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SEN1002 – Perspectives on Learning Theories and Approaches
Field: SEN AND INCLUSION
Co-ordinator: Una Lodge
Credit Value: 20
Level: 4
Timetable Slot: Semester 2
Pre-requisites: None
Co-requisites: None
Assessment: STD - Perspectives On Learning Theories And Approaches, Coursework: 100% STDFF - Perspectives On Learning Theories And Approaches (4 Year Programme), Coursework: 100%
Designated for:
Description: The purpose of this module is the study of learning with reference to perspectives and theories that may inform understanding of the different and diverse factors that influence learning. Critical reflection by students upon theoretical understanding will typically involve work based learning.
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SEN1003 – Social and Cultural Dimensions of Difference and Diversity
Field: SEN AND INCLUSION
Co-ordinator: Andrew Smith
Credit Value: 20
Level: 4
Timetable Slot: Semester 1
Pre-requisites: None
Co-requisites: None
Assessment: STD - Social And Cultural Dimensions Of Difference And Diversity, Coursework: 100% STDFF - Social And Cultural Dimensions Of Difference And Diversity (4 Year Programme), Coursework: 100%
Designated for:
Description: The purpose of this module is to investigate the social and cultural aspects of difference and diversity through an exploration of different discourses relating to SEN & disability and the social and cultural factors that impact on our understanding and experiences. It encourages reflection on the development from a Medical Model of SEND to the current Social Model which identifies the systemic barriers, negative attitudes and exclusion by society.
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SEN1004 – Professional Roles and Contexts in SEN and Inclusion
Field: SEN AND INCLUSION
Co-ordinator: Helen Trory
Credit Value: 20
Level: 4
Timetable Slot: Semester 2
Pre-requisites: None
Co-requisites: None
Assessment: STDFF - Professional Roles And Contexts In Sen And Inclusion (4 Year Programme), Coursework: 100% STD - Professional Roles And Contexts In Sen And Inclusion, Coursework: 100%
Designated for:
Description: The purpose of this module is to develop an understanding of the range of professionals involved in the education and individual development of people with SEN and disabilites (SEN/D), and to consider the impact of these professionals on the identification and support of people with SEN/D in education and wider contexts.
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SEN1005 – Global Dimensions of Inclusion
Field: SEN AND INCLUSION
Co-ordinator: Tereza Aidonopoulou
Credit Value: 20
Level: 4
Timetable Slot: Semester 2
Pre-requisites: None
Co-requisites: None
Assessment: STDFF - Global Dimensions Of Inclusion (4 Year Programme), Coursework: 100% STD - Global Dimensions Of Inclusion, Coursework: 100%
Designated for:
Description: The purpose of this module is this module involves the study of international approaches to inclusion and the development of policy and practice within different countries across the world. There will be consideration of the challenges countries experience on the journey towards greater inclusion and sustainable development.
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SEN1006 – Encouraging Voices
Field: SEN AND INCLUSION
Co-ordinator: Ms Korrin Smith-Whitehouse
Credit Value: 20
Level: 4
Timetable Slot: Semester 1
Pre-requisites: None
Co-requisites: None
Assessment: STDFF - Encouraging Voices (4 Year Programme), Coursework: 100% STD - Encouraging Voices, Coursework: 100%
Designated for:
Description: The purpose of this module is the study of narrative voices in the inclusive field that detail unique perspectives of educational and social experiences to inform knowledge and understanding. Key areas of study include examination of the notions of inclusion and exclusion, participation and empowerment and how marginalized individuals and groups have given voice to their lives and experiences.
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SEN1017 – Supporting Learners who are Deaf/Blind (Multi-Sensory Impaired (MSI))
Field: SEN AND INCLUSION
Co-ordinator: Andrew Smith
Credit Value: 20
Level: 4
Timetable Slot:
Pre-requisites: None
Co-requisites: None
Assessment: SAMSU - Supporting Learners Who Are Deaf/Blind (Multi-Sensory Impaired (Msi) (Stand Alone Module) April Natsip, Coursework: 100% SAMSP - Supporting Learners Who Are Deaf/Blind (Multi-Sensory Impaired (Msi) (Stand Alone Module) January Natsip, Coursework: 100% SAMAU - Supporting Learners Who Are Deaf/Blind (Multi-Sensory Impaired (Msi) (Stand Alone Module) September Natsip, Coursework: 100%
Designated for:
Description: The purpose of this module is for Intervenors, Teaching Assistants, Learning Support Staff, Health & Social Care workers and those employed within the field to be able to gain key understanding, knowledge and practice in supporting and working, on a one-to-one basis, with learners who are Multi-Sensory Impaired (MSI & deaf/blind).
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SEN1024 – Perspectives on Inclusion
Field: SEN AND INCLUSION
Co-ordinator: Helen Trory
Credit Value: 20
Level: 4
Timetable Slot: Semester 1
Pre-requisites: None
Co-requisites: None
Assessment: STDFF - Perspectives On Inclusion, Coursework: 100% STD - Perspectives On Inclusion, Coursework: 100%
Designated for:
Description: This module involves the study of special educational needs (SEN), disability and inclusion. The construction of concepts of SEN and disability and models of SEND are reviewed in order to examine attitudes and beliefs of society and individuals. Relevant policy and legislation are considered in order to develop critical understanding of current issues.
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SEN1025 – Inclusive Practice – Placement A
Field: SEN AND INCLUSION
Co-ordinator: Una Lodge
Credit Value: 20
Level: 4
Timetable Slot: Semester 2
Pre-requisites: None
Co-requisites: None
Assessment: STDFF - Inclusive Practice - Placement A (4 Year Programme), Coursework: 100% STD - Inclusive Practice - Placement A, Coursework: 100%
Designated for:
Description: The purpose of this module is to develop an understanding of the range of professionals involved in the inclusive field and to consider the impact these professionals have on individuals. This module provides students with placement experiences. Students will reflect on the skills of these professionals in order to develop their own employability profile.