Special Educational Needs and Disabilities - EDU00132M
- Department: Education
- Credit value: 20 credits
- Credit level: M
- Academic year of delivery: 2025-26
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
Prohibited combinations
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 2 2025-26 |
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:
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Understand the range of ways in which diversity in learner behaviour, attitudes, preferences and needs manifests itself within educational environments.
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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.
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Demonstrate a critical awareness of the interplay between biological, social and cognitive influences on individual variation, and of the development of individual learner differences, including atypical behaviours.
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Understand the implications of individual differences, educational diversity and atypical development for parents and teachers
Module content
The following is indicative of the different topics that will be covered:
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Theories of disability
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Approaches to inclusive education.
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Autism and neurodiversity.
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Language difficulties and dyslexia.
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Down’s syndrome.
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Math disorder
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ADHD and disruptive behaviour.
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Stress, worries, and mental health.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100.0 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100.0 |
Module feedback
N/A
Indicative reading
Hobson, H. M., Toseeb, U., & Gibson, J. L. (2024). Developmental language disorder and neurodiversity: Surfacing contradictions, tensions and unanswered questions. International Journal of Language and Communication Disorder.
Blake, S., Bird, J., Gerlach, L. (2007). Promoting Emotional and Social Development in Schools: A Practical Guide. London: Sage.
Centifanti, L.C. & Williams, D.M. (2017) The Wiley Handbook of Developmental Psychopathology. London: Wiley Blackwell.
Hulme, C., & Snowling, M. J. (2009). Developmental Disorders of Language Learning and Cognition. Hoboken : Wiley.
Howard, C., Burton, M., Levermore, D., & Barrell, R. (2017). Children's Mental Health and Emotional Well-Being in Primary Schools. London: Sage.
Nash, P. (2006) The assessment & management of psychosocial aspects of reading and language impairments. In: M. Snowling & J.Stackhouse (Eds) Dyslexia, speech & language: A practitioner’s handbook. Chapter 13. 2nd ed. London: Whurr.
Bronfenbrenner, U. (1994) Ecological models of human development. In International Encyclopedia of Education, Vol 3, 2nd Edition. Oxford: Elsevier.
van Harmelen A-L, Gibson JL, St Clair MC, Owens M, Brodbeck J, Dunn V, et al. (2016) Friendships and Family Support Reduce Subsequent Depressive Symptoms in At-Risk Adolescents. PLoS ONE 11(5): e0153715.