Equity, Diversity and Inclusion (ES) EDUC51078

  • Academic Session: 2023-24
  • School: School of Education
  • Credits: 20
  • Level: Level 5 (SCQF level 11)
  • Typically Offered: Semester 1
  • Available to Visiting Students: Yes

Short Description

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

Timetable

Wednesday 10am-1pm

Requirements of Entry

A first degree and, normally, a professional qualification (eg in teaching). Experience of, and interest in, educational inclusion/special education is desirable.

Assessment

Class essay 4000 words.

Course Aims

The aims of the course are:

to introduce students to important concepts and theories in inclusive education;
to introduce students to important theoretical debates and discourses in inclusive education
to discuss recent developments in inclusive education.
to reflect on the contextualisation of inclusive education internationally

Intended Learning Outcomes of Course

By the end of this course students will be able to:

 

Knowledge and Understanding
1 Show critical understanding of various theories and models related to inclusion, drawing on a range of appropriate literature.
2 Contextualise inclusive education and reflect on the assumptions that underlie ideas of inclusive education in different international settings and/ or cultural contexts.

Skills and Other Attributes

Practical skills
3 Gather information about learners' experiences, using methods relevant to effective learning and teaching in a familiar professional context; and describe these experiences in relation to the wider personal, educational and historical context.

Intellectual skills
4. Analyse critically the learners' experiences and their policy and historical contexts in terms of the models and theories related to inclusion; and propose action to move towards more inclusive practice well founded in the theory and research.

Transferable/key skills
6 Clarify personal opinions and positions on issues raised, including use of disabling terminology and attitudes.

7 Demonstrate a professional quality of written communication in the assignment, keeping within the word limit and including referencing and bibliography in accordance with programme guidelines.

Minimum Requirement for Award of Credits

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.