BA (Hons) Special Educational Needs, Disability & Inclusion and Theology, Philosophy & Ethics

This module will build and expand upon issues considered in Level 4 module, From Excluded to Included: A Century of Change. You will critically consider effective practice in a range of diverse settings and demonstrate increased knowledge and understanding of how individual needs are met. This module will also extend understanding of ideologies with reference to human rights of inclusion. Exploration and consideration of differing international practices will be undertaken. You will examine a range of diverse needs, considering cause and impact upon learning supported by up to 48 hours placement. By the end of the module, you will be able to reflect upon the impact of legislation and practice in meeting the learning needs of a range of disabilities. This module will contribute to an understanding of leading and managing (Level 6).

This module will introduce you to a critical consideration of global perspectives in SEND and inclusion. The module will draw on wider aspects of comparative education to identify a theoretical framework for you to critique specific elements and approaches such as differing national approaches to the management of learners with SEND, the development of national policies and practice and reflections upon the way systems within the UK have responded. You will have the opportunity to develop your own interest through researching SEND beyond the UK in a country of your own choice. Enrichment will be sought through the development of international links where appropriate.

This module will explore the historical relationship between the World’s main religions and the environment. It will place the issues that surround our environment in an historical context in order to ask whether these religious organisations contributed to the problems facing our planet since the advent of industrialisation and whether they can now contribute to a solution. It will explore sacred text from the Jewish Torah, the Bible, the Koran as well as the Eastern texts from Hinduism and Judaism in order to determine their significance in terms of Green issues. It will also explore the modern contributions from historians, such as Lynn White, through to theologians such as Sean McDonagh, as it assesses the contribution of the eco-theology movement to the wider disciplines of Theology and Ethics.

This module builds on the introductory themes studied at Level 4. The module content offers you the opportunity to explore selected accounts of psychic and paranormal activity in the UK and elsewhere, considering popular, scientific, and theological explanations for these phenomena. Historical mainstream and alternative religious teachings about angels, spirits, miracles, mystical experiences etc are explored, and a study is made of established mystery cults and sects, and the conspiracy theories which have often surrounded them.

This module covers a broad sweep of the of three major world religion’s attitudes towards and treatment of women particularly that of Christianity, Judasim and Islam. It looks at the contributions to theology and spirituality of some of outstanding women; scriptural women such as Esther, Deborah, Mary mother of Jesus and Mary Magdalene, historical women such as Hildegard of Bingen, Julian of Norwich, Teresa of Avila and the more modern contributions made by feminist theologians such as Mary Daly and Rosemary Radford Ruether. This module provides you with an arena in which to apply previously acquired knowledge and skills in order to engage with the study of women thinkers and writers of theology and spirituality.

This module explores a range of issues encountered by learners at different stages of their educational journey and critiques policy in meeting needs. It examines differences, which some children or adults may experience in their learning, which has been interrupted through medical or social causation and labelled as SEND. Two main themes run through the module which are consideration of individual needs and the reality of provision supporting these needs. The module will also explore the impact of sociological changes upon learning, for example cultural changes in relation to new arrivals to the country, both at the level of the individual learner and the wider issues for the family. You will consider the learning environment and the assessment of individual learner needs and the role of the wider stakeholder groups including parents and carers in maximizing learner participation in the educational process. You will explore reports and guidance in order to appreciate the role of evidence and its application within the learning environment.

This module covers a broad sweep of the last 2,000 years of major world religion’s attitudes towards and treatment of women and in particular that of Eastern Religions and new religious movements. It looks at the contributions to theology and spirituality of some of outstanding women as well as the experiences of women who belong to these faiths. This module provides you with an arena in which to apply previously acquired knowledge and skills in order to engage with the study of women thinkers and writers of theology and spirituality.

