About the Special and Inclusive Education programme
Programme length:16 months, full-time (from September – December of the following year)
Programme start date: September
Number of places: 30
Number of credits: 180 / 90 ECTS
Location: Roehampton University, London;; University of Oslo, Oslo; Charles University, Prague; Universiti Sains Malaysia, Penang (optional) and University of KwaZulu-Natal (UKZN) in Durban (optional)
Award: The final degree is a joint award from all the EU universities.
Key areas of study: The MA programme consists of 90 ECTS credits. It requires students to develop their own learning, often quite independently of tutors. Students will be given additional advice and support outside of the academic programme.
Programme length:16 months, full-time (from September – December of the following year)
Programme start date: September
Number of places: 30
Number of credits: 180 / 90 ECTS
Location: Roehampton University, London;; University of Oslo, Oslo; Charles University, Prague; Universiti Sains Malaysia, Penang (optional) and University of KwaZulu-Natal (UKZN) in Durban (optional)
Award: The final degree is a joint award from all the EU universities.
Key areas of study: The MA programme consists of 90 ECTS credits. It requires students to develop their own learning, often quite independently of tutors. Students will be given additional advice and support outside of the academic programme.
Modules for all students
All modules are compulsory.
1. Research Methodology (shared UK, NO, CZ module) 15 ECTS
This compulsory module offers a range of opportunities to learn about different approaches to research and enquiry, both qualitative and quantitative, particularly in the field SIE, and to engage in critical debates related to these approaches. It offers a basis from which students can conceptualise and conduct a piece of research in this field. It will be linked to other modules in the SIE programme and provides a platform for students to reflect on existing research, as well as contribute to and construct knowledge in the field through research.
2. International Perspectives on Special and Inclusive Education (IPSIE) (UK module) 15 ECTS
This module responds to the growing need to contextualise understandings of key concepts and developments in SIE, within an international context. As SIE will attract students from a range of different countries, it is necessary to provide insights into key issues and debates in the field which affect thinking and developments in policy and practice in a range of different contexts. This module provides opportunities for students to learn about, and engage with these key issues and debates, as a basis for analysing and reflecting on what may be contextually and culturally appropriate for their own contexts. Issues raised in this module will support other modules in this programme and enhance their reflections of experience within, and observation of schools in the UK, the Czech Republic and Norway. It is intended to enhance professionals’ knowledge of developments in policy, practice and research internationally in this area, and support their practice in responding to development needs in their own countries.
3. Special and Inclusive Education for Learners with Special Needs (SIELSN) (NO Module) 15 ECTS
This module provides opportunities for students to develop knowledge and skills related to planning, implementing and evaluating SIE. The knowledge, understanding and skills will be related to individual learner development and their participation in an inclusive educational context. It will explore individual and collaborative learning strategies to support children with special needs, particularly those with complex learning conditions. The module includes a focus on the interaction between contextual and individual needs, observation and assessment of environment, communication, development and learning outcomes and developing, implementing and evaluating educational plans for learners with special needs. There will be a specific focus on inclusive education for different special needs such as cognition, speech, language, reading and arithmetic, psychosocial conditions and sensory functions. In this module there will be an explicit link to practice: both practices in the Norwegian educational system and practices in the home countries the students come from. Students will be challenged to reflect on their prior knowledge and experience and to develop their knowledge and skills through the programme, using seminars, presentations and reflective journals. This module focuses on the professional knowledge, the academic knowledge and the personal professional experience of the students. International comparison, critical analysis and reflection will be important tools. Analysis will be undertaken mainly on the level of different inclusive practices (micro-level) and the organization and the network (meso-level).
4. Inclusive Society – Inclusive Education (CZ module) 15 ECTS
This module critically considers different views and perspectives towards aspects of ability and disability and their application of theory and practice in education and related support provisions.
5. Dissertation (shared UK, NO, CZ module) 30 ECTS
This module is designed to enable students to undertake an extended piece of work in an area of their own interest relevant to their professional practice in the area of SIE and in so doing, demonstrate the application of forms of educational inquiry and specific strategies for collecting, analysing, interpreting and validating data within a range of educational contexts within Europe and internationally. The dissertation also enables the student to synthesise learning and practice from the preceding modules and to contextualise these elements in a concentrated research project. It is designed so that students may become autonomous and independent critical researchers into areas of advanced interest and concern in education and practice. It aims to provide a research focus for students to test arguments, assumptions, hypotheses and models of professional practice, including those relating to their own experience.
All modules are compulsory.
1. Research Methodology (shared UK, NO, CZ module) 15 ECTS
This compulsory module offers a range of opportunities to learn about different approaches to research and enquiry, both qualitative and quantitative, particularly in the field SIE, and to engage in critical debates related to these approaches. It offers a basis from which students can conceptualise and conduct a piece of research in this field. It will be linked to other modules in the SIE programme and provides a platform for students to reflect on existing research, as well as contribute to and construct knowledge in the field through research.
2. International Perspectives on Special and Inclusive Education (IPSIE) (UK module) 15 ECTS
This module responds to the growing need to contextualise understandings of key concepts and developments in SIE, within an international context. As SIE will attract students from a range of different countries, it is necessary to provide insights into key issues and debates in the field which affect thinking and developments in policy and practice in a range of different contexts. This module provides opportunities for students to learn about, and engage with these key issues and debates, as a basis for analysing and reflecting on what may be contextually and culturally appropriate for their own contexts. Issues raised in this module will support other modules in this programme and enhance their reflections of experience within, and observation of schools in the UK, the Czech Republic and Norway. It is intended to enhance professionals’ knowledge of developments in policy, practice and research internationally in this area, and support their practice in responding to development needs in their own countries.
3. Special and Inclusive Education for Learners with Special Needs (SIELSN) (NO Module) 15 ECTS
This module provides opportunities for students to develop knowledge and skills related to planning, implementing and evaluating SIE. The knowledge, understanding and skills will be related to individual learner development and their participation in an inclusive educational context. It will explore individual and collaborative learning strategies to support children with special needs, particularly those with complex learning conditions. The module includes a focus on the interaction between contextual and individual needs, observation and assessment of environment, communication, development and learning outcomes and developing, implementing and evaluating educational plans for learners with special needs. There will be a specific focus on inclusive education for different special needs such as cognition, speech, language, reading and arithmetic, psychosocial conditions and sensory functions. In this module there will be an explicit link to practice: both practices in the Norwegian educational system and practices in the home countries the students come from. Students will be challenged to reflect on their prior knowledge and experience and to develop their knowledge and skills through the programme, using seminars, presentations and reflective journals. This module focuses on the professional knowledge, the academic knowledge and the personal professional experience of the students. International comparison, critical analysis and reflection will be important tools. Analysis will be undertaken mainly on the level of different inclusive practices (micro-level) and the organization and the network (meso-level).
4. Inclusive Society – Inclusive Education (CZ module) 15 ECTS
This module critically considers different views and perspectives towards aspects of ability and disability and their application of theory and practice in education and related support provisions.
5. Dissertation (shared UK, NO, CZ module) 30 ECTS
This module is designed to enable students to undertake an extended piece of work in an area of their own interest relevant to their professional practice in the area of SIE and in so doing, demonstrate the application of forms of educational inquiry and specific strategies for collecting, analysing, interpreting and validating data within a range of educational contexts within Europe and internationally. The dissertation also enables the student to synthesise learning and practice from the preceding modules and to contextualise these elements in a concentrated research project. It is designed so that students may become autonomous and independent critical researchers into areas of advanced interest and concern in education and practice. It aims to provide a research focus for students to test arguments, assumptions, hypotheses and models of professional practice, including those relating to their own experience.
Learning outcomes of the programme
These are divided into three areas:
These are divided into three areas:
Knowledge and understanding
The students will:
Systematise their knowledge and understanding of advanced theoretical developments in the field of SIE
Develop an understanding of policy-making and practice in SIE and the roles and skills of professionals required at all levels within the education system as well as outside, e.g. at government, local authority, and school level, as well as the contribution of other local agencies in supporting the needs of learners with a range of special needs
Have a commitment to the importance of theory, research and critical enquiry for enhanced competence in professional practice in an field related to SIE
Have a sound theoretical knowledge of recent and current theoretical, critical and empirical research pertaining to SIE.
The students will:
Systematise their knowledge and understanding of advanced theoretical developments in the field of SIE
Develop an understanding of policy-making and practice in SIE and the roles and skills of professionals required at all levels within the education system as well as outside, e.g. at government, local authority, and school level, as well as the contribution of other local agencies in supporting the needs of learners with a range of special needs
Have a commitment to the importance of theory, research and critical enquiry for enhanced competence in professional practice in an field related to SIE
Have a sound theoretical knowledge of recent and current theoretical, critical and empirical research pertaining to SIE.
Cognitive Skills and Practical Skills
The students will:
Operate in complex and unpredictable and/or specialist contexts related to the field of SIE, and have an overview of the issues governing good practice and policy-making in this field.
Demonstrate an increase in self-awareness, including a realistic assessment of their existing abilities and future development
Demonstrate an enhancement of skills in the design, application and evaluation of research in education, with special reference to SIE and their professional needs, as well as the needs within their context in terms of policy and practice models
Demonstrate an enhancement of their personal, social and academic skills required for effective advanced level academic study.
The students will:
Operate in complex and unpredictable and/or specialist contexts related to the field of SIE, and have an overview of the issues governing good practice and policy-making in this field.
Demonstrate an increase in self-awareness, including a realistic assessment of their existing abilities and future development
Demonstrate an enhancement of skills in the design, application and evaluation of research in education, with special reference to SIE and their professional needs, as well as the needs within their context in terms of policy and practice models
Demonstrate an enhancement of their personal, social and academic skills required for effective advanced level academic study.
Key skills
In addition to the ‘skills’ listed above (which all involve a ‘transferable’ component), the students will be expected to develop the following key skills:
The ability to devise, manage and bring to completion varied-format projects (including a research project), working to deadlines and presenting findings in a variety of formats
The ability to work independently and under supervision as an individual and as part of a team
IT and computing skills (including data gathering and processing, bibliographic searches, word-processing, use of the internet, e-mail and other new media)
The ability to listen to and engage with conflicting intellectual opinions and positions
In addition to the ‘skills’ listed above (which all involve a ‘transferable’ component), the students will be expected to develop the following key skills:
The ability to devise, manage and bring to completion varied-format projects (including a research project), working to deadlines and presenting findings in a variety of formats
The ability to work independently and under supervision as an individual and as part of a team
IT and computing skills (including data gathering and processing, bibliographic searches, word-processing, use of the internet, e-mail and other new media)
The ability to listen to and engage with conflicting intellectual opinions and positions
No comments:
Post a Comment
Thank you very much for your nice Comments.