This module will support the student to develop the knowledge and skills to provide evidence based positive behaviour support to people who present with behaviours that challenge/behaviours of concern. The module will assist the student in developing knowledge and skills to identify the function of behaviours that challenge. The module will also assist the student to develop the knowledge and skills necessary to implement and evaluate interventions that are based on a multi element approach offering both proactive and reactive strategies.

1. Critically analyse behaviour within a social context

2. Critically discuss the theories of behaviour and behaviour analysis

3. Critically discuss the principles of reinforcement

4. Critically analyse the prevalence, causes and maintenance factors of behaviours that challenge/behaviours of concern

5. Functionally assess behaviours that challenge/ behaviours of concern

6. Apply positive behavioural support for preventing and managing behaviours that challenge/ behaviours of concern

7. Evaluate the impact and effectiveness of selected interventions

8. Critically apply ethical principles when developing and implementing behaviour support plans

This module aims to equip the participant with a knowledge and understanding of the development of inclusion, nationally and internationally, considering current legislation, policy and practice. The concept of inclusion is critically analysed with an emphasis on theories and models of good practice. Inclusion is examined in the context of professional practice. The skills, understanding and attitudes of the 'reflective practitioner' are developed. The role of advisor, consultant and manager of the learning environment are critically appraised.

1. Critically evaluate theoretical and conceptual understandings of inclusion and have an understanding of how these impact on policy and practice;

2. Demonstrate knowledge of the historical context and development of the philosophy of inclusion

3. Critically appraise current legislation, conventions, policies, documents, reports and guidelines which are relevant to inclusion nationally and internationally

4. Demonstrate a knowledge and understanding of the development of educational provision for learners with additional needs/learning differences in both the national and wider international contexts

5. Critically examine inclusive practices at school level

This module focuses on developing an in-depth understanding of the concept of literacy. The module provides the participant with an overview of literacy, focusing in particular on the areas of reading and writing, providing the student with an understanding of current innovative research in these areas. It enables the student to develop an understanding and knowledge of literacy assessment procedures and to critically appraise strategies and approaches to developing literacy.

1. Critically evaluate the concept of literacy including theoretical and conceptual understandings of literacy, including digital literacy

2. Critically appraise policies, documents, reports and guidelines which are relevant to literacy practice

3. Critically reflect on factors which influence productive disposition with regard to literacy

4. Critique assessment procedures in relation to literacy (reading and writing)

5. Critically analyse a range of evidence-based literacy interventions and strategies in the area of reading and writing

6. Critically appraise whole school/centre issues relevant to literacy

This module focuses on developing the knowledge and skills required for supporting learners with specific learning difficulties (SLDs) and is underpinned by national and international trends and perspectives in SLDs. It addresses the needs of learners experiencing communication, speech and language difficulties and dyslexia, providing the student with an understanding of the most recent research information in relation to the nature and assessment of SLDs, and the intervention approaches suitable for learners with these difficulties.

1. Critically evaluate theoretical and conceptual understandings of SLDs (Communication, Speech and Language and Dyslexia) and their implications for policy and practice

2. Appraise the historical context, current legislation, conventions, policies, documents, reports and guidelines which are relevant to practice

3. Determine the diversity across the continuum of SLDs and the implications for practice

4. Appraise SLD causes and factors contributing to additional learning needs arising from individual differences, social and school environments

5. Critique identification and assessment procedures in relation to SLDs (Communication, Speech and Language and Dyslexia)

6. Critically analyse a range of evidence-based interventions suitable for use with learners with SLDs (Communication, Speech and Language and Dyslexia)

This module aims to develop knowledge, skills and understanding in relation to effective teaching of learners with Autism and the theories that consolidate the implementation of a learner-centred philosophy which employs a combined-skills approach to meeting the needs of neurodiverse learners. This module has been prepared in response to the need for specialist knowledge and training in the area of Autism. It recognises the developing trends in Autism nationally and internationally.

