Inclusive Education: Research, Policy & Practice
Programme Structure
The programme is made up of four core courses and two options, which you can choose according to your specialist interests.
Core courses
The Evolving Concept of Inclusion
20 credits at masters level 11 (SCQF)
This is a core course within the programme. Inclusion is subject to debate both nationally and internationally. This course examines inclusion from two perspectives: the current reality for particular groups of individuals for whom exclusion has been, and continues to be, the norm and an alternative concept of inclusion: one that encompasses all members of society. It allows course members to reflect on practice in schools and offers them an opportunity to consider in what ways their school is inclusive. It considers in what ways Curriculum for Excellence allows for inclusive practice to be embedded in classrooms.
The Learner and the Curriculum
20 credits at masters level 11 (SCQF)
The Learner and the Curriculum is a core course within the programme. The course provides a framework to support analysis and evaluation of the experience of the learner, and of the extent to which professional practice, provision, and policy enable learning in school contexts. During the course the student will become familiar with psychological and sociological theories relating to learners and learning. This course is particularly important as we seek to develop Curriculum for Excellence within Scottish schools.
Modern Educational Thought
20 credits at masters level 11 (SCQF)
This course explores significant concepts, debates and discourses on theoretical issues that are important for students engaged in the study and practice of education. This course is focussed on central questions around the aims and purposes of education and ways in which modern educational thought plays out in professional practice and/or policy contexts. In addressing these questions, we will take as a starting point the claim that the development of rational autonomy, that is the Enlightenment project, is the central aim of education. Thus the course will begin with key readings in the history of ‘liberal’ thinking on education. It will encourage a critical reading of texts in the history of modern educational ideas, taking into account critiques of the liberal tradition from positions that include Marxism, postmodernism, communitarianism and feminism.
Introduction to Educational & Social Research
20 credits at masters level 11 (SCQF)
This course is an introduction to educational and social research. The overall aim of the course is to provide students with a fundamental level of research literacy. The aims of the course are:
- introduce students to current concerns in the philosophy and political economy of research
- provide students with experience in reading and critically reviewing research
- prepare students to conduct a research project of appropriate scope
- inform students about the intersections between method, methodology and approaches to enquiry
- ensure that students have the preparation they need for further study of research methods and methodology
Option Courses
Students will choose two options from the following courses:
Inclusive Classrooms, Inclusive Pedagogy
20 credits at masters level 11 (SCQF)
This is a specialist course within the programme. It is designed to help participants consider their role in the inclusion of all pupils.
To reflect the ever-changing school population and current initiatives in education, a broad range of topical issues are introduced in this course including:
- Supporting pupils with low incidence disabilities
- Effective learning
- Literacy
- Dyslexia
- Supporting pupils with social, emotional and behavioural difficulties
- Supporting pupils on the Autistic Spectrum
This course will also consider the role of Learning Support in relation to national curriculum developments such as Curriculum for Excellence.
Social, Emotional and Behavioural Difficulties
20 credits at masters level 11 (SCQF)
This course is designed to develop an understanding of the problematic nature of social, emotional and behavioural difficulties (SEBD) and their implications for learning and teaching. It encourages a critical appraisal of the diverse practice, policy and provision to meet these difficulties. Within these themes, the course has four main aims:
- To examine the nature and causes of SEBD
- To explore critically the range and appropriateness of provision for learners with SEBD
- To reflect upon strategies used to support learners with SEBD
- To encourage thoughtful evaluation of practice and curriculum development in your own context
Developing Literacy
20 credits at masters level 11 (SCQF)
This is a specialist course within the programme. It aims to encourage reflection on the impact of current theory and research in the area of reading and literacy development on national and local policy and practice. The role of assessment is also considered. Students will consider issues of literacy acquisition, examine critically the history of the ‘literacy debate’ and its effect on practice, analyse critically the concept of entitlement to literacy and reflect on the role of assessment in developing reading and the importance of fostering a culture of reading in educational contexts. This is particularly important as literacy is the responsibility of all within the Curriculum for Excellence.
Highly Able Pupils
20 credits at masters level 11 (SCQF)
This is an option course within the programme. While most of the world refers to these pupils as gifted and talented, Scotland has opted for the term “highly able”. While differing terminology is used to describe this group of learners, essentially we are talking about how we cater for individuals who are performing well in advance in one or more fields than might be expected for their age. The Additional Support for Learning (Scotland) Act (2004) saw the needs of highly able pupils in Scotland being enshrined in law for the first time. This course will aid reflection on and consideration of personal and professional contexts in relation to the educational challenge we offer those pupils who might be described as being ‘highly able’ or ‘gifted and talented.’ It will explore how Curriculum for Excellence might offer opportunities to develop educational challenge.
Dissertation
60 credits at masters level 11 (SCQF)
You will complete a 12,000 to 15,000 word dissertation, under supervision, that will allow you the chance to investigate, in greater depth, an issue that is relevant to your professional development and teaching context.