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MD612 Understanding the Development of Inclusive
Schools
Credits: 20
Tutor: Professor
Mel Ainscow
Aims
The impetus of the World Conference on Education
for All and the Salamanca Statement on Special Needs Education have led
to an international debate on how schools can become more inclusive. As
a result, school systems in many countries are involved in a review of
the ways in which they provide quality education for all children and
young people. Such developments pose challenges to everybody involved
in education, and have implications for policy and practice in all types
of schools and support services. This double unit will provide opportunities
for participants to consider trends in thinking related to this broad
agenda, whilst at the same time paying particular attention to the ways
in which schools might respond to those students who experience difficulties
in learning and those with disabilities. It will include a consideration
of some of the different views that exist within what has become a highly
contested field. Consequently this requires an engagement with ideas about
schooling in general, and the special needs field in particular, from
a range of perspectives.
This unit will deliberately set out to challenge
the thinking of everybody involved, in which we will be addressing questions
such as:
- Where are we now?
- What values inform our thinking?
- What are our goals for education for all children?
- How can we achieve this?
Learning Outcomes
On successful completion of this unit students will:
- Have considered their positions on the roles of schools
in responding to student diversity;
- Be able to demonstrate an understanding of theories
of special and inclusive education, and how these relate to school improvement;
- Be able to demonstrate an understanding of the relationship
between classroom, school, and organisational practices and the development
of schools for all;
- Have an understanding of how legislative frameworks
impact on priorities, management processes and policy development;
- Be aware of trends in thinking with regard to management
and leadership as they relate to system development and innovation in
educational contexts;
- Be aware of thinking on the management of change in
the workplace;
- To have developed the transferable or generic skills
4i, 4iv, 4v, 4vi and 4vii.
Content
- Probing the provision for children with special educational
needs, nationally and internationally.
- The relationship between inclusion and exclusion.
- School Improvement and effectiveness: what about special
needs?
- Theoretical historical perspectives leading to inclusion
(medical and social models).
- Curricula for all or special curricula for some1: international
comparison.
- Curricula for all or special curricula for some2: analysing
perspectives.
- Critique of the practice of the differentiation of curriculum
content with respect to inclusion.
- School inclusion and the school mix effect.
- The importance of organisation for pastoral care and
inclusion.
- Student presentations
Teaching and Learning methods
Sessions will all be based on readings, usually from
practitioner and academic journals. These will be supplied in advance
and sessions will take place with the assumption that participants have
studied the readings in advance. Normally, sessions will involve discussion
of the readings and workshop type of activities, with supporting lecture
input. There will be an emphasis on critical reflection and participatory
learning methods.
Core Publications
The unit is based on a series of carefully selected
readings, which are usually academic journal articles. These readings
are distributed on a weekly basis, usually 2 per week, and form the basis
for the discussion and activities of the following week. These are compulsory
readings.
In addition, the following are considered as key texts
AINSCOW, M. (1999) Understanding the Development of Inclusive Schools,
London: Falmer Press.
BILLINGTON, T. (2000) Separating Losing and Excluded
Children: Narratives of Difference, Master Classes in Education Series,
London: Routledge Falmer.
FARRELL, P. (1997) Teaching Pupils with Learning Difficulties:
Strategies and Solutions, London: Cassell.
HORNBY, G. and ATKINSON, N. and HOWARD, T. (1997) Controversial
Issues in Special Education, London: David Fulton.
MITTLER, P. and DAUNT, P. (1995) Teacher Education for
Special Needs in Europe, London: Cassell.
MITTLER, P. (2000) Working Towards Inclusive Education:
Social Contexts, London: David Fulton.
TILSTONE, C., FLORIAN, L. and ROSE, R. (Eds.) (1998)
Promoting Inclusive Practice, London: Routledge.
WISE, L. and GLASS, C. (2000) Working with Hannah: a
special girl in a mainstream school, London: Routledge Falmer.
Assessment methods
oral presentation - at the end of the first semester
(weeks 11 and 12) and usually working in small groups of three, students
will be required to present a short talk to the group on an aspect of
the double unit (relating to at least one of outcomes 1 to vi and outcome
vii: 4i, 4iv, 4v, 4vi, 4vii.
essay (4000 words) on a theme relevant to the theory
and philosophy of developing schools for all. Where possible, this will
be related to the student’s experience as practitioners in the field.
The essay should include ample reference to journal articles and books
in the field
Learning hours
| MD614 Activity |
Time (Hours) |
| 12 module session |
30 |
| Private study/assignment preparation |
105 |
| Directed reading |
60 |
| Individual/group tutorials |
5 |
| Total hours |
200 |
Mode of Teaching:
Full-time/part-time/ face to face
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