1. Critically evaluate theoretical understandings of Autism and their implications for policy and practice

2. Appraise the historical context, current legislation, conventions, policies, documents, reports, and guidelines which are relevant to practice

3. Determine the diversity across the continuum of Autism and the implications for practice with reference to transitions

4. Appraise Autism causes and factors contributing to additional learning needs arising from individual differences, social and school environments

5. Appraise the identification and assessment procedures in relation to Autism

6. Critique a range of evidence-based interventions suitable for use with individuals with Autism

This module will focus on developing initial research knowledge and skills. The module will provide the participant with an overview of research, knowledge of data collection methods as well as an understanding of approaches of data analysis. The concept of research is explored, and consideration will be given to quantitative, qualitative and mixed methods of research.

1. Critically discuss the concept of research.

2. Critically appraise research concepts such as Quantitative, Qualitative, Mixed Methods, Validity, Reliability, primary sources, Variable, Experimental Hypothesis and Controls

3. Critically evaluate ethical considerations when conducting educational research

4. Critically explore questionnaires, interviews and observations as instruments in primary data collection

5. Critically explore experiments, tests, and scales as approaches in primary data collection

6. Critically evaluate approaches to data analyses

This module aims to develop knowledge and understanding of General Learning Disabilities(GLD) and the implications for teaching and learning. Understandings of GLD are presented and explored in the context of current educational policy and legislation. This module has been prepared in response to the need for specialist knowledge in a broad range of approaches designed to facilitate the inclusion of learners with General Learning Disabilities. The module is underpinned by national and international trends and perspectives in GLD.

1. Critically evaluate theoretical understandings of General Learning Disabilities (GLD) and their implications for policy and practice

2. Appraise the historical context, current legislation, conventions, policies, documents, reports, and guidelines which are relevant to practice

3. Determine the diversity across the continuum of GLDs and the implications for practice

4. Appraise GLD causes and factors contributing to additional learning needs arising from individual differences, social and school environments

5. Appraise the identification and assessment procedures in relation to GLDs

6. Critique a range of evidence-based interventions suitable for use with individuals with GLDs

This module aims to provide a thorough understanding of the concept of numeracy. It will enable the participant to have an in-depth knowledge of numeracy assessment procedures, and to critically appraise appropriate teaching and learning numeracy and dyscalculia strategies and approaches. It will enable students to demonstrate a knowledge and understanding of adaptive reasoning and to critically reflect on factors which influence productive disposition with regard to numeracy.

1. Critically evaluate theoretical understandings of numeracy including dyscalculia and their implications for policy and practice

2. Critically evaluate the assessment procedures with regard to numeracy and dyscalculia

3. Critically appraise the implications of numeracy in the development of a broad and balanced curriculum

4. Critically appraise appropriate strategies and approaches with regard to numeracy and dyscalculia

5. Critically reflect knowledge and understanding of adaptive reasoning

6. Critically reflect on factors which influence productive disposition with regard to numeracy

This module focuses on developing the knowledge and skills required for supporting learners with specific learning difficulties (SLDs). It addresses the needs of learners experiencing Dyscalculia, Attention Deficit/Hyperactivity Disorder and Dyspraxia/Development Coordination Disorder, providing the student participant with an understanding of the most recent research information in relation to the nature, assessment and some of the intervention approaches suitable for learners with these difficulties. The module is underpinned by national and international trends and perspectives in SLDs.

1. Critically evaluate theoretical understandings of SLDs (Dyscalculia, Attention deficit/hyperactivity disorder and Dyspraxia/development coordination disorder) and their implications for policy and practice

2. Appraise the historical context, current legislation, conventions, policies, documents, reports, and guidelines which are relevant to practice

3. Determine the diversity across the continuum of SLDs and the implications for practice

4. Appraise SLD causes and factors contributing to additional learning needs arising from individual differences, social and school environments

5. Appraise the identification and assessment procedures in relation to SLDs (Dyscalculia, Attention deficit/hyperactivity disorder and Dyspraxia/development coordination disorder)

6. Critique a range of evidence-based interventions suitable for use with individuals with SLDs (Dyscalculia, Attention deficit/hyperactivity disorder and Dyspraxia/development coordination disorder)