Inclusive Education

Please note this pathway is suspended for 2011/2012

M Ed (Inclusive Education)

Pathway Leader: Sue Robson

12 months full time.

Introduction

In this pathway we will consider key developments in the policy, practice and culture of inclusion in schools and other settings.

Inclusion is a process that involves:

  • accommodating all students in regular schools, regardless of their physical, intellectual, social, emotional, linguistic or other conditions (UNESCO Salamanca Statement, 1994);
  • removing barriers to learning;
  • restructuring the culture, policies and practices of schools (Booth et al 2000);
  • meeting and valuing the diversity of learning needs in inclusive classrooms and communities;
  • developing pedagogical approaches (such as constructivist approaches) which enable students to learn together rather than separately (Dyson et al, 2002);
  • providing all students with opportunities to develop thinking and learning skills that are relevant to life and learning beyond the school years.

Who is this pathway for?

This pathway will benefit both international and home students. In recent years students from Zimbabwe, Malawi, Zambia, Nigeria and the Gambia have progressed from a teaching role to a position in universities or ministries of education. The combination of counselling (personal/pastoral) and managing and supporting learning (classroom/behaviour management) developing thinking skills (theoretical/pedagogical) input combined with leadership optional modules have met their needs well.The pathway also serves early career students who may aspire to a pastoral or inclusion promoted post in schools or further education.

Pathway Description

Compulsory modules:

Plus 20 or 40 credits from the following modules:

Pathway Optional Modules

For 2009/10, all candidates shall select modules (not already selected) from the optional modules list, so as to bring their total credits up to 180.

Course Assessment

Teaching and learning is delivered through workshops, lectures, seminars, and colloquiums. Students are assessed on their work in the form of essays, practical assignments, project, portfolios and presentations. If the placement is chosen a diary exercise will be carried out and presented as well as a research project and presentation.