Units

• Further Development Of Special Education Needs Coordination In Schools (Distance Learning) (EDC112-6) Compulsory
• Introduction To Special Education Needs Coordination In Schools (Distance Learning) (EDC111-6) Compulsory

Each unit in this course has its own assessment. Wherever possible, the specific focus of assignments is negotiated individually between the unit tutor and the student, within the parameters of the unit, in order to ensure that the assignment meets the personal and professional needs of the student. The course provides students with a carefully planned and coherent sequence of learning opportunities that facilitate their development via diagnostic, formative and summative assessments. There are six assessments across the two units. The first assessment in Unit 1 requires application of personal understanding of current legislation and associated Regulations to the individual context with a critical and analytical reflection on the extent to which current school or college practice is both inclusive and compliant with the law. Assessments then move to a focus on critical application of assessment theory and research to the assessment of individual learning and behaviour needs, the design, development, and implementation of an individual plan linked carefully to needs, and critical analysis of the effectiveness of this, together with reflection on the implications for future planning. The assessments in Unit 2 follow a similar pattern but at institutional level: analysis and reflection on current school/college policy in areas related to special educational needs and inclusive practices and the negotiation of any improvements required; analysis of weaknesses in areas of special educational needs and disabilities provision, the design, development, implementation, critical evaluation, and reporting on a small-scale practitioner research project focused on addressing the weakness in one priority area. At this level the expectations, in terms of the quality of work produced, is high and students will need to take active control of their learning. At Masters level the expectation is that students are autonomous and confident learners, will undertake assessments that are challenging and require mature argument and sustained research, and fluent and cogent presentation. Students are encouraged in their assessments to draw upon an extensive range of literature to demonstrate a deep theoretical understanding and communicate effectively in written and oral form. Assessments at Masters level reflect the greater challenges in terms of skills and intellectual understanding specified in unit learning outcomes, and in particular, the emphasis placed at this level upon the capacity to engage in reflective practice, synthesis, comparison, contrast and to critically evaluate theoretical and methodological concepts. The assessments are designed to test understanding of theoretical concepts through their application to a given context. The assessments test the ability to construct a reasoned, sustained and coherent argument, and to articulate it fluently. Students are required to demonstrate an appropriate level of research, of independent argument, and to reference in an appropriate way. They will also provide evidence of knowledge and understanding, allow students the opportunity to express their individual responses to a topic or issue, and to demonstrate research into a given topic. Through the assessments designed for units, students will practise and reinforce skills in information technology and information retrieval (e.g. word processing, internet and electronic journal searching), quantitative and qualitative data handling, skills using IT, together with Key Skills and skills associated with conventional academic tasks. Unit assessment is based on specified learning outcomes and assessment criteria. The assessment must be passed for students to complete the unit. The unit templates state clearly the aims, objectives and learning outcomes of the unit, and delineate the criteria of assessment for each outcome. The unit assessment feedback forms refer back to the criteria for M-level study as well as the learning outcomes for the TDA (now National College for Teaching and Leadership) National Award, and offer detailed comment to the student on the assessment piece. Both units must be passed (credited) at the appropriate level to achieve the qualification. In summary: - Units are assessed by the production of evidence to meet the unit outcomes specified for the Level of award for which the student is enrolled, and meeting the appropriate Level Criteria as specified in the Handbook. All outcomes must be met for a unit to be credited. Students must submit for a unit within one year of starting it. There is a formal requirement to request deferral to the Course Board (Assessment) after the conclusion of teaching for the unit. Any deferral is subject to UoB regulations.