The module is intended to how psychological practice has been applied within education, by looking at concrete issues and practices involved in addressing the needs of pupils whose circumstances give rise to particular concerns. Some such pupils will be identified as having special educational needs, whilst others may broadly be identified as experiencing adverse circumstances which are likely to impair their psycho-social development and academic progress. A key theme running through the module is that of inclusion.
Module learning outcomes
Critically examine their understandings of special educational needs and reflect on their own perceptions of disability and impairment
Critically discuss key terms such as impairment, disability, integration and inclusion - and the interrelation between these
Engage critically with national strategies proposed for inclusive education in relation to a range of educational needs
Identify inclusive practices and policies adopted by educational institutions in relation to a range of educational needs
Develop a more critical understanding of education as a site for human dis/empowerment and social stratification
Understand the nature of a range of adverse circumstances that can lead to pupils being identified as troubled
Consider the key psychological processes involved in pupils reactions to adverse circumstances
Consider and the role schools can play both in terms of education and in terms of support in helping troubled pupils to deal with adverse circumstances
Understand the legal, policy and organisational framework which governs the practice of schools and other professional agencies in deal with adverse circumstances
Academic and graduate skills
Practice extracting key points from articles
Identify arguments and the evidence which support these
Engage with debates on and representations of special educational needs through a range of media and critically reflect on these
Communicate effectively orally and in writing
Develop IT skills by interacting with the VLE as an integral aspect of this module
Complete weekly learning logs through which they will demonstrate their understanding of key concepts
Develop their critical writing skills
Do short presentations based on a critical assessment of relevant writings and research evidence.
% of module mark
Essay/coursework 2,000 word essay
Essay/coursework 3,000 word essay
Special assessment rules
% of module mark
Essay/coursework Reassessment essay 3000 word essay
Individual written feedback reports, with follow-up tutor meeting if necessary. The feedback is returned to students within 6 weeks of submission.
Barnes, C., Oliver, M., & Barton, L. (2002). Disability studies today. Cambridge: Polity Press. Farrell, M. (2003). Understanding special educational needs. London: RoutledgeFalmer. Florian, L. (ed.). (2007). The SAGE Handbook of Special Education. London: Sage. Atkinson, M., & Hornby, G. (Eds.). (2002). A mental health handbook for schools. London: RoutledgeFalmer. Cowie, H., Boardman, C., Dawkins, J., & Jennifer, D. (2004). Emotional health and well-being: A practical guide for schools. London: Paul Chapman. Kinchin, D., & Brown, E. (2001). Supporting children with post-traumatic stress disorder: A practical guide for teachers and professionals. London: David Fulton. Kyriacou, C. (2003). Helping troubled pupils. Cheltenham: Nelson Thornes. Lines, D. (2006). Brief counselling in schools: Working with young people from 11 to 18 (2nd ed.). London: Sage.