Module manager: Dr Kimberly Petersen
Email: k.petersen@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2025/26
This module is not approved as a discovery module
This module explores individual differences in child development and how children with additional needs can be supported in education settings. Over the course of the module, we will focus on different groups of children with special education needs, such as children with sensory impairments, autistic children, and children with dyslexia. You will be introduced to a range of theoretical and methodological approaches currently used to investigate child development and approaches to support. A number of key themes run throughout the module including 'labelling', the nature of diagnosis and assessment, and issues of co-occurrence of different profiles of need. These issues will be critically considered to provide an in-depth understanding of supporting children with additional needs.
The aim of this module is to examine the current understanding of special educational needs and disabilities (SEND) and how they impact learning and cognition. Students will explore the methods used to investigate these needs and evaluate current research findings in the field. Additionally, students will consider important issues such as assessment of needs, labelling, and co-occurrence of different needs, as well as evaluating evidence on how best to support the learning needs of children.
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
1- Discuss key concepts, such as inclusion, diversity of needs, co-occurrence, stigma and labelling, monitoring and assessment and provision of appropriate support, in relation to different special educational needs.
2- Recognise individual differences among learners and discuss this in relation to providing appropriate support
Skills Learning Outcomes
On successful completion of the module students will have demonstrated the following skills learning outcomes:
3- Critically evaluate relevant theory and research
4- Critically reflect on their learning by making links from module topics to their own experiences in education and/or work and with other learning both within and beyond the module
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 11 | 2 | 22 |
| Seminar | 3 | 1 | 3 |
| Private study hours | 175 | ||
| Total Contact hours | 25 | ||
| Total hours (100hr per 10 credits) | 200 | ||
A formal formative assessment opportunity will be provided for each summative assessment task, which is specifically pedagogically aligned to that task. As part of this, each student will receive feedback designed to support the development of knowledge and skills that will be later assessed in the summative task.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | . | 100 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
The reading list is available from the Library website
Last updated: 16/01/2025
Errors, omissions, failed links etc should be notified to the Catalogue Team