edinburgh.
Whilst inclusive and special education has taken a distinctive turn in Scotland, this is in relation to worldwide developments, including those associated with development education as well as those directly pertaining to inclusive and special education. The course will take a case-study approach to the study of inclusive and special education in majority and minority world countries: students will be encouraged to explore the development of inclusive and special education in their country of origin and/or another country of particular interest to them.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2019/20, Available to all students (SV1)
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Quota: None |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 24,
External Visit Hours 8,
Feedback/Feedforward Hours 1,
Formative Assessment Hours 2,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
161 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Formative Assessment:
Students will write a short paper (750 words) relating core theoretical ideas relevant to special and inclusive education to the context of a country of their own selection.
Summative Assessment: students will write a 4,000-word essay that critically appraises theoretical perspectives on inclusive and special education with regard to professional contexts (which may be in Scotland or context where they have particular interest or expertise), drawing implications for future practice. This will be formally assessed. |
| Feedback |
Formative feedback will be provided through discussion in class. Additionally, in response to the short paper submitted, written feedback will be provided to students by course tutors. This feedback will support students in the process of preparing for their assignment for formal assessment. The feedback will not be graded and no credit will be available for this component.
Summative: written feedback will be provided based on the script, and in accordance with the Masters criteria for assessment. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate a knowledge and understanding of the development of the range of theories, concepts and principles relevant to special and inclusive education in national and international contexts.
- Critically engage with relevant theory and research, considering the implications for inclusive policy and practice.
- Demonstrate an understanding of, and methods for critically analysing, the relationships between theory, policy and practice.
- Critically reflect on examples of practice in schools and the roles and responsibilities of practitioners.
- Undertake comparative analysis of approaches to inclusive and special education, reflecting on theory, policy and practice.
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Reading List
Core texts for this course are:
Florian, L. (2013) the SAGE Handbook of Special Education, London: SAGE (2nd edition)
Mazurek, K, & Winzer, M. (Eds.) (2011). International practices in special education: Debates and challenges. Washington DC: Gallaudet University Press.
Riddell, S.; Harris, N. & Weedon, E. (2015) Special and Additional Support Needs in England and Scotland: Current dilemmas and solutions in Peer, L. and Reid, G. (eds.) (2015) Special Educational Needs: A Guide for Inclusive Practice Second Edition London: Sage
Riddell, S. (ed.) (2015) Discourse: Studies in the Cultural Politics of Education. Special issue |
Additional Information
| Graduate Attributes and Skills |
Knowledge and understanding: Develop a critical understanding of Scottish, national and international policies and provision in relation to inclusive education.
Research and Enquiry: Critically analyse, evaluate and synthesise relevant literature (evidence, theory and practice), issues and developments at the forefront of the discipline.
Personal and intellectual autonomy: Be able to develop, maintain and sustain intellectual rigour and application.
Skills and abilities in communication: Be able to engage in critical discussion demonstrating listening skills, effective use of evidence and own experience to support assertions, and clear articulation of points.
Personal effectiveness: Have the confidence to make informed decisions relating to problems and issues in inclusive education. |
| Additional Class Delivery Information |
2 hour(s) per week for 10 week(s). Students will undertake a total of three visits to schools/other educational settings. |
| Keywords | Inclusion,special education,social justice,education studies,schooling,comparative studies |
Contacts
| Course organiser | Prof Lani Florian
Tel: 0131-651-4840
Email: |
Course secretary | Ms Marie Hamilton
Tel: (0131 6)51 6678
Email: |
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