190049 SE Theory of Educational Science: Special Needs and Inclusive Education (2015W)
Theory of Educational Science. Special Needs and Inclusive Education: Inclusive Education Discourses.
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Tu 01.09.2015 09:00 to Mo 21.09.2015 09:00
- Registration is open from Th 24.09.2015 09:00 to Mo 28.09.2015 09:00
- Deregistration possible until Mo 19.10.2015 09:00
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Wednesday
14.10.
15:00 - 18:15
Seminarraum 1 Sensengasse 3a 1.OG
Friday
16.10.
09:45 - 14:45
Seminarraum 1 Sensengasse 3a 1.OG
Saturday
17.10.
09:45 - 14:45
Seminarraum 1 Sensengasse 3a 1.OG
Friday
23.10.
09:45 - 14:45
Seminarraum 1 Sensengasse 3a 1.OG
Tuesday
27.10.
13:15 - 18:15
Seminarraum 1 Sensengasse 3a 1.OG
Wednesday
28.10.
15:00 - 18:15
Seminarraum 1 Sensengasse 3a 1.OG
Information
Aims, contents and method of the course
Assessment and permitted materials
Assessment will include:
1. Active participation in discussions and seminar tasks (20%).
2. Short written task 500 words written response on stimulus material on disability models with the use of two literature references. This written task will be submitted at the first part of the course and allow for timely feedback (30%).
3. Final written task 3000 words critical discussion of the literature in a selected topic. Topics will be provided early in the course and participants can select their own topics in consultation with instructor. Participants will need to identify relevant literature and review it providing a critical discussion in terms of implications for practice (50%).
1. Active participation in discussions and seminar tasks (20%).
2. Short written task 500 words written response on stimulus material on disability models with the use of two literature references. This written task will be submitted at the first part of the course and allow for timely feedback (30%).
3. Final written task 3000 words critical discussion of the literature in a selected topic. Topics will be provided early in the course and participants can select their own topics in consultation with instructor. Participants will need to identify relevant literature and review it providing a critical discussion in terms of implications for practice (50%).
Minimum requirements and assessment criteria
Examination topics
Learning objectives
In completing this unit of study students should be able to:
1. Demonstrate an understanding of the historical development of the fields of special and inclusive education and the factors that have influenced this development.
2. Demonstrate an understanding of different models of disability.
3. Critically engage with different definitions of inclusive education and their implications for practice.
4. Demonstrate a comparative understanding of inclusive education as a universal and localised discourse.
5. Demonstrate an understanding of international policy and its influence on local policy and practice.
6. Apply critical and analytical skills in reading relevant literature.
In completing this unit of study students should be able to:
1. Demonstrate an understanding of the historical development of the fields of special and inclusive education and the factors that have influenced this development.
2. Demonstrate an understanding of different models of disability.
3. Critically engage with different definitions of inclusive education and their implications for practice.
4. Demonstrate a comparative understanding of inclusive education as a universal and localised discourse.
5. Demonstrate an understanding of international policy and its influence on local policy and practice.
6. Apply critical and analytical skills in reading relevant literature.
Reading list
Readings
Armstrong, D., Armstrong, A. C., & Spandagou, I. (2011). Inclusion: By choice or by chance. International Journal of Inclusive Education, 15(1), 2939.
Armstrong, A.C., Armstrong, D., & Spandagou, I. (2010). Inclusive education; International policy and practice. London: Sage.
Florian, L. (2013). (Ed.) The Sage handbook of special education (2nd edition).Vol 1 and 2. London: Sage.
Graham, L., & Spandagou, I. (2011). From vision to reality: Views of primary school principals on inclusive education in New South Wales, Australia. Disability & Society, 26(2), 223237.
UNESCO. (2009). Policy guidelines on inclusion in education. Paris, Fr: Author.
UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Paris: Author.
United Nations. (2006). Convention on the rights of persons with disabilities. New York, United Nations.
Wood, P., Evans, D., & Spandagou, I. (2014). Attitudes of principals towards students with disruptive behaviour: An Australian perspective. Australasian Journal of Special Education, 38(1), 14-33.
World Health Organisation. (2011). World report on disability. Geneva: Author.
World Health Organisation. (2002). Towards a common language for functioning, disability and health ICF. Geneva: Author.
Armstrong, D., Armstrong, A. C., & Spandagou, I. (2011). Inclusion: By choice or by chance. International Journal of Inclusive Education, 15(1), 2939.
Armstrong, A.C., Armstrong, D., & Spandagou, I. (2010). Inclusive education; International policy and practice. London: Sage.
Florian, L. (2013). (Ed.) The Sage handbook of special education (2nd edition).Vol 1 and 2. London: Sage.
Graham, L., & Spandagou, I. (2011). From vision to reality: Views of primary school principals on inclusive education in New South Wales, Australia. Disability & Society, 26(2), 223237.
UNESCO. (2009). Policy guidelines on inclusion in education. Paris, Fr: Author.
UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Paris: Author.
United Nations. (2006). Convention on the rights of persons with disabilities. New York, United Nations.
Wood, P., Evans, D., & Spandagou, I. (2014). Attitudes of principals towards students with disruptive behaviour: An Australian perspective. Australasian Journal of Special Education, 38(1), 14-33.
World Health Organisation. (2011). World report on disability. Geneva: Author.
World Health Organisation. (2002). Towards a common language for functioning, disability and health ICF. Geneva: Author.
Association in the course directory
M3c
Last modified: Mo 07.09.2020 15:36
In unpacking the relationship between special and inclusive education, three core concepts will be used. The first one is disability and the different models used to conceptualise it. A number of models will be discussed and in particular the medical, social and bio-psychosocial models. The second concept is the scope of inclusive education as defined by its construction as a narrow, broad, fragmented or otherwise discourse. In other words, this discussion will examine the extent that inclusive education is seen as a predominantly related to children with disability, broader issues of diversity or to all students. Thirdly, inclusive education as a program of change will be explored by examining whether it is a strategy, an approach to education, or a reform program.
The final part of the course will demonstrate the complexity of inclusion as a universal and localised discourse, policy and practice. A number of examples of will be used to illustrate this complexity including the role of attitudes in understanding inclusion; a comparative analysis of inclusive education in different countries with examples form EU, English-speaking countries and elsewhere; and the potential and limitations of whole-school reform programs.
The course will be structured with a series of combined lectures/seminars. Each session will include a more formal presentation on the topic which will then be followed by an opportunity to engage with a relevant examples and activities. This part of the sessions it is envisaged to be more interactive and collaborative.