PE7068 - Inclusion: Leading Practice in an Educational Environment

What will I learn on this module?

This module will give you the opportunity to explore issues, understandings and knowledge of Inclusive practice in the school or other educational settings, to include those with special educational needs. You will engage in critical discourse with regard to pertinent issues of the Inclusion /SEND agenda.

You will examine the following topics:
• Key principles of inclusion: a whole school approach
• Barriers to change in educational practice.
• Legislation, policy and guidance on supporting learners and their families, parents and carers.
• Pedagogy/Education theory and approaches to delivery for diverse abilities and needs.
• SEND and models of disability
• Appraisal of recent research and implications for Classroom/School Practice
• Developing an emerging philosophy in an ever-changing world of education.

How will I learn on this module?

The programme uses Technology Enhanced Learning as a framework to support and enhance teaching and learning. As a Distance Learning programme, delivery is entirely online via a Virtual Learning Environment (VLE). Each module is supported by numerous interactive sessions over a period of 10 weeks of learning, leading to an assessment submission week (you will study one module at a time). Session delivery captures a variety of formats acknowledging the nature and content of the individual module and subject, alongside your needs as a student. You will also be encouraged to participate in interactive discussion boards, where you will be able to share your thoughts with others and engage in debate. Some sessions are text based, others utilise audio and video tools to deliver the learning materials. All sessions have interactive elements that enable you to enhance your understanding and consolidate your learning, thereby facilitating formative feedback. All modules are supported by online reading lists that provide simplified access to various electronic, digital and hard copy sources. You also can participate in scheduled Blackboard Collaborate sessions, in which you will be able to “video-conference” academic tutors and students.

Within the programme, there are wide ranging opportunities for