Module manager: Dr Chris Ostrowdun
Email: C.Ostrowdun@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2025/26
EDUC5826M, EDUC 5815M
This module is not approved as an Elective
For inclusive education to progress, the curriculum needs to be designed to respond to and celebrate learner diversity. This module gives you an opportunity to explore, alongside students from many countries, the principles, research, policies and practices involved. You will consider both how the curriculum is designed and taught. You will also explore the challenges and opportunities of various curriculum areas including language/communication, mathematics, creative subjects and technology. Some of the sessions consider the needs of particular groups of learners. It is taught through a combination of lectures, student-led presentations and group work.
The module objectives are to:
• have knowledge and understanding of factors that influence the development of learners;
• have a comprehensive knowledge of the theories and practices of various approaches to teaching children with SEN(D);
• understand the role of interventions within an inclusive curriculum;
• understand assessment and teaching including processes for co-ordinating provision;
• be able to analyse the challenges and potential of a range of curriculum areas (e.g. reading, maths,);
• have an understanding of the links between education and children’s well-being;
• have knowledge of specific topics in the SEN area excluding dyslexia, DCD, autism and ADHD.
The students develop
• an overview of the principles of curriculum design, including interventions, for learners with SEN(D);
• a critical understanding of the role of both learner and teacher characteristics;
• an understanding of inclusion in relation to some curriculum areas, and
• their knowledge of the links between some sub-groups of learners with SEN(D) and the curriculum.
Indicative content:
Understanding the nature of curriculum
Models of learning
Wave 1: Quality first teaching
Wave 2 and 3: Specialist intervention and assessment
Curriculum contexts: Literacies
Curriculum contexts: Mathematics
Language and Communication
Subsets of learners: Social emotional and mental health challenges
Subsets of learners: Sensory impairments
Subsets of learners: Long term medical needs
Evaluating curriculum provisions and synthesis
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 11 | 2 | 22 |
| Tutorial | 2 | 0.5 | 1 |
| Independent online learning hours | 38 | ||
| Private study hours | 239 | ||
| Total Contact hours | 23 | ||
| Total hours (100hr per 10 credits) | 300 | ||
Independent learning The sessions will provide a range of national international sources but students also need to access the materials from their own country (which may not be in English).
Private study There is a substantial reading list associated with this module and suggested readings in every session. This is to allow student to research different themes within the module. Some of this research underpins their assignment but some material is about developing a more comprehensive understanding of the curriculum and its role in inclusive education.
The two scheduled tutorials provide an opportunity to track progress.
Students are encouraged to contribute to an annotated bibliography on the VLE. This includes the citation of the selected article, the reasons for the selection and a brief critique on substance and/or methodology. These, where appropriate, are grouped around the assignment titles so there is an element of peer support.
More than one member of staff will be involved in teaching this module and there will be regular communication between the tutors.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Essay | 1 x 6000 word | 100 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
Check the module area in Minerva for your reading list
Last updated: 05/10/2023
Errors, omissions, failed links etc should be notified to the Catalogue Team