Educational Diversity - EDU00058I
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 2025-26 |
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:
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Understand the range of ways in which diversity in learner behaviour, attitudes, preferences and needs manifests itself within educational environments.
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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.
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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.
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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:
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Formulate academic arguments in written and oral form.
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Manage a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation.
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Analyse the ways in which theories and data from differing disciplines can inform each other and enhance understanding (in this case, of educational diversity).
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Contribute to public discussion on atypical development and inclusive education.
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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:
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Approaches to inclusive education.
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Autism and neurodiversity.
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Language difficulties and dyslexia.
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Down’s syndrome.
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ADHD and disruptive behaviour.
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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.