Programme And Module Handbook
 
Programme Specification


Date Specification Approved 28/09/2005
College College Social Sciences
School School of Education
Department Disab, Inclusion & Spec Needs
Partner College and School
Collaborative Organisation and Form of Collaboration
Qualification and Programme Title Advanced Certificate Social, Emotional and Behavioural Difficulties Part-time.
Programme Code 5847
Delivery Location Distance Education
Language of Study English
Length of Programme 1 Year(s)
Accreditations This programme has no outside accreditations
Aims of the Programme To enhance students' knowledge, skills and understanding in relation to Social, Emotional and Behavioural Difficulties (SEBD) with particular reference to: The identification, assessment and provision for children and young people with SEBD; Meeting the educational needs of children and young people with SEBD; Awareness of the range of national and international research based sources; Developing reflective practice based on research evidence; Enable students to engage with continuing professional development involving academic study, reflection and the critical assessment of research in the application of professional practice.
Programme Outcomes
Students are expected to have Knowledge and Understanding of: Which will be gained through the following Teaching and Learning methods: and assessed using the following methods:
The major social, biological and psychological theories of SEBD and their implications for strategies in the education of children and young people with SEBD
A range of strategies of use when meeting the needs of children and young people with SEBD in educational settings
The diversity of needs of children and young people with SEBD
Reflective practice
The problematic nature of identification and assessment of SEBD
Evidence from research of approaches to identification, assessment and provision within educational settings for children and young people with SEBD
Lectures, seminars, web supported learning, videos, course materials will promote active reflective learning. Course materials will provide students with opportunities to assess a variety of strategies and apply these to their professional setting. Students will be expected to reflect upon their experience of children and young people with SEBD and compare this to a body of literature that will consolidate and broaden individual knowledge and understanding of topics taught within the modules. Students will be encouraged to relate and apply this to their workplace settings. Students will be presented with a framework through which they can analyse and reflect upon their practice in relation to identification, assessment and provision. Critical reflection drawing upon available research evidence will form an aspect of activities in course materials. Students will encounter a variety of identification and assessment tools and will explore contextual and implementation issues. Students will be encouraged to access research sources which broaden and deepen topics raised within the modules taken for this programme. Guidance on appropriate sources and some directed reading will be given.
Students will be assessed at the end of each module by either an assignment or a portfolio of 4,000 words. These will require students to synthesise professional experience with the knowledge, skills and understanding gained from the programme in order to meet the needs of young children and young people with SEBD. Students will be expected to show evidence of a breadth of scholarly reading appropriate to the topics they are addressing.
Students are expected to have attained the following Skills and other Attributes: Which will be gained through the following Teaching and Learning methods: and assessed using the following methods:
Students will be able to communicate in a scholarly manner a professional understanding of SEBD
Students will improve their skills in critically assessing sources
Students will develop their personal perspective on the issues surrounding the identification, assessment and provision for children and young people with SEBD
Students will be able to propose bio-social-psycho explanations for SEBD and their implications for meeting the educational needs of children and young people with SEBD
Study skills presented in introductory programme material will highlight key aspects of scholarly presentation. These will be revisited in subsequent modules and when setting assignments. Students will be provided with the opportunity to submit a practice piece of work for assessment which will not be recorded towards their final assessment. Activities within course material, lectures and seminars will provide opportunities that develop the critical interrogation of sources in particular research evidence. Guidance and support will be offered through tutorials on accessing appropriate sources. Students will be actively encouraged to take part in discussions via web supported learning, group tutorials and lectures which will provide opportunities for them to explore their own perspectives.
Criteria for work at this level within the School of Education requires students to display communication skills, critical interrogation of sources, personal perspectives backed with evidence and display their understanding, knowledge and skills within assessed work.