Liverpool John Moores University, BA (Hons), Education Studies and Special and Inclusive Needs

A wide range of modules are offered and each is structured in a way to ensure that the student develops their understanding of the key issues in education and English; at each level the student is required to complete 120 credits, made up of a certain number of core modules, and a number of optional modules at levels 2 and 3. Level 1: At this level the student is required to complete all of the following core modules: history, sociology and philosophy of education; introduction to higher education study; modern Britain; the psychology of education; creativity and human development; social and political context of inclusion; observation and practice; communication skills. Level 2: at this level there is a mixture of core and optional modules; the core modules include: policy, politics and curricula; educational diversity; developing employment skills; creative approaches to learning; equality and human rights; practitioners and practice; the optional modules include: radical education; gender and education; inside the primary classroom; secondary education and beyond. Level 3: at this level there is a mixture of core and optional modules; the core modules include: education, globalisation and social change; independent inquiry; the optional modules include: critical perspectives in educational psychology; how children learn mathematics; education and the arts; learning for life; work related learning; language, literacy and learning; critical issues; embodiment and learning; learning to facilitate.

Education studies and special and inclusive needs represent 2 areas of study that have developed in significance over the last 20 years; the course is designed to meet the needs of both the providers and clients in a changing educational world; to this extent, the special and inclusive area of the course identifies the theoretical and practical understanding that is required to work in an educational setting, in order to meet the needs of a range of pupils and adults; the course has been deliberately entitled so that the notion of inclusion, diversity in the widest possible sense, is at the forefront of the student’s mind; therefore, issues such as ethnicity, gender, ability, class, disability and those areas more traditionally thought of as ‘special needs’ such as autism, behaviour and specific learning difficulties, are dealt with from both an academic and vocational perspective.