Inclusive Practices in Education

Module overview

Educational systems and contexts today have to respond to an increasingly diverse population of learners. This module allows participants to explore ways of reaching out to all learners, in varied educational contexts, with the aim being to enable all learners to reach their full potential and achieve satisfactory outcomes. There will be a strong emphasis on finding ways to develop inclusive practices to meet the needs of all learners, including those defined as having special educational needs, travellers, those from low social backgrounds, from ethnic minorities etc.

Learning and Teaching

Teaching and learning methods

This module will use amix of lectures and seminars along with directed reading and suggested additional research. The focus will be on small group discussions using interactive activities. There will also be opportunities for small presentations for gaining formative feedback in preparation for the assignment.

Study time
Type	Hours
Tutorial	4
Seminar	12
Preparation for scheduled sessions	18
Wider reading or practice	76
Lecture	8
Follow-up work	12
Completion of assessment task	70
Total study time	200

Resources & Reading list

Journal Articles

Slee, R. (2001). Social Justice and the changing directions in educational research: the case of inclusive education. International Journal of Inclusive Education, 5(2-3), pp. 167-177.

Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2(2), pp. 123-141.

Textbooks

Ainscow, M. (2015). Towards self-improving school systems: Lessons from a city challenge. London: Routledge.

Rudduck, J. and McIntyre, D (2007). Improving Learning through Consulting Pupils. London: Routledge.

Nind, M. Sheehy, K and Simmons, K (2003). Inclusive Education: Learners and Learning Contexts.. London: David Fulton Publishers.

Booth, T. and Ainscow, M. (1998). From Them to Us: An international study of Inclusion in Education. London: Routledge.

Nieto, S (2010). The light in their eyes. New York: Teachers’ College Press.

Ainscow, M., Dyson, A., Hopwood, L., and Thomson, S. (2016). Primary Schools Responding to Diversity: barriers and possibilities.. York: Cambridge Primary Review Trust..

Messiou, K. (2012). Confronting marginalisation in education: A framework for promoting inclusion.. London: Routledge.

Ainscow, M. (1999). Understanding the Development of Inclusive Schools. London: Falmer.

Armstrong, A.C., Armstrong, D. and Spandagou, I. (2010). Inclusive Education: International Policy and Practice.. London: SAGE.

Slee, R. (2011). The Irregular School. London: Routledge.

Hart, S. Dixon, A. Drummond M.J. and MnIntyre, D. (2004). Learning without Limits. Buckingham: OUP.

Ainscow, M. Booth, T & Dyson, A (2006). Improving Schools, Developing Inclusion. London: Routledge.

Swann, M. Peacock, A, Hart, S. and Drummond, M.J. (2012). Creating Learning without Limits. Maidenhead: OUP.

Ladson-Billings, G. & Gillborn, D.. The Routledge Falmer Reader in Multicultural Education. Abingdon: Routledge Falmer.

Miles, S. and Ainscow, M. (2011). Responding to diversity in schools: An inquiry based approach. London: Routledge.

Corbett, J. (2001). Supporting Inclusive Education.. London: Routledge/Falmer..

Assessment

Summative

This is how we’ll formally assess what you have learned in this module.

Breakdown
Method	Percentage contribution
Critical essay	100%

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Breakdown
Method	Percentage contribution
Critical essay	100%

Repeat Information

Repeat type: Internal & External