• Student home
• Things to know this week
• Student news
• Student events
• New students' welcome
• Studying at York
  • Semesters
  • Teaching hours
  • Enrolment
  • Manage your studies
    • Enrol or re-enrol
    • e:Vision and your student record
    • Your timetable
    • Change your plan
    • Programmes and modules
      • Programme specifications
      • Studying beyond your department
      • Module catalogue
    • University study spaces
  • Student Visa holders
  • Study skills
  • Assessment and examination
  • Academic progress issues
  • Graduation
• York Online students
• Support and advice
• Health and wellbeing
• Work, volunteering and career planning
• Study Abroad
• Accommodation
• IT and online services
• Finance
• Student life in York
• If things go wrong

Educational Diversity - EDU00058I

« Back to module search

• Department: Education
• Credit value: 20 credits
• Credit level: I
• Academic year of delivery: 2023-24
  • See module specification for other years: 2024-25

Module summary

The module aims to support students to develop their understanding of atypical development in an educational context. The module will draw upon theories of cognitive and developmental psychology to aid students’ understandings of atypical development. Students will also be introduced to the major theoretical perspectives on atypical development (e.g., theoretical perspectives on inclusion of students with learning disabilities, learning difficulties, attentional difficulties).

Related modules

Module will run

Occurrence	Teaching period
A	Semester 2 2023-24

Module aims

The module aims to support students to develop their understanding of atypical development in an educational context. The module will draw upon theories of cognitive and developmental psychology to aid students’ understandings of atypical development. Students will also be introduced to the major theoretical perspectives on atypical development (e.g., theoretical perspectives on inclusion of students with learning disabilities, learning difficulties, attentional difficulties).

Module learning outcomes

By the end of this module students will be able to:

• Understand the range of ways in which diversity in learner behaviour, attitudes, preferences and needs manifests itself within educational environments.

• Understand past and current theoretical perspectives on inclusive education, and consider the merits of contrasting positions from a range of stakeholders. In addition, understand historical changes in conceptualization of children and adolescents with atypical development.

• Demonstrate an awareness of the interplay between biological, social and cognitive influences on individual variation, and of the development of individual learner differences, including atypical behaviours.

• Understand the implications of individual differences, educational diversity and atypical development for teachers and educational psychologists.

Academic and graduate skills

Students will have learned how to:

• Formulate academic arguments in written and oral form.

• Manage a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation.

• Analyse the ways in which theories and data from differing disciplines can inform each other and enhance understanding (in this case, of educational diversity).

• Contribute to public discussion on atypical development and inclusive education.

• Use the Virtual Learning Environment (VLE) website, and the Internet effectively.

Module content

The following is indicative of the different topics that will be covered:

• Approaches to inclusive education.

• Autism and neurodiversity.

• Language difficulties and dyslexia.

• Down’s syndrome.

• ADHD and disruptive behaviour.

• Stress, worries, and mental health.

Indicative assessment

Task	% of module mark
Essay/coursework	100

Special assessment rules

None

Indicative reassessment

Task	% of module mark
Essay/coursework	100

Module feedback

Individual written feedback reports, with follow-up tutor meeting, if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

Hodkinson, A. (2019). Key Issues in Special Educational Needs, Disability, and Inclusion (3rd Ed.). Sage.

Rogers, C., & Thomas, M.S.C. (2022). Educational Neuroscience. Taylor and Francis.

Sewell, A., & Smith, J. (2020). Introduction to Special Educational Needs, Disability and Inclusion: A Student’s Guide. Sage.

Wearmouth, J. (2022). Special Educational and Additional Learning Needs: An Essential Guide. Sage.