A look at the two new MA in Leading Inclusive Education modules

Following the successful launch of the Leading Inclusive Education MA, Maddie Ralph explores the forthcoming Learning Differences and Communities and Culture modules.

Learning Differences

This module will enable delegates to get to grips with a broad range of learning needs – including SEND, EAL, gifted and talented, and pupils with literacy difficulties. It enables them to focus on needs that are useful to their practice and setting. Delegates will understand how contemporary thought, guidance, legislation and research in this area apply in their setting. They will evaluate, understand and apply their learning, and will think about how best to lead staff to make a difference to children and young people with learning differences.

Strand one of this module concentrates on understanding learning differences and inclusion. As well as refreshing their understanding of learning theories and typical cognitive development, delegates will explore different perceptions of learning differences and inclusion, and models of disability, and consider some controversial issues around difference. This will enable them to build a picture of various learning differences and the provision currently made for them in their setting. They will also be able to learn about the national picture, (re learning differences and inclusion) and reflect on responsibility, accountability and leadership.

Strand two will enable delegates to review provision for an area of learning difference, by first revisiting the waves of intervention model of support for children and young people with learning differences. They will go on to learn about the graduated approach to SEN support, how this is applied to other groups, and consider how well their setting implements this. Delegates will work with their colleagues to select an area of learning difference where practice could be improved. They will research it, make provision for it in their setting, share their findings and obtain feedback.

In the third and final strand, delegates will build on their learning by developing an action plan for change in their setting. They will reflect on their learning and progress as a leader of inclusive practice, and will look at the next professional development steps that they need to take.

Communities and Culture

This module will allow delegates to develop their understanding of the impact of culture and community on pupils and their families, and the implications of these for education settings. They will encounter a range of cultures and communities that are relevant to them and will get to grips with vital issues around community, culture, identity and multiculturalism. They will learn about the community-based resources that can support their practice, and will think about how best to lead staff and evolve a cohesive approach for a diverse pupil population.

Strand one is based around delegates’ understanding of communities and culture. They will explore their own culture and that of their setting, they will consider a range of perceptions of the concept of community and will reflect on education settings as communities. They will not only consider how identity is defined and shaped, but will also explore issues surrounding community cohesion, examine culture and cultural diversity, and investigate the relationship between diversity and inclusion in communities.

Strand two will lead delegates to a deeper understanding of practice in relation to communities and culture. Through researching diversity, social capital and what it means to be British, they will develop their knowledge of how education settings (particularly their own), can support individual identities and promote a universal sense of belonging. By understanding the role of supplementary schools, and the kind of education that will equip children to participate and achieve (both in school and beyond), delegates will be in a good position to apply their knowledge in the final strand.

In the third and final strand, delegates will focus on leading change in their setting. To conclude their learning, they will work with colleagues to develop an action plan for change in their setting. In common with the previous module, they will reflect on their learning and progress as a leader of inclusive practice and will look at the next professional development steps that they need to take.

To find out more about this programme, take a look at Middlesex University’s website.

What do you think?

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