Course Catalogue

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It is designed to help participants consider their role in the inclusion of all pupils.

To reflect the ever-changing school population and current initiatives in education, a broad range of topical issues are introduced in this course.

Semester 1

Fulltime/ Part-time students: 2x 5 hr days plus 5x 2hr evening sessions (October - December)

Part-time distance students: 2 x 5hr days plus online study (October - December)

A first degree and, normally, a professional qualification (eg in teaching). Experience of, and interest in, educational inclusion/special education is desirable.

Full GTCS registration (Scottish Students)

■ Recorded oral presentation (max. 10 minutes) presenting a critical analysis of a legislation/ policy related to supporting learning in light of theory and research (25%)

■ 3000-words written assignment critically analysing the experiences of learners and the quality of learning support by focusing on the existing practices to support learning in a specific educational institution (school, college, university), in light of inclusive theories and principles, and to suggest ways to create more inclusive classrooms (75%)

The aims of the course are:
to introduce students to important theoretical debates and discourses in supporting learning in the context of inclusive education
to examine current research, policy documentation and legislation and their impact on learning and teaching and;
to investigate current tensions within learning support and explore ways in which they might be addressed to promote effective learning for all

On completion of the course students will be able to demonstrate the following outcomes:

1. Show critical understanding of the theories and principles related to supporting learning, drawing on a range of literature and using reflection on practical experience to evaluate them. (Written assignment)

2. Analyse critically legislation and policy relating to supporting learning in light of the theories and research. (Oral presentation)

3. Use the theories and research to analyse critically the experiences of learners and the quality of learning support in a familiar context and to identify and justify improvement action. (Written assignment)

4. Demonstrate a professional quality of written communication in the assignment, keeping within the word limit and including referencing and bibliography in accordance with programme guidelines (Oral presentation and Written assignment)

As per Schedule A