Evolving Concept Of Inclusive Education EDUC5387

  • Academic Session: 2024-25
  • School: School of Education
  • Credits: 20
  • Level: Level 5 (SCQF level 11)
  • Typically Offered: Semester 1
  • Available to Visiting Students: Yes
  • Collaborative Online International Learning: No

Short Description

Inclusive Education is subject to debate both nationally and internationally. This course examines inclusive education from two perspectives: the current reality for particular groups of student for whom exclusion has been, and continues to be, the norm and an alternative concept of inclusive education: one that encompasses all students.

Timetable

Semester 1 (October - November).

Day course: 5 full days over 4 weeks.

Evening course: 2x 5 hr days plus 5x 2hr evening sessions

Distance course: 2 x 5hr days plus online study 

Requirements of Entry

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)

Assessment

10 minute presentation (can be completed individually or as a group), 3000 words written assignment

Course Aims

The aims of the course are:
to introduce students to important concepts and theories in inclusive education;
to introduce students to important theoretical debates and discourses in inclusive education
to discuss recent developments in inclusive education.
to reflect on the contextualisation of inclusive education internationally

Intended Learning Outcomes of Course

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

Knowledge and Understanding

LO1 Show critical understanding of theories/ models related to inclusive education, drawing on a range of appropriate literature.

LO2 Contextualise inclusive education taking account of curriculum, pedagogy and/ or assessment in an educational setting, describing the learners' experiences in that context.

Skills and Other Attributes

Intellectual skills

LO3 Reflect on the assumptions that underlie ideas of inclusive education in a cultural context, internationally, nationally or locally.
LO4 Analyse critically the learners' experiences and their policy and historical contexts in terms of the models/ theories related to inclusion; and propose action to move towards more inclusive practice well founded in the theory and research.

Transferable/key skills
LO5 Demonstrate a professional quality of oral/ written communication in the assignment, keeping within the time/ word limit and including referencing and bibliography in accordance with programme guidelines.

Minimum Requirement for Award of Credits

As per Schedule A