This module will consider a range of factors, which can often impact upon learning and may potentially go unnoticed. You will consider different impacts of psychological, social and emotional disruption upon learning. This will range from prejudices, global and local social exclusion to mental well-being and academic progress. By the end of the module, you will recognise how a range of issues can affect individual learning needs and understand how different support networks and interventions can enable positive learning and life experiences for those who face hidden inequalities. You will be encouraged to engage in determining the content of the module.

After preliminary consideration of what is meant by 'modernity', 'religion' and 'atheism', this module examines the thought of some central thinkers, theistic, agnostic and atheistic, and the implications of their thought for religious questions. Some of the most central themes in Enlightenment and post Enlightenment Western religious and atheistic philosophical debates will be examined and evaluated in order to engage students with both the history and the latest developments in core religious, philosophical and ethical issues.

This module looks at the historical relationship between Religion and acts of political violence. It will examine Christian, Islamic, Judaic, Buddhist and Hindu responses to politics, violence, and the world. It will explore the issues raised by modern conflict, war and terrorism in order to discuss their implications for theology. In particular it will offer insights into how and why religions might regard acts of violence as an appropriate expression. It will provide opportunities to encounter issues of war, terrorism, and liberative theological thinking. It will offer an in-depth exploration of the implications these global issues have for Religions, and will critically engage you in the responses of World Religions to these challenges. This module will look at the role of Islam, Hinduism and other religions in confronting issues of terrorism, war and globalisation. Various responses of religious individuals will be discussed, such as Martin Luther King, Ghandi and Malcolm X, to political and social problems. Finally it will discuss the future for World religions in the 21st Century.

This module introduces you to spectrums and kaleidoscopes of complex needs and disabilities and their affects upon learning and behaviour. You will have the opportunity to explore in depth the autistic spectrum disorder (ASD) and develop knowledge and understanding of current thinking, policy, approaches and strategies to supporting individuals with complex needs in education and social settings. The module explores the relationship between autism, neurodiversity and its co-existence with other disabilities. Much like a kaleidoscope, the presentation of comorbidity differs between individuals and you will gain further insights into environmental and external factors which complicate learning trajectories at different stages of development. You will be encouraged to demonstrate a critical knowledge, and understanding of the complexity of autism, reflect and compare national and international research and practice.

This module introduces you to a critical evaluation of issues associated with the leadership and management of policy and practice in SEND and inclusion. The syllabus will include the principles of educational leadership and management with emphasis on the roles and responsibilities of professionals in schools and other educational settings in relation to provision for SEND/Inclusion (e.g., headteacher, SENDCO, class teacher, special needs support assistants). Consideration will be given to the role of the SENDCO and the national Standards for SENDCOs and implementation of the Special Needs Code of Practice(2015). Other key issues introduced will be cultural, contextual nature of being a leader and the importance of inter, and intrapersonal skills in creating change. Consideration will be given to the emotional impacts in roles of leader and follower and, how this is enacted at different levels across society. By the end of the module, you will demonstrate the ability to reflect on your own abilities to support and/or drive organisational change and policy implementation at a level appropriate for those completing an undergraduate degree programme.

The module will equip you with transferable and practical skills required for conducting ethical research suited to a range of pedagogical and professional settings e.g., education, social care, health and social work. Lectures and seminars will focus on the nature of educational and social research, including undertaking ethical research; research paradigms; research methods and design; the use of literature in guiding and informing research; and the presentation, interpretation and communication of findings. This module will require you to select and devise a capstone project in relation to Inclusion and/or Special Educational Needs and Disability (SEND) using one of the following designs: 1-Primary research (you will define a specific research problem and devise a research plan to collect and analyse primary data); 2-Secondary research (you will define a research problem and devise a plan to collect and analyse secondary data); 3-Creative project (you will provide an evidence-based rationale for a creative project that is designed to support learning, inclusion or wellbeing of an individual or group with SEND. Examples include writing literature; designing a game; designing a workshop); 4-Community/Work-based project (you will propose an evidence-based activity that is designed for a community or work-based setting and that elicits new information about a problem, or is designed to support learning, practice, or inclusion in community or work-based setting. Examples may include service evaluation; professional development; training to colleagues or service-users, developing online learning resource).

