KV705 Page 1 of 5
March 2010
s
Module Description
Title / Child Development and Inclusive PracticeCode / KV705
Level / 7
Credit rating / 20 credits
Pre-requisites / Co-requisites / None
Type of module / Taught/work-related
Aims / The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications descriptors for level 7 study and they relate to the SEEC level descriptors for level 7 study. The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications descriptors for level 7 study.
Specifically, this module aims to develop an understanding of contemporary accounts of the development of children and adolescents including the cognitive, linguistic, and social and emotional development and how this relates to education. The module aims also to develop an understanding of the causes of underachievement including child poverty, race, class and gender. Candidates will be supported in developing an understanding of the nature of typical and atypical development. This will be located within the historical context of special education and the impact this has on current practice. The module aims to support MTL candidates in exploring and critiquing current policies and practices of inclusive education to increase understanding of the barriers to learning and inclusive practice. Finally this module aims to support candidates in developing appropriate research methods around case study to further inform understanding around inclusive practice. This module will be informed by research and advanced scholarship and enable the candidate to critically evaluate practice and current research and develop their practice in this area.
Learning outcomes / In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 7 study, by the end of the module students should be able to:
1. demonstrate a systematic knowledge and understanding of contemporary research on children’s and adolescents’ development;
2. critically analyse recent national initiatives on the curriculum and a variety of educational settings including contexts outside the classroom in relation to typical and atypical development;
3. explore the impact that different internal school systems and outside agencies have on educational provision for learners with additional needs and the effect these have on their immediate practice;
4. critically evaluate and reflect on how their practice is informed and developed by their understanding of the needs of individual children and groups of children.
Content / This module explores theories of learning and child and adolescent development and atypical development to support the practitioner develop effective practice. It also looks at a wide range of issues around inclusion (and exclusion), such as working with children with SEN, G & T, Looked After Children students, and communication with parents. It also looks at how factors such as child poverty, race, gender, class and sexuality can affect learning, attainment and well-being. Urban and rural contexts and schools provide the larger picture for study. As such, this module will focus in particular upon:
Child and adolescent development
· Cognitive development – implications for educational settings
· Language & Literacy development – implications for educational settings
· Social development – implications for educational settings
· Atypical development
· Cross cultural aspects of development
Inclusive practice
· SEN and Inclusion: Government reports and legislative requirements
· Making provision for individual differences, cognitive, emotional and social aspects of behaviour and its management
· Looked After Children, Traveller and Gypsy Children, Gifted and Talented Children.
· Child poverty, attainment, ethnicity and gender
· The urban child – working in multilingual, multicultural classrooms
· The rural child – working in monolingual, monocultural classrooms
Learning and teaching strategies / HEI input:
There will be taught input focusing on key issues and critical readings supported by on-line resources around developing understanding of the barriers to learning and inclusive practice. There will also be an introduction to research methods around case study and how to apply this directly for the assignment.
There will be group tutorials in the form of action learning sets or discussions groups to support development of analysis of area of practice.
There will also be a Virtual Learning Environment to support student learning through discussion forum facilities, regular HEI tutor input, access to key and further reading, links to journals and websites, exemplar assignments.
School-based Learning Opportunities
School-based coach will provide students with access to key in-school and local authority-wide experts in the module area, support access and release time for the student to attend module-related CPD courses and will facilitate in-school action learning sets and provide one-to-one coaching with their students.
Crucial to the delivery of this module is the completion of a personal audit (developed from Phase 1) that the student will undertake with the coach to identify what areas would benefit from further development. The identified areas of development will be the focus of the students’ personal area of study.
