Online summary – 500 words (a required formative assessment task)
Online summary – you will be taking part in an asynchronous online discussions based on key papers indicative of the module content and will be asked to submit a summary of the discussion. This will enable you to explore key concepts and issues as will be expected in your essay.
Essay – 3,500 words (the assessed component)
Critically analyse the principles of inclusive practice and relate this to an area of SEND that have been critiqued in the Module. Reflect on practical strategies for the classroom and how your own practice has been developed through your studies.
Indicative Reading List
Blakemore, S. and Frith, U. 2005 The Learning brain: lessons for education. Oxford:Blackwell Publishing
Bomber, L. M. 2007. Inside I’m Hurting. London: Worth Publishing.
Bomber, L. M. 2011. What About Me? London: Worth Publishing.
Botting, N. and Conti-Ramsden, G. (2000) “Social and behavioural difficulties in children with language impairment.” Child Language Teaching and Therapy Vol.16, pp. 105–20.
Browne, E. (2011) “Educational provision for children with speech and language difficulties in mainstream primary schools.” Reach. Vol. 24 (2) , pp. 85-95.
DfES and DH (2015) Special educational needs and disability code of practice: 0 to 25 years. London: DfES.Fortuna, R. (2014) ‘The Social and Emotional Functioning of Students with an Autistic Spectrum Disorder during the Transition between Primary and Secondary Schools’, Support for Learning, 29 (2), pp. 177-191.
Goodman, R. L. and Burton, D. M. (2010) ‘The inclusion of students with BESD in mainstream schools: Teachers’ experiences of and recommendations for creating a successful inclusive environment’, Emotional and Behavioural Difficulties, 15(3), pp. 223–237. doi: 10.1080/13632752.2010.497662.
Hebron, J., Humphrey, N., & Oldfield, J. (2015). Vulnerability to bullying of children with autism spectrum conditions in mainstream education: A multi‐informant qualitative exploration. Journal of Research in Special Educational Needs, 15(3), 185-193.
Marshall, J. and Lewis, E. (2014) “‘It’s the way you talk to them.’ The child’s environment: Early Years Practitioners’ perceptions of its influence on speech and language development, its assessment and environment targeted interventions.” Child Language Teaching & Therapy. Vol. 30 (3) pp. 337-352.
Mowat, Joan Gaynor (2015) ‘Inclusion – that word!’ examining some of the tensions in supporting pupils experiencing social, emotional and behavioural difficulties/needs, Emotional and Behavioural Difficulties, 20:2, 153-172, DOI: 10.1080/13632752.2014.927965
Norwich, B & Eaton, A (2015) The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties, Emotional and Behavioural Difficulties, 20:2, 117-132, DOI:10.1080/13632752.2014.989056
Rogers, L (2013) Visual Supports for Visual Thinkers: Jessica Kingsley Publishers: London
Spencer, P (2010) Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students. OUP: USA
Roulstone, S., Wren, Y., Bakopoulou, I. and Lindsay, G. (2012) “Interventions for children with speech, language and communication needs: An exploration of current practice.” Child Language Teaching & Therapy. Vol. 28 (3) pp. 325-341
Rose (2009). Identifying and teaching Children Young People with Dyslexia and Reading Difficulties. London: Development for Children Schools and Families.
Snowling M. (2013), Early identification and interviews for dyslexia: a contemporary view. Journal of Research in Special educational Needs Vol 13pp7-14
Snowling, M. and Hulme, C. (2011) Interventions for children’s language and literacy difficulties, international journal of Language & Communication Disorders
Sloper P, Turner S, Knussen C and Cunningham C (1990) Social life of school children with Down’s syndrome. Child: Care, Health and Development. 16 (4), 235-251.
Turner S and Alborz A (2003) Academic attainments of children with Down’s syndrome: A longitudinal study. British Journal of Educational Psychology. 73 (4), 563-583.
Reed, P. O. (2012). A comparative study of the impact of mainstream and special school placement on the behaviour of children with Autism Spectrum Disorders. British Educational Research Journal , 38 (5), 749-763.
Visser, J. (2005). Working with children and young people with social, emotional and behavioural difficulties: What makes what works, work? In P. Clough, P. Garner, and F. Yeun (Eds.), Handbook of Emotional and Behavioural Difficulties, p. 225-243. London: Sage.
British Journal of Special Education
Emotional and Behavioural Difficulties
Disability and Society
European Journal of Special Needs Education.
International Journal of Inclusive Education
Journal of Educational Research
Journal of Research in Reading
Support for Learning
Journal of Autism Developmental Disorders
DfE Services and Information https://www.gov.uk/government/organisations/department-for-education/services-information
Social Emotional and Behavioural Difficulties Association www.sebda.org
British Dyslexia Association www.bdadyslexia.org.uk
Nurture Group Network www.nurturegroups.org
Young Minds www.youngminds.org.uk
Mental Health Foundation www.mentalhealth.org.uk/help-information/mental-health-a-z/C/children-young-people/