This module requires you to implement, evaluate and present your chosen research-informed project on the topic of Inclusion or Special Educational Needs and Disability. You will practice and develop the research skills introduced in previous modules, applying them in a more independent manner, and in line with ethical research practice. You will use your research skills to either 1-collect and analyse primary or secondary data to answer a research problem; or 2-to implement and evaluate a practical creative or work-based project. You will deepen your knowledge of SENDI and offer insights, through the construction of substantial enquiry, into a contemporary contested concept. There is no formal syllabus for this module, but you will be invited to attend taught sessions as offered. You will proactively manage the development of your conceptual ideas and related arguments, to present your work in a manner suited to your individual project e.g., traditional dissertation, a multimedia presentation and a mini viva or other. There is no placement associated with the module, however, you may arrange your own visits to professional settings to implement projects and gather data, if appropriate.

The module takes as its theme "Crisis and Change" and responds to it in such a manner as to historically narrativise the development and dissemination of knowledge and responses to the theme. It is broken into four segments, with a coherent link provided to what came before and what will come next. The four are: Crisis of Modernity; The Challenge of Nihilism; Lemons to Lemonade; and Post-Modernity taking students from the end of the 19th century through to today. It engages with topics of what is real and how can we know? Making moral choices, race, humour, gender and non-gender, marginalization, migration and belonging (or not). The four sections are infused by the question of where religion sits within these topics - consciously and unconsciously -for the creators and the readers / consumers, and what do we mean by 'religion'? You will be exploring thinkers such as Nietzsche, Kierkegaard, Adorno, Beauvoir, and Hooks. You will also be reading works by sociologists of religion, specifically Tricia Rose, Rachel Wagner and Francis Stewart, and popular writers such as Reni Eddo-Lodge. In addition you will be working on the following films: "Black Swan", "Calvary", "Trainspotting", "In Time", and "Pulp Fiction". You will be examining television shows, specifically "Gone Too Far" and "Best of Times, Worst of Times" and will engage with two documentaries, Dave Chappelle's "Black Party" and "The Taqwacores". You will also be taught how to analyse and critically respond to music, not necessarily in the genre you would choose to listen to. This will focus on "Big A, Little A" by Crass, "Sinnerman" by Nina Simone, "All Along the WatchTower" by Bob Marley, "Lust for Life" by Iggy Pop, and a selection of Krishacore and Taqwacore bands. Finally, you will engage with video games, specifically "Far Cry 5" and "Bioshock" as a new medium with a very powerful message.

You will undertake a project, drawing on tutors’ advice as well as your own interests and instincts. You will conduct your researches through self-formulated questions, supported by the gathering of relevant information and opinion along organised lines of enquiry. The relatively modest guiding role of the supervisor means that students will be empowered to develop their skills of initiative and responsibility. You will more fully understand the opportunities in, and vicissitudes of, advanced independent study, further defining and drawing upon your styles of learning. You will proactively manage the development of your conceptual ideas and related arguments, using the challenge of the abstract and working bibliography to summarize both quantitatively and qualitatively the research you have undertaken; and that of the dissertation itself to construct an advanced piece of literary scholarship that is both conceptually and structurally strong.

During this module you will undertake a project, drawing on tutors’ advice as well as your own interests and instincts. You will conduct your researches through self-formulated questions, supported by the gathering of relevant information and opinion along organized lines of enquiry. The relatively modest guiding role of the supervisor means that you will be empowered to develop your skills of initiative and responsibility. You will more fully understand the opportunities in, and vicissitudes of, advanced independent study, further defining and drawing upon your particular styles of learning. You will proactively manage the development of your conceptual ideas and related arguments, using the challenge of the abstract and working bibliography to summarize both quantitatively and qualitatively the research you have undertaken; and that of the dissertation itself to construct an advanced piece of literary scholarship that is both conceptually and structurally strong.