MODULE SPECIFICATION PROFORMA
MODULE SPECIFICATION FORM
Module Title:
Inclusion
Module
code:EDC507
Existing/New:
Level:
Semester(s) in which to
be offered:
New
Originating Subject:
Title of module being
replaced (if any):
Education and Childhood
Studies
Module duration
(contact hours/
directed/directed
private study:
1/2
(60 contact)
(60 directed)
(80 private)
BA (Hons) Education and
Childhood Studies
Credit Value:
With effect
from:
20
Sept,
2010
EDC 202 Inclusion
Module Leader:
Paula Hamilton
Status: core/option/elective
(identify programme where
appropriate):
Percentage taught by Subjects other than
originating Subject (please name other
Subjects):
Programme(s) in which to be
offered:
5
Core
N/A
Pre-requisites per
programme (between levels):
Co-requisites per programme
(within a level):
None
None
BA (Hons) Families and
Childhood Studies
Module Aims:
To develop students’ awareness of issues relating to inclusion and diversity and the role
played by the practitioner in promoting understanding and respect of individuality and
diversity.
Students to reflect upon and evaluate their own values and beliefs and how these might
affect their practice.
Expected Learning Outcomes
At the end of this module, students should be able to:
Knowledge and Understanding:
1. Critically discuss how belief and value systems develop;
2. Evaluate the importance of inclusive attitudes and practices and how these can
influence the work with children, young people and families;
3. Examine the significance of key legislation and policies linked to inclusion/equality on
practice;
4. Critically appraise the role of the practitioner in the promotion of inclusion, diversity,
anti-discrimination, equal opportunities and non-stereotypical views;
5. Critically discuss the importance of individuality and identity across a range of issues,
including: gender; race; religion; culture; English as an Additional Language; socioeconomic status; gifted learners; special educational needs and disability.
Transferable/Key Skills and other attributes:
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Evaluation and reflection;
Communication;
Sharing ideas;
Listening;
Confidentiality;
Improving own learning and performance;
Create and use resources/activities;
Planning, organisation and time management;
Analytical and problem solving skills;
Working with others.
Assessment: please indicate the type(s) of assessment (eg examination, oral, coursework,
project) and the weighting of each (%). Details of indicative assessment tasks must be
included.
Assessment 1- written essay, linked to the critical discussion of key issues of inclusion and
diversity in the context of children, young people and families.
Assessment 2- resource, plan and reflective report linked to promoting understanding and
respect of diversity.
Assessment
Learning
Outcomes
to be met
Type of assessment
Weighting
Word count or
equivalent if
appropriate
1
All
Essay
50%
2,000
2
All
Resource/activity and
reflective report
50%
c2,000
Learning and Teaching Strategies:
The teaching and learning strategies will employ a range of methods, including lecture,
seminar, student presentations and external speakers with specific areas of expertise.
Sessions will comprise of the presentation of information, reading, case studies, practical
activities, review of selected video/DVD material and discussion. Peer group and individual
discussion will allow the tutor to monitor the student’s ability to reflect upon and evaluate their
own ideas and practice via discussion groups, individual research and tutorials.
Syllabus outline:

Examine the changing concepts of ‘individuality’ and ‘inclusivity’. Looking at the
historical perspective via a variety of reports and legislative documentation.

Examine the development of values and beliefs, and how prejudiced views,
stereotypes and unjust practices can be challenged and overcome.

Review and evaluate the potential effects of the practitioners’ own values and beliefs
and how these might affect their practice.

Identify those most at risk from discrimination, marginalisation or exclusion, and
evaluate current practices, attitudes, environments, procedures and policies to ensure
certain children, young people and families are not disadvantaged.

The importance of individuality and identity across a range of issues, including:
gender; race; religion; culture; English as an Additional Language; socio-economic
status; gifted learners; special educational needs and disability.

Identify relevant support networks and specialist agencies.

Analyse the role of the curriculum and practitioner in breaking down discrimination
and stereotypes, to encourage inclusivity, respect and tolerance of diversity.

The significance of key legislation and policies and linked to inclusion, equality and
diversity on practice (e.g. National Inclusion Agenda, Foundation Phase/Stage;
Special Educational Needs Code of Practice, 2001; Commission for Equality and
Human Rights; Single Equality Act 2009).
Bibliography
Essential reading:
Department for Children, Education, Lifelong Learning and Skills (2008), Personal and Social
Development, Well-Being and Cultural Diversity: 3-7 Foundation Phase. Cardiff: Welsh
Assembly Government.
Department for Education and Skills (2001), Code of Practice on Special Educational Needs.
London: Department for Education and Skills.
Knowles, G. (eds) (2006), Supporting Inclusive Practice. Suffolk: David Fulton Publishers.
MacLeod-Brudenell, J. and Kay, J. (eds) (2008), Advanced Early Years. Second Edition.
London: Heinemann.
Qualifications and Curriculum Authority (QCA) (2000), National Curriculum: Statutory
Inclusion Statement. http://curriculum.qca.org.uk
Other indicative reading:
Booth, T. and Ainscow, M. (2002), Index for Inclusion: Developing Learning and Participation
in Schools. Second Edition. Bristol: CSIE.
Brown, B. (2007), Unlearning Discrimination in the Early Years. Eighth Edition. Staffordshire:
Trentham Books.
Browne, N. (2004), Gender Equity in the Early Years. Open University Press.
Casey, T. (2005), Inclusive Play: Practical Strategies for Working with Children Aged 3-8.
London. Paul Chapman Publishing.
Department for Children, Schools and Families (2007), Confident, Capable and Creative:
Supporting Boys’ Achievements: Primary National Strategy. London: DCSF Publications.
Department for Children, Schools and Families (2007), Supporting Children Learning English
as an Additional Language: Primary National Strategy. London: DCSF Publications.
Department for Education and Skills (2003), Aiming High: Raising Achievement of Minority
Ethnic Pupils. London: Department for Education and Skills.
Dukes, C. and Smith, M. (2007), Working with Parents of Children with Special Educational
Needs. London: Paul Chapman Publishing.
Gibson, S. and Haynes, J. (eds) (2009), Perspectives on Participation and Inclusion:
Engaging Education. London: Continuum International Publishing Group.
Griffin, S. (2008), Inclusion, Equality and Diversity in Working with Children. London:
Heinemann.
Hayward, A. (2006), Making Inclusion Happen: A Practical Guide. London: Paul Chapman
Publishing.
Johnston, J. and Nahmad-Williams, L. (2008), Early Childhood Studies. Harlow: Pearson
Longman.
Lindon, J. (2006), Equality in Early Childhood: Linking Theory and Practice. London: Hodder
Arnold.
Malik, H. (2003), A Practical Guide to Equal Opportunities. Second Edition. Cheltenham:
Nelson Thornes.
Nutbrown, C. and Clough, P. (2006), Inclusion in the Early Years: Critical Analysis and
Enabling Narratives. Thousand Oaks: Sage Publications.
Parker-Jenkins, M., Hewitt, D., Brownhill, S. and Sanders, T. (2007), Aiming High: Raising
Attainment of Pupils from Culturally Diverse Backgrounds. London: Paul Chapman
Publishing.
Pugh, G. and Duffy, B. (eds) (2010), Contemporary Issues in the Early Years. Fifth Edition.
London: Sage Publications Ltd.
Robinson, K. H. (2006), Diversity and Difference in Early Childhood Education: Issues for
Theory and Practice. New York: Open University Press.
Wall, K. (2006), Special Needs and Early Years: A Practitioner’s Guide. Third Edition.
London: Paul Chapman Publishing.
Journals:
British Journal of Special Education. Blackwell Publications Ltd.
Child Development – Society for Research in Child Development. Oxford: Wiley-Blackwell
Child: Care Health and Development. Oxford: Wiley-Blackwell
Child Right. Essex: The Children’s Legal Centre
Early Years Educator. MA Education Limited www.earlyyearseducator.co.uk
Early Years – An International Journal of Research and Development. Oxon: Routledge
Journal of Early Childhood Research. London: Sage
Useful Websites:
http://curriculum.qca.org.uk
http://www.childreninwales.org.uk