Postgraduate taught 

Inclusive Education: Research, Policy & Practice PgDip/PgCert: Online distance learning available

The Evolving Concept Of Inclusion EDUC5387

  • Academic Session: 2020-21
  • School: School of Education
  • Credits: 20
  • Level: Level 5 (SCQF level 11)
  • Typically Offered: Semester 1
  • Available to Visiting Students: Yes
  • Available to Erasmus 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

Semester 1 (October - November).

Day course: 5 full days over 4 weeks.

Evening course: 2x 5 hr days plus 5x 2hr evening sessions

Distance course: 2 x 5hr days plus online study 

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.

Full GTCS registration (Scottish Students)

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

On completion of the course students will be able to demonstrate the following outcomes.

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

As per Schedule A