This course aims to promote an understanding of the key principles and topics of inclusive and Additional Support Needs (ASN) education both in national and international contexts. It examines educational inclusion from three interlinked perspectives: conceptual, governmental and pedagogical. This course enables students to develop their personal and professional understanding and attitudes on theoretical foundations, values and issues related to inclusion and ASN.

3 hours per week: one x 2-hour lecture and one x 1-hour seminar

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Individual Education Plan (IEP) and Lesson Plan Assignment (50%) (Learning Outcomes 1, 2, 3 & 4) - This assignment requires students to develop an Individual Education Plan (IEP) and a lesson plan for a fictional student with additional support needs. Seminars will support assignment development through group discussions and instructor feedback.

Practice-Based Reflections (50%) (Learning Outcomes 1, 2, 3 & 4) - This assessment will require students to complete a reflective essay (up to 1,500 words) based on their observations of additional support needs (ASN) and inclusive education practices during previous Level 1 and Level 2 placement experiences and/or on their understanding of the implementation of relevant policies in schools, informed by readings and personal experiences. The essay will focus on a specific theory or policy discussed in the course and will critically analyse its implementation in school or classroom settings. Seminars will support assignment development through group discussions and instructor feedback.

It is the default expectation that all courses will offer opportunities for reassessment or deferred assessment. Where it is not possible to offer this in some assessment components, the grade achieved at the first attempt will be counted towards the final course grade, and any exceptions for this course are described below.

[No exceptions]

The overall aims of this course are:

- to introduce students to the main theoretical debates in the context of inclusive education;

- to develop students' awareness of national and international policy and legislation which influence progress towards educational inclusion;

- to develop students' awareness of various developmental difficulties that are most frequently observed within the classroom

- to introduce students to research and evidence-based practices concerning various developmental difficulties

- to equip students with the skills necessary to examine a range of learning and teaching strategies that promote effective learning for all.

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

1. demonstrate a critical understanding of the theories of educational inclusion

2. apply this theoretical knowledge to analyse policy and legislation both in national and international contexts;

3. demonstrate a critical understanding of the theories surrounding individual differences and developmental difficulties

4. reflect critically on the current practice and provision in a school and classroom environment to identify strategies for improvement leading to more inclusive practice