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Educational Diversity - EDU00058I

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  • Department: Education
  • Module co-ordinator: Dr. Jelena O'Reilly
  • Credit value: 20 credits
  • Credit level: I
  • Academic year of delivery: 2024-25
    • See module specification for other years: 2023-24

Module summary

The module aims to support students to develop their understanding of atypical development in an educational context. The module will draw upon theories of cognitive and developmental psychology to aid students’ understandings of atypical development. Students will also be introduced to the major theoretical perspectives on atypical development (e.g., theoretical perspectives on inclusion of students with learning disabilities, learning difficulties, attentional difficulties).

Related modules

Pre-requisite modules

Co-requisite modules

  • None

Prohibited combinations

  • None

Module will run

Occurrence Teaching period
A Semester 2 2024-25

Module aims

The module aims to support students to develop their understanding of atypical development in an educational context. The module will draw upon theories of cognitive and developmental psychology to aid students’ understandings of atypical development. Students will also be introduced to the major theoretical perspectives on atypical development (e.g., theoretical perspectives on inclusion of students with learning disabilities, learning difficulties, attentional difficulties).

Module learning outcomes

By the end of this module students will be able to:

  • 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 and adolescents with atypical development.

  • 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.

Academic and graduate skills

Students will have learned how to:

  • 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 Virtual Learning Environment (VLE) website, and the Internet effectively.

Module content

The following is indicative of the different topics that will be covered:

  • Approaches to inclusive education.

  • Autism and neurodiversity.

  • Language difficulties and dyslexia.

  • Down’s syndrome.

  • ADHD and disruptive behaviour.

  • Stress, worries, and mental health.

Assessment

Task Length % of module mark
Essay/coursework
Information Pack 2500 words		 N/A 100

Special assessment rules

None

Reassessment

None

Module feedback

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.

Indicative reading

Hodkinson, A. (2019). Key Issues in Special Educational Needs, Disability, and Inclusion (3rd Ed.). Sage.

Rogers, C., & Thomas, M.S.C. (2022). Educational Neuroscience. Taylor and Francis.

Sewell, A., & Smith, J. (2020). Introduction to Special Educational Needs, Disability and Inclusion: A Student’s Guide. Sage.

Wearmouth, J. (2022). Special Educational and Additional Learning Needs: An Essential Guide. Sage.


The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.