A critical analysis of the relationship between the culture and ethos of your setting/locality and international research on inclusive education provisions for learners with SEND.
Assignment Objectives
Provide an in-depth and insightful analysis of the background legislation, policies and evidence that set the context to inclusion and SEN provision within your locality, together with an analysis of the role language and culture play in enacting best practice.
Structure
It may be helpful to consider the success criteria for this assignment as the structure for your writing, although the exact structure can be varied and we would encourage you to adopt a structure that suits you.
Whatever structure you do adopt, it should be one that:
• Provides a clear and logical structure to your assignment and the argument(s) it contains.
• Uses headings / sub-headings that are useful to the reader.
• Organises material according to the headings you use.
• Provides a clear introduction to the task and summarises your findings and /or conclusions at the end.
• Use appendices to include some of the more descriptive elements of the approaches to ensure your assignment covers more critical debate.
Assignment Length
Your paper should be within 10% of 3000 words excluding your reference list
Criteria
1. To what extent has the delegate demonstrated in-depth knowledge of the research, literature, policy and guidance surrounding this topic?
1a. Delegate demonstrates a comprehensive knowledge of the literature on inclusive education, with a range of references to literature, law, government documents and associated curriculum guidance.
1b. Information from published documents is integrated into an analysis of how these shape and impact on delegate’s own school context and experiences of working with pupils with SEN.
2. To what extent has the delegate demonstrated analytic abilities to compare, contrast, critique, evaluate, analyse.
2a. Delegate demonstrates ability to critically analyse inclusive practice in relation to relevant literature.
2b Evaluation of how the inclusive ethos of the delegates current settings fits within the wider international perspectives on inclusion i.e. UNESCO
3. The delegate is able to express own view with new insights from own practice offering a personal perspective on the issue. Information only available from the delegates own experiences. Applied professional practice included & considered against other evidence.
3a. The delegate reflects critically on the role of language and culture both in terms of identifying SEND and communicating effectively with stakeholders within an international context.
3b. An evaluation of unique challenges of working with learners who have varied cultural identities is given with particular reference to the cultural identities prevalent in the delegate’s setting.
4. To what extent has the delegate demonstrated a high level of scholarship and research skills, through a task that is sequential, ordered and consistent with Harvard referencing conventions.
4a. Structure is well organised, clearly written & logical. Language & grammar are clear & accurate.
4b. Referencing (using Harvard conventions) is accurately undertaken and carefully handled, thereby avoiding plagiarism. Care is given to ethical reporting of the schools used in the assignment (i.e. they should not be identified) and all sources of information are anonymised.
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