Education for All: Inclusive Special Education EDUC51020

  • Academic Session: 2024-25
  • School: School of Education
  • Credits: 20
  • Level: Level 5 (SCQF level 11)
  • Typically Offered: Semester 2
  • Available to Visiting Students: No
  • Taught Wholly by Distance Learning: Yes
  • Collaborative Online International Learning: No

Short Description

The Education for All: Inclusive Special Education course explores significant concepts, debates, legislation and discourses on issues that are important for students engaged in the study and practice of inclusive special education. This course focusses on international legislation as well as recent critical debates and discourses on inclusive special education.

Timetable

None

Requirements of Entry

Excluded Courses

None

Co-requisites

None

Assessment

1. Oral presentation (max. 10 minutes) presenting a theory/ model related to inclusion, drawing on a range of appropriate literature, justifying the choice of that theory/ model, showing critical understanding of that theory/ model and awareness of its limitations (25%)

 

2. Written assignment (3000 words) analysing current practice familiar to you and ascertain to what extent it is inclusive in its approach to learning and teaching (75%)

 

The summative assessment activities are designed to afford participants a degree of flexibility in order that their work can be tailored to individual professional needs and contexts.

Main Assessment In: April/May

Course Aims

The aim of this course is to introduce students to important concepts, theories and debates in inclusive special education enabling them to analyse and reflect on inclusive special education internationally.

Intended Learning Outcomes of Course

By the end of the course students will be able to:

■ show knowledge and understanding of key concepts and theoretical issues in the field of inclusive special education including theoretical underpinnings of, and issues in, their own professional/personal contexts

■ evaluate major theories and legislation in relation to inclusive, quality education and how these relate to their own professional/personal contexts

■ show an understanding of recent debates in inclusive and special education

■ construct a coherent argument using theories and research to critique an issue in the field of inclusive and special education 

■ show a high quality of written communication in the assignment, keeping within the word limit and including referencing and bibliography in accordance with programme guidelines.

Minimum Requirement for Award of Credits

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.