Learning support / Books:
Ainscow, M., T Booth, Dyson, A., Farrell, P., Frankham, J., Gallannaugh, F.,Howes, A., & Smith, R. (2006) Improving Schools, Developing Inclusion London: Routledge
Boaler, J., William, D. and Brown, M. (2000) Students’ Experiences of Ability Grouping – disaffection, polarisation and the construction of failure, British Educational Research Journal, 26, 5, pp.631-648
Davis, G. A., & Rimm, S. B. (2004) Education of the gifted and talented (5th ed.) Boston: Allyn & Bacon
Cassen, R. and Kingdon, G. (2007) Tackling low educational achievement York:Joseph Rowntree Foundation
Cremin, H. and Thomas, G. (2005) Maintaining underclasses via contrastive judgement: can inclusive education ever happen? British Journal of Education Studies, 53, 4, pp.431 – 446
Galton, M., Gray, J., &. Ruddock, J. (1999) The Impact of School Transitions and Transfers on Pupil Progress and Attainment. London: DfEE
Hulme, C. & Snowling, M. (2009) Developmental Cognitive Disorders Oxford: Blackwell/Wiley
Mirza, H. ‘The more things change, the more things stay the same’ Assessing Black underachievement 35 years on in: B. Richardson (Ed.) (2005) Tell It Like It Is: How our schools fail Black children London: Trentham Books
Kesner, J. (2005) ‘Gifted Children's Relationships with Teachers’ International Education Journal, 2005, 6(2), 218-223
Pitt, V., & Curtin, M. (2004) ‘Integration versus segregation: The experiences of a group of disabled students moving from mainstream school into special needs further education’ Disability and Society, 19(4), 387-402.
Smith, P. K., Cowie, H. & Blades, M. (2003) Understanding children's development Oxford: Blackwell
Tomlinson, S. (2008) Race and Education: Policy and Politics in Britain (Introducing Social Policy) Maidenhead: Open University Press
Journals
British Educational Research Journal,
British Journal of Developmental Psychology
British Journal of Education Studies
Journal of Child Psychology and Psychiatry
Sociology
Websites (accessed March 2010)
Department for Children, Schools and Families www.dcsf.gov.uk/
Multiverse www.multiverse.net/
Teachernet www.teachernet.gov.uk/
Assessment task / Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and students will be required to complete the following task:
Write a 4,000-word child-centred case study positioned in relation to critical evaluation of research and professional literature. The case study report will include a reflective statement describing how learning in this module has extended learning and development from previous modules and what areas for further development were identified in the course of this module.
The task will be marked on a percentage basis. The module pass mark is 50%.
Referral task: Reworking of original task
Assessment criteria / General criteria for assessment are framed by the SEEC descriptors for level 7. Against specific criteria, credit will be awarded for:
· demonstration of a systematic knowledge and understanding of contemporary research on children’s and adolescents’ development (LO1);
· critical analysis of recent national initiatives on the curriculum and a variety of educational settings including contexts outside the classroom in relation to typical and atypical development (LO2);
· exploration of the impact that different internal school systems and outside agencies have on educational provision for learners with additional needs and the effect these have on their immediate practice (LO3);
· critical evaluation of and reflection on how the student’s practice is informed and developed by their understanding of the needs of individual children and groups of children (LO4).
All learning outcomes must be achieved in order to pass the module at the threshold level.
Brief description of module content and/or aims for publicity (maximum 80 words) / This module aims to develop an understanding of contemporary accounts of the development of children and adolescents including the cognitive, linguistic, and social and emotional development and how this relates to education. The module aims also to develop an understanding of the causes of underachievement including child poverty, race, class and gender. Candidates will be supported in developing an understanding of the nature of typical and atypical development.
Area examination board / MAEd/PGCert PES/MTL Joint AEB/CEB
Module co-ordinator / Irena Andrews
Normal module duration / 1 semester
Site where delivered / Falmer and Eastbourne
Date of first approval / March 2010
Date of last revision / N/A
Date of approval of this version / March 2010
Version number / 1
Replacement for previous module / N/A
Route(s) for which module is acceptable and status in Route / Masters in Teaching and Learning: Compulsory
Course(s) for which module is acceptable and status in course / Masters in Teaching and Learning: Compulsory
School home / Education
External examiner(s) / Ms. Helen Mitchell
Ms. Helen Scott