Essay critical debate global perspectives of disability
Assignment 1 brief:Task 1 Essay
Choose some aspects of global policy/legislation and produce a debate about the impact these have on children and young people with SEND.
Within the debate you must include critical analysis of how perceptions of SEND are affected by international and local laws, policy and practice.
task 1: Essay-
Critical debate An essay enables students to develop skills in written communication. It enables the student to demonstrate the ability to construct fluent, logical arguments and bring together different strands of thinking and learning.
Top Tips:Structure of essay Introduction Main body with identified key themes Conclusion References Appendices Discussions may include:
The diverse approaches to SEND support
Integration in global communities
Equity and inclusion in educational settings
Inequalities, stigmatisation and discrimination linked to wealth, gender, ethnicity, language and location Learning outcomes:
LO1 Critically evaluate some aspects of global policy and legislation that impact on children and young people with SEND
LO2 Critically evaluate integration, segregation and inclusion of children with SEND Indicative content Current policy and legislation Global perspectives Cultural barriers Inter sectionality with gender, poverty and other disadvantaging factors Integration as an educational policy perspective Segregated provision Inclusion- a question of attitude and planning Implementation and approaches to inclusion Educational outcomes for children and young people with SEND
Course materials/reading a) Key textsDay, T., Travers, J., Mendicino, K. and Wasihun, B. (2012) Special and Inclusive Education:
A Research Perspective. Dublin: Peter LangResearch Perspective. Dublin: Peter Lang. Norwich, B. (2008). Dilemmas of Difference, Inclusion and Disability: International perspectives. European Journal of Special Needs Education. 23 (4)[Online].
Education for Children with Disabilities in Addis Ababa, Ethiopia:Developing a Sense of Belonging (Inclusive Learning and Educational Equity). Austria: Springer Open.b) Recommended readingRacap, S. (2019).
How complete are individualized education programmes developed forstudents with disabilities served in inclusive classroom settings? European Journal of SpecialNeeds Education.
9. Ethical issues relating to teaching and assessment It is recognised that some topic areas can evoke socio-emotional responses in the students, and that some learners may feel challenged when asked to consider other perspectives. This is managed by creating and maintaining an objective and supportive academic environment within which expression and respect for identity and intellectual commitments is paramount.
All staff are engaged in training and development that encompasses equality and diversity, data protection, health and safety training, safeguarding and an awareness and adherence to college policy in regard to all relevant forms of equality and good practice. This creates a learning environment that fosters openness, tolerance, honesty and responsibility. In accordance with the College Freedom of Speech policy, it is recognised that an individual’s right to entirely free speech may on occasions have to be moderated to avoid either intended or unintended discrimination and harassment or abuse.Any comments which may cause offense will be challenged by the staff team and handled appropriately.
6DN Colleges Group follows the UK Research and Integrity Office’s Code of Practice for Research as its Code of Practice on Research Ethics, BERA and EECERA. Students will apply the principles of ethical research as defined by the British Educational Research Association (BERA), EECERA (2015), National Disability Association (2009) and UoH regulations which are implicit in the principles of children’s rights described by the UNCRC.
Research proposals will require approval from the internal University Centre Ethics Committee in advance of any research activity taking place if it involves collecting information relating to human subjects at the individual level, requires contact with children or vulnerable adults or if it poses any risk to student safety or that of anyone else involved in the research.It is acknowledged that some areas of study raise issues around anonymity and confidentiality. Where this is the case, students will be informed at the start of the module of specific practices and procedures that need to be followed and ground rules for discussions will be established at induction. When students are required to draw on their professional practice they will be reminded to respect anonymity and confidentiality.
