BA (Hons) Special Educational Needs, Disability, Inclusion and Childhood and Family Studies (Top Up)

Within this module you will explore the ways in which early childhood professionals make provision for play and playful approaches to learning and teaching, how they design play/learning environments, and all the pedagogical decisions, techniques and strategies they use to support or enhance learning and teaching through play. You will also be able to enhance your understanding of critical issues on play pedagogy in theory and in practice by drawing on research and literature that focuses on different types of play, different aspects of play behaviours, child-centred play, and interactions in communities or groups of players. You will also have the opportunity to critically reflect on your own role as an early childhood practitioner in planning for play, using playful pedagogical approaches in adult- and child-initiated activities, and engaging with children on their terms and with respect for their meanings.

In this module you develop your critical understanding of the theoretical perspectives underpinning Specific Learning Difficulties (SpLD). You will have the opportunity to examine the particular support requirements of individuals with SpLD and evaluate different approaches when meeting individual support requirements. You will also critically analyse the identification, assessment and enabling strategies with a focus on controversial issues surrounding dyslexia. You learning on this module will allow you to recognise the importance of promoting social inclusion for individuals with specific learning difficulties both within education and society.

The module will enable you to consolidate and extend your knowledge of the policy framework within which Special Educational Needs and Disability (SEND) legislation has been developed. You will analyse inclusion theories and the nature of the impact that SEND as a concept has had in England. It will enable you to develop a theoretical understanding of both statutory assessment and the values and principles of inclusive practice, within a range of settings. There will be an opportunity to consider, through comparative work with other countries and systems, alternative approaches to supporting children and young people with education, health and care needs. The impact of the "cliff edge" of provision at 25 for young adults will be considered and there will be critical analysis of the impact of SEND policy on families. By actively engaging with the module you will develop your understanding of statutory assessment and the ways in which processes such as this shape and define the concept and use of the term special educational needs.