BA (Hons) Inclusive Practice in Education

Summary: 

This course is designed as a progressive and dynamic element of continuous professional development for those working supporting learners and learning in a range of different educational settings.  This might include primary, post-16, youth workers, voluntary sector and higher education.  This programme will also be of interest to those working in educational settings who are engaged or interested in providing effective learning opportunities for all learners.  This might include those learners with specific learning difficulties and disabilities and others who might experience disadvantage within the mainstream educational environment.  At this time very few qualifications exist to enable such professionals to improve their knowledge, skills and understanding of the sector and their specific client group. 

Aims of the Course 

The course aims to provide an opportunity for professionals engaged in a variety of roles, across the sector, to: 

 

  • Develop a deeper understanding of the medical and social models of disability, and the implications of both of these on the individual;
  • Reflect on professional practice to ensure that there are mechanisms in place to ensure innovation, creativity and improvement;
  • Develop a broader knowledge and understanding of the factors that impact on individuals resulting in learning difficulties and/or disabilities;
  • Identify ‘best practice’ with specific reference to inclusivity and diversity.
Course Code: 
G4747 and G4748
Start Date: 
06/09/2010
End Date: 
28/06/2011
Course Length: 
One, two or three years
Course Schedule: 
One evening each week with some Saturday attendance
Entry Requirements: 

Application is direct to the college on a City College Norwich application form and places will be offered based on interview.  Learners embarking on this programme will be employed within an educational setting and will be supported in their application by their employer.  This programme is a progression route for those who have successfully completed a Certificate in Education (Learning and Skills Sector) or equivalent, or a relevant Foundation Degree.

Assessment: 

Year 1 Joining point for those with Certificate in Education (Learning and Skills) or equivalent  
Module 1  Reflective Practice in Education, 30 credits HE 2, Essay and supporting journal
Module 2  Mentoring for Inclusivity and Professionalism, 30 credits HE 2, Reflective Essay and practical mentoring

Module 3  Review of Inclusive Education, 60 credits HE 2, APEL for 3 years of teaching 

Year 2 Joining point for those with a Foundation Degree 
Module 4  Research Methods, 10 credits HE 3, Research proposal for the dissertation
Module 5  Inclusion and Differentiation, 20 credits HE 3, Comparative study and seminar presentation
Module 6  The Diversity of Individuals, 30 credits HE 3, Case Study and seminar presentation  
Candidates can leave at this point with an ordinary degree. 

Year 3 (or alongside Year 2) 
Module 7  Dissertation, 60 credits HE 3, Thesis and seminar presentation   

Academic Progression: 

There are opportunities to continue studying to a Masters or PhD level.

Career Progression: 

This degree can support the development of careers in educational settings where inclusion and differentiation are key components.

Full Description: 

Module 1 
Reflective Practice in Education 

Using reflective practice to produce and maintain high standards of quality educational support and provision is the hall mark of a professional.  This modules aims to enable course members to develop a sound understanding of the concept of reflective practice, how this supports professional practice in the educational context, and provide a framework for application.  Course members will explore reflective practice from different perspectives and discover how the process can be applied and implemented in different settings, including overcoming barriers and developing a positive attitude to its use. 

Module 2  
Mentoring for Inclusivity and Professionalism  

This module enables course members to explore mentoring within educational contexts, specifically: 

Definitions of emntoring eg linkage to Homer, Klasen and Clutterbuck, National Framework for Mentoring and Coaching, LLUK standards

Key policy drivers for mentoring eg DFES

Models of mentoring eg GROW model, SKilled Helper

Roles and responsibilities  of and for mentors/mentoring 

Relfection and observation of mentoring practice

Review and evaluation of moedels of reflective practice to support perosnal evaluation

Course members will be expected to develop a clear knowledge and understanding of these issues and be able to present critical arguments clearly and cohesively. 


Module 3 
Review of Inclusive Education 

This module will enable course members to review the broad backdrop of inclusivity as it relates to education.  They will demonstrate a clear understanding of the issues surrounding inclusivity in education based on a critical review of the specific literature in this area.  As part of this course members will identify the relationship between the political, social and educational frameworks, and be able to present their critical appraisal of certain aspects of this concept to their peer group.  Note: There is an opportunity for those who have worked within educational settings for 3 years or more to seek Accreditation of Prior Experiential Learning for this module. 

Module 4 
Research Methods 

This module provides course members with an opportunity to explore a variety of research methods and overarching methodology.  Course members should be able to identify appropriate research tools for a specific small-scale research project.  Situate their research within an appropriate methodological framework and explain why they are presenting in this way.  

Module 5 
Inclusion and Differentiation 

This module will examine attitudes and beliefs that surround inclusion and differentiation.   Informal observation by tutors and peers will be an integral part of this module so that best professional practice is promoted. 

Module 6 
The Diversity of Individuals 

Course members will have the opportunity to explore the underpinning ethos of inclusiveness and how policy is translated into practice.  Additionally, by reflecting on practice, course members will explore the impact of effective inclusive practice upon learning for children and young people with diverse needs. 

Module 7 
Dissertation 

Course members will be able to evaluate a range of different research methods to establish those most appropriate for their own project and be able to locate these within an appropriate methodological framework.  They will be able to plan and undertake a piece of research, which must be relevant to their own professional practice, collecting appropriate data and presenting an analysis.  Course members should also be able to reflect on the research process, specifically the research they have undertaken, and identify ways in which research can support the development of practice.

Course fee: 
Information from the Advice Shop
Costs: 

To be advised

Please contact the Advice Shop for details of costs and start dates.

Please note that although the information given is believed to be correct at the time of publication, course information, costs and attendance details may change.

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