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homepage
programme director
entry requirements
structure of the
course
timetable
research issues in
psychology
quantitative method and
statistics
psychology of child
development
psychology of learning and
classroom processes
alternative perspectives
on special education
developmental cognitive
neuropsychology
aims and learning
outcomes
teaching methods
assessment
applying
how to apply
fees
duration of the course
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MD600 Alternative perspectives
on special education
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Course
Unit code:
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MD 600
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Title:
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Alternative
Perspectives on Special Education
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Credit
Rating:
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20
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Level:
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M
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Delivery:
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Semester 2
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Tutor/s:
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Peter Farrell and others members of the
ESI RTG
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Aims:
The
aim of this unit is to critically review some controversial issues in key areas
related to the education of pupils referred to as having special educational
needs (SEN). The content covers a
broad range of topics that are crucial to the development of effective services.
The unifying theme linking the topics covered on the unit is that they each
address recent theory and research and, as a result, challenge the thinking and
practice of academics, practitioners and service providers.
Learning
Outcomes:
On
completion of this unit successful students will be able to:
 | Systematically
understand the theoretical bases underpinning different approaches to the
assessment of children with learning difficulties;
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| Know
the strengths and limitations of IQ and attainment tests in the evaluation
of a pupil’s difficulties;
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| Comprehensively
understand the link between assessment and effective programme planning
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| Be
critically aware of current debates concerning the assessment and
intervention for pupils with specific difficulties including autism,
dyslexia, ADHD, epilepsy, and physical disabilities;
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| Appreciate
some of the issues faced by parents of children with severe disabilities;
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| Know
about current approaches to assessment and intervention for pupils with
emotional and behavioural difficulties;
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| Demonstrate
a conceptual understand the nature and causes of bullying in schools and be
aware of current approaches to intervention that will enable them to
evaluate methodologies and develop critiques.
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Key
skills
| Oral
communication:- Debate, discussion
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| Working
with others:- group work
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| IT
skills:- word processing, Literature searches
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| Critical
evaluation, analysis and synthesis of current research and advanced
scholarship
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Content:
- Assessment
and intervention in special education
- I
- Assessment
and intervention in special education
- II
- Autistic
Spectrum Disorder – current approaches to identification and
intervention
- Approaches
to the education of pupils with physical disabilities
- Current
approaches to the education of pupils with profound and multiple learning
difficulties
- Specific
learning difficulties/dyslexia – current controversies in assessment and
intervention
- The
impact of epilepsy on children’s development and education
- Working
with parents of children with severe disabilities
- Pupils
with emotional and behavioural difficulties – current approaches to
assessment, and intervention – I
- Pupils
with emotional and behavioural difficulties – current approaches to
assessment, and intervention – II
- Attention
Deficit Hyperactivity Disorder – identification and intervention
- Bullying
in schools
Teaching
and learning methods:
Teaching will be conducted through
seminars, workshops and small group work. Each
week students will be provided with a set of readings to prepare them for each
of the topics covered on the unit. These will form the basis for the sessions.
Learning
hours
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Activity
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Hours
allocated
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Staff/student contact
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30
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Private study
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60
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Directed reading
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60
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Assignment preparation
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50
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Total
hours
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200
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Assessment
Assessment
activity
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Length
required
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Weighting
within unit
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A written assignment on an approved
topic
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4000
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100
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Core
texts
Conners, C. K. & Lett, J. L. (2001) Attention Deficit
Hyperactivity Disorder: The Latest Assessment and Treatment Strategies,
USA, Compact Clinicals, 1 887537 11 2.
Farrell, P. (Ed) (1995) Children with
Emotional and Behavioural Difficulties: Strategies fort Assessment and
Intervention. London
Falmer Press
Farrell, P (1997) Teaching Children
with Learning Difficulties: Strategies and Solutions. London: Cassell
Jordan,R.
(1999) Autistic Spectrum Disorders.
London:Fulton
Maskell, S., Watkins, F and Howarth,
E. (2000) Baseline Assessment,
Curriculum and Target Setting.
London:Fulton
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