Postgraduate Course: Comparative Approaches to Inclusive And Special Education (EDUA11174)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course introduces students to inclusive and special education in Scotland, in comparison with inclusive and special education in other parts of the world. It is aimed particularly, but not exclusively, at international students. It consists of four strands:
- An overview of inclusive and special education in Scotland, including its historical and current policy contexts
- A series of visits to mainstream and specialist educational settings
- An overview of developments in inclusive and special education worldwide, in the context of globalisation
- Opportunities for students to discuss and reflect upon developments in their home country and/or another country of interest
Scotland has a distinctive approach to inclusive and special education. Uniquely, it has moved away from the model of 'special educational needs' to one of 'additional support for learning'. Students will be introduced to the recent policy contexts that have produced this change, and encouraged to reflect upon changing conceptualisations of inclusive and special education. This strand will be supported by a series of visits to mainstream and specialist schools and settings in Edinburgh. Whilst inclusive and special education has taken a distinctive turn in Scotland, this is in relation to worldwide developments, including those associated with globalisation and development education as well as those directly pertaining to inclusive and special education. The course will take a case-study approach to the study of inclusive and special education in majority and minority world countries: students will be encouraged to explore the relevance of globalisation to the development of inclusive and special education in their country of origin and/or another country of particular interest to them.
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| Course description |
Not entered
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | Visits to schools - total GBP120 per student |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2015/16, Available to all students (SV1)
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Quota: None |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 24,
External Visit Hours 8,
Feedback/Feedforward Hours 1,
Formative Assessment Hours 2,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
161 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Formative Assessment
In weeks 5, 6 and 7 of the course, students will give a short, informal presentation of policy, practice and provision in their home country or another country of interest to them. They will be offered informal tutor feedback on this presentation. No credit will be available for this component.
Summative Assessment
Students will write a 4,000-word essay on an aspect of the course of their own selection, by negotiation with the course organiser. This will be formally assessed.
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| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate a knowledge and understanding of the development of the range of theories, concepts and principles relevant to special and inclusive education in national and international contexts.
- Critically engage with relevant theory and research, considering the implications for inclusive policy and practice.
- Demonstrate an understanding of, and methods for critically analysing, the relationships between theory, policy and practice.
- Critically reflect on examples of practice in schools and the roles and responsibilities of practitioners.
- Undertake comparative analysis of approaches to inclusive and special education, reflecting on theory, policy and practice.
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Additional Class Delivery Information |
2 hour(s) per week for 10 week(s). Students will undertake a total of three visits to schools/other educational settings. |
| Keywords | pedagogy inclusion special-education |
Contacts
| Course organiser | Dr Holly Linklater
Tel: (0131 6)51 6254
Email: Holly.Linklater@ed.ac.uk |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: Susan.Scott@ed.ac.uk |
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