Supporting Learning II. Assessment and Intervention for Complex and Diverse Needs.
| Code | School | Level | Credits | Semesters |
| PSGY5007 | Psychology | 5 | 20 | Full Year UK |
- Code
- PSGY5007
- School
- Psychology
- Level
- 5
- Credits
- 20
- Semesters
- Full Year UK
Summary
This module will look to consolidate and integrate the learning taking place in Year One. This will lead trainees to gather further information about the legislative, social and educational issues relating to diversity and disability within education, which can then be applied. In doing so, the module will review theory, research evidence and practice, from the perspective of practitioner Educational Psychologists, in the following areas:
- The history and philosophy of ideas, legislation and practice as they relate to the education of children with complex and diverse needs.
- The educational implications of a range of disabilities together with models of disability.
- Relevant educational interventions that can support children and young people with a range of intersecting needs.
- The importance of the philosophy and practice of inclusive education with attention to rights and pupil and parent voice.
- The work of the Educational Psychologist in specialist education and other settings.
- The roles of other professionals involved with children and young people whose needs may be regarded as complex and diverse.
Specified placement tasks linked to this module will be presented and assessed within the Year 2 Professional Practice Development (PPD) Module Placement Portfolio. These are assessed against the Programme’s Professional Practice Requirements Criteria and Standards of Professional Practice outlined within HCPC Standards of Conduct, Performance and Ethics, HCPC Standards of Proficiency (SOPs) for Practitioner Educational Psychologists and BPS Professional Practice Competencies.
Target Students
Postgraduate research students enrolled on the Doctorate in Applied Educational Psychology (Professional Training) Programme.
Classes
- One 3-hour seminar each week for 20 weeks
Module activity included within a series of university-based small group seminar sessions: Elicitation of trainee educational psychologists (TEPs) previous learning and experiences in this area. Tutor-led seminars on research and practice in topic areas sometimes supplemented by presentation by external professionals with specific areas of expertise. Fieldwork visits and activities to locate and experience relevant examples of the professional practices outlined in taught sessions. Simulation and role play exercises, led by tutors, which give trainees experiences from which to begin to develop core professional skills with coaching and pro-forma-guided observational analysis and feedback. Analysis of video examples from professional practice. Small group documentary analysis. Group activities and presentations drawing on observational and documentary analysis tasks. Tutor-led reflection and group learning arising from experiences gained on practical placements. Follow-up and exploration of trainee learning during university-based tutorials. Set reading. Placement links with appropriate provisions including specialist provisions. Teaching input from a range of visiting lecturers with specialist knowledge.
Assessment
- 100% Assignment: Assessment will be by one 4000-word case study linking professional practice with appropriate literature around supporting children and young people who are considered to have complex and diverse learning needs.
Assessed by end of designated period
Educational Aims
To further trainee knowledge, skills, objectivity and confidence in assessing and intervening with pupils whose needs are felt to be complex and diverse. To consolidate trainee awareness of the philosophical debates which relate to special and additional educational provision being made for pupils with complex and diverse needs. To equip trainees with a balanced and considered perspective to enable them to carry out sensitive and collaborative casework in relation to pupils with complex and diverse needs. To acquaint trainees with the complexities involved in working in a multi-disciplinary and multi agency context. To equip trainees with the awareness, skills and sensitivity to work effectively in partnership with the children and young people, and their families who have been described as having complex and diverse needs, considering the potential barriers to their engagement with learningTo inform trainees about the needs of young people with the more commonly-occurring issues of diversity and disability and to consider a range of evidence-based practice interventions. To locate assessment and casework as a part of a professional problem-solving process which combines evidence-based practice with professional expertise.Learning Outcomes
A Knowledge and Understanding
1. The history and philosophy of working with pupils deemed to have Special Educational Needs and Disability (SEND), including significant policy and legal developments and issues of complexity and diversity of need.
2. Models of disability, impairment and neurodiversity and the ways in which these impact upon provision for pupils.
3. The range and nature of special and additional educational assessment and provision for children and young people with complex and diverse needs, including bilingualism and sensory impairment
4. Educational interventions and methodologies which are evidence based and sensitive to the needs of the child of the child or young person as well as their families.
5. Educational Psychologist's role in relation to the legislative context, including providing advice to the Local Authority to fulfil legal and statutory requirements.
6. Attainments and expectations in the education of children across all four areas of the SEND DfE Code of Practice as well as where there is intersectionality of need (for example, socio-economic status).
7. Issues of diversity, inclusion and advocacy for children and young people with complex and diverse needs (for example, race, religion, gender and sexuality).
8. Issues of diversity, inclusion and advocacy for complex and diverse needs.
B Professional Practice Skills
1. Demonstrate professional and ethical practice which adheres to professional codes of conduct, ethics and proficiency, through demonstrating the ability to operate effectively within legal, national and local frameworks for educational psychology practice.
2. Maintaining a personal and professional critical self-awareness in relation to developing effective learning interventions in educational settings, along with the learning environment.
3. Maintaining sensitivity to issues of bias and equitability in relation to the learning needs of pupils.
4. Implementing directly, and through others, interventions appropriate to a range of formulations.
5. Selecting levels of intervention that are the most effective and feasible in the varying contexts of the problem presentation.
6. Formulating an appropriate EP course of action and evaluation strategy grounded in a sound theoretical and/or evidence base.
7. Engage in consultation, assessment and intervention planning with teachers, pupils, parents and other professionals.
8. Provide written accounts of professional consultations, assessments and intervention planning for a range of recipients.
9. Engage in skilled behaviour as a consultant in the assessment and development of effective learning interventions.
Conveners
- Marie House