University of the West of England
MODULE SPECIFICATION
(Revised November 2002)
Code: |
UTLGJD-20-M |
Title: |
Disability Equality Awareness Raising |
Version: |
3 |
Level: |
M |
UWE Credit Rating: |
20 |
ECTS Credit Rating: |
10 |
Module Type: |
Standard |
Owning Faculty |
Social Sciences and Humanities |
Field: |
Primary and Early Years Education for staffing purposes only Secondary Education and Lifelong Learning for examining purposes |
Valid From: |
September 2008 |
Discontinued From: |
|
Contributes Towards: |
MA Education; MA Education Early Years; MA Education Special Educational Needs PG Dip Education PG Dip Education Early Years PG Cert Education PG Cert Education Early Years |
Pre-requisites: |
|
Co-requisites: |
|
Excluded Combinations: |
UTLGJD-20-1/2/3 |
Learning outcomes:
On successful completion of this module participants will have:
• Gained a comprehensive and critical understanding of a range of perspectives and issues surrounding the social and educational inclusion of those with a disability, particularly the perspective of the disabled community (Comps A and B)
• Reflected critically and knowledgably, demonstrating the capacity for analysis of the social model of disability, the rights of disabled people and current policy and legislation (Comps A and B)
• Developed the effective capacity to employ a variety of communication processes at individual and institutional level that enhance educational settings to be fully accessible (Components A and B)
• Achieved strategic insight into the impact of the physical environment and the potential for additional resources for enhancing participation of people with disabilities (Comps A and B)
• Planned and executed specific actions within relevant contexts that contribute to enhanced understanding of difference and disability (Comps A and B)
• located and used effectively a full range of learning resources, including ICT, critically for study and confidently for teaching and learning; (Components A and B)
• taken independent and self critical responsibility for own learning, guiding the learning of others; (Comps A and B)
• engage confidently in academic and professional communications with others, reporting on action clearly, autonomously and competently (Components A and B)
Syllabus outline:
The module will cover a range of issues drawing upon the expertise of disabled people in the southwest region. IT will cover the current position regarding legislation and policy for the UK and European legislation.; models of disability; language use; social and educational inclusion; organisation of support for all participants in education and mobilisation of resources;
Teaching and learning methods:
This module will incorporate a variety of teaching and learning methods including seminars, lectures, presentations, directed tasks, practical work and small/large group discussions.
Indicative sources:
Reading strategy
BLAKE S & PLANT S (2005) Addressing Inclusion and Inequalities through PSHE and Citizenship London: National Children's Bureau
DfES (2001) Special Educational Needs Code of Practice London: HMSO
GREAVES, I 2005 Disability rights handbook : April 2005-April 2006 London: Disability Alliance
KELLETT M (2005) How to Develop Children as researchers London: Paul Chapman
LEWIS A & LINDSAY G 2000 (eds) Researching Children’s Perspectives Buckingham OUP
STOBBS P & REISER R (2002) Making it Work: removing disability discrimination - are you ready? A training pack for schools and LEAs London: Council for Disabled Children / Disability Equality in Education
RUSTERNIER S Social and Educational Justice: the human rights framework for inclusion
RIESER R & MASON M Disability Equality in the Classroom - a human rights issue London: Disability Equality in Education
SKILL 2000 A Guide to the Disability Discrimination Act 1995 for institutions for further and higher education London:National Bureau for Students with Disabilities
SWAIN J, FINKELSTEIN, FRENCH S OLIVER M (1998) eds Disabling Barriers – Enabling Environments OUP in assoc with Sage Publications
SHAKESPEARE T 1998ed The Disability Reader:social science perspectives London:Cassell
THOMAS G & VAUGHAN M (2004) Inclusive Education: readings and reflections Maidenhead: Open University Press
WILDE, J W 2004 The disability journey : a bridge from awareness to action London: Universal
Journals:
Disability and Society
Assessment
Weighting between components A and B (standard modules only) A:25% B:75%
ATTEMPT 1
First Assessment Opportunity
Component A
A presentation (5 minutes) about proposed actions and enquiry processes into the educational and social inclusion of learners with disabilities
Assessment Criteria
ALM: Conceptual Domain (Core)
The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.
Plus one other chosen from list below:
BLM: Literature Domain
The assignment demonstrates that the student can reference an extensive range of relevant literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature.
CLM: Contextual Domain
The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study and is able to critically engage with the contextual significance.
DLM: Research Domain
The assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic and reflexive manner, identifying and explaining methodological and epistemological issues around the research process and critically analysing and evaluating research outcomes.
E: Ethical Domain
LM: The assignment demonstrates that the student has an awareness of ethical issues arising in or associated with the area of study, showing sensitive engagement with an appropriate ethical framework for interpretation of ideas or for practice. In addition, there is exploration of some of the problematics arising in relation to ethical dilemmas or decisions.
F: Values Domain
LM: The assignment demonstrates that the student can clearly identify and analyse the basis of their own value position and where relevant, the value position of others in relation to the area of study, and critically evaluate associated claims to knowledge.
GLM: Action Domain
The assignment demonstrates that the student can explore the relationship between theory and practice in the workplace, and use reflection to develop personal theory and refine professional practice, with due regard to issues of equity and social justice, critically evaluating professional development needs and/or outcomes.
Component B
A written account on actions and enquiry processes, drawing on directed tasks and summarising the educational outcomes (2.500 – 3,000 words or equivalent)
Assessment Criteria
ALM: Conceptual Domain (Core)
The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.
Plus one other chosen from list above B/C/D/E/F
Second Assessment Opportunity (further attendance at taught classes is/is not required)
Component A
A presentation (5 minutes) about proposed actions and enquiry processes into educational and social inclusion of learners with disabilities
Component B
A written account on actions and enquiry processes, drawing on directed tasks and summarising the educational outcomes (2.500 – 3,000 words or equivalent)
SECOND (OR SUBSEQUENT) ATTEMPT: Attendance at taught classes is/is not required.
Specification confirmed by …………………………………………………Date
……………………………(Associate Dean/Programme Director)