This course explores significant concepts, debates, legislation and discourses on issues that are important for students engaged in the study and practice of inclusive special education. This course focusses on the centrality of a collaborative approach in promoting effective learning and teaching in inclusive special education settings. It offers an opportunity to consider the range of stakeholders involved in the education of children and young people and how these sometimes disparate groups might work together effectively to support young people in inclusive special education.

This course is taught entirely online. The course begins in January and ends in April. There will be a total of 15 weeks (12 weeks taught and three weeks of assignment preparation). There will be fourn milestone activities during the 12 week teaching period.

Students will be expected to be online at least once a week in this option course and to work online and with the online resources for some 90 notional learning hours, to undertake guided independent and groupwork activity for some 68 notional learning hours and to deploy some 42 notional learning hours to assignment preparation with peer and tutor support.

Please see http://www.gla.ac.uk/postgraduate/taught/educationonline/#/entryrequirements

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This course is summatively assessed by a written assignment equivalent to 4,000 words in which participants demonstrate their knowledge, understanding, skills and application of the course

The aim of this course is to provide participants with the opportunity to engage with important theoretical developments, debates and discourses in collaborative practices to support inclusive special education.

By the end of the course participants will be able to:

■ identify and critically analyse issues related to collaborative processes, contexts and cultures and their relationship with effective learning and teaching in inclusive special education

■ critically analyse collaborative processes, contexts and cultures as they relate to effective learning and teaching in inclusive special education

■ demonstrate an understanding of the theories related to collaboration

■ use relevant theory and literature to explore and critique the contribution of collaborative practices to effective learning and teaching in inclusive special education

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