To build on students understanding of the ways in which individual variations in learning needs and preferences manifest themselves in Education
To develop students understanding of the major theoretical perspectives on individual differences (e.g., theories of intelligence, personality, motivation, emotions) and on atypical development (e.g., theoretical perspectives on inclusion of students with learning disabilities, learning difficulties, attentional difficulties)
To enable students to analyse a range of information across disciplines (primarily psychology and inclusive education) and to critically engage with the overlaps between these disciplines
To enable students to be able to compare and contrast alternative means of gathering and evaluating data
Module learning outcomes
Critically examine the ways in which personality, intelligence, learning preferences and individual background characteristics influence learning in childhood and adolescence
Understand the range of ways in which diversity in learner behaviour, attitudes, preferences and needs manifests itself within educational environments
Understand past and current theoretical perspectives on inclusive education, and consider the merits of contrasting positions from a range of stakeholders. In addition, understand historical changes in conceptualization of children an adolescents with atypical development
Critically examine the ways in which individual learning needs and preferences, such as differences in ability, cognitive style, motivation and mental health impact on learning in childhood and adolescence
Demonstrate an awareness of the interplay between biological, social and cognitive influences on individual variation, and of the development of individual learner differences, including atypical behaviours
Understand the implications of individual differences, educational diversity and atypical development for teachers and educational psychologists
Critically examine the cultural, ethnic and linguistic aspects of diversity in order tounderstand how they might affect the educational experiences and progress of individuals.
Academic and graduate skills
Formulate academic arguments in written and oral form
Manage a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation
Analyse the ways in which theories and data from differing disciplines can inform each other and enhance understanding (in this case, of educational diversity)
Contribute to public discussion on atypical development and inclusive education
Use the VLE and Internet effectively
Week 2 – Introduction to the Module and Outline of Formative and Summative Assessments
Week 3 – Autism
Week 4 – Language Difficulties
Week 5 – Dyslexia
Week 6 – Down Syndrome
Week 7– Maths Disorder
Week 8 – Stress and Mental Health
Week 9 – The Psychology of Pastoral Care
Week 10 – Disruptive /behaviour and Exclusion from School
Week 2 – Introduction to Individual Differences
Week 3 – Intelligence; Basic Concepts and Life Outcomes
Week 4 – Personality; Basic Concepts and Life Outcomes
Week 5 – Personality Assessment
Week 6 – Controversies and Individual Differences
Week 7 – The Psychology of Effective Teaching in Schools
Week 8 – Creativity, Beliefs and Motivation
Week 9 – Teaching Disadvantaged Pupils
Week 10 – Teaching Gifted Pupils
Individual written feedback reports, with follow-up tutor meeting if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Dornyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Harlow: Longman.
Larsen, R.J., & Buss, D.M. (2010). Personality psychology: domains of knowledge about human nature. (4th ed.) New York: McGraw-Hill Higher Education.
Kring, A.M. (2010). Abnormal psychology. Hoboken, NJ: J. Wiley.
Wilmhurst, L. (2009). Abnormal child psychology: a developmental perspective. New York, London: Routledge/Taylor & Francis Group.
Elliott, J. (2005). Motivation, engagement and educational performance: international perspectives on contexts for learning. Basingstoke: Palgrave Macmillan.
Coronavirus (COVID-19): changes to courses
The 2020/21 academic year will start in September. We aim to deliver as much face-to-face teaching as we can, supported by high quality online alternatives where we must.
Find details of the measures we're planning to protect our community.