Gwybodaeth Modiwlau
Course Delivery
Assessment
Due to Covid-19 students should refer to the module Blackboard pages for assessment details
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Creation of a 'toolbox' Creation of a ‘toolbox’ to support inclusive classroom practice and a reflection of its effectiveness in the classroom 4000 Words | 100% |
| Supplementary Assessment | Creation of a 'toolbox' Creation of a ‘toolbox’ to support inclusive classroom practice and a reflection of its effectiveness in the classroom 4000 Words | 100% |
Learning Outcomes
On successful completion of this module students should be able to:
Critically engage with debates around inclusion in education, including those pertaining to more able learners
Analyse the strengths and weaknesses of ALN policy in their context
Analyse key challenges that create barriers to supporting the needs of learners with ALN and how they should be addressed in the classroom
Critically and creatively challenge current practice based on their knowledge and understanding of factors affecting ALN
Explore effective collaboration others in order to best support students in the classroom
Brief description
This module will allow students to engage in the key debates around Additional Learning Needs (ALN) and inclusion in the classroom. The module will combine theories of ALN with research on best practice. Students will use up-to-date theory and debate to think critically about ALN in Wales and how it applies practically in the classrooms from school through to further education (FE). Therefore, students will gain a well-rounded understanding of both theory and practice in ALN. The students will develop the ability to think critically about the current discourse and apply their knowledge to classroom practice. Furthermore, students will be encouraged to collaborate and share best practice in the field of ALN and inclusion.
Aims
2. Evaluate the underlying key theories around inclusive classroom practice and analyse the relationship between theory, policy and practice
3. Determine the challenges of supporting learners with ALNs within education
Content
- Definitions of key terms including inclusion and additional learning needs (with a focus on Wales)
- A broad overview of ALN in Wales
- Effective inclusive pedagogy
- Person centred planning and the role of the IDP
- Classification and assessment of ALN
- The impact of ALN diagnosis
- Addressing key theoretical perspectives e.g. social and medical models of disability
- Good practice in meeting the needs of learners with a range of difficulties
Module Skills
| Skills Type | Skills details |
|---|---|
| Continue to advance their knowledge and understanding, and to develop new skills to a high level. All module content is intended to challenge students to reconsider what they think they know, to adopt critical mindsets and to be ready to adapt what they do, in light of the new knowledge and understanding they encounter during the module. | |
| Students will be supported to build skills in relation to critical analysis and develop a critical appreciation of the evidence they have engaged with in order to conceptualise and apply the knowledge in this topic to their own practice, and to develop their own theories of action in relation to the topic. | |
| A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice. Students will be assessed for their knowledge and critical awareness relating to the module topic. All students will be expected to relate this to their own practice. | |
| Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences. | |
| And holders will have the qualities and transferable skills necessary for employment requiring: - the exercise of initiative and personal responsibility - decision-making in complex and unpredictable situations - the independent learning ability required | |
| Demonstrate self-direction and originality in tackling and solving problems and act autonomously in planning and implementing tasks at a professional or equivalent level. Assessments are all designed to require students to show how they are able to problematise their practice, and how they can use evidence, action planning and reflection to solve problems both autonomously and in collaboration with peers. |
Notes
This module is at CQFW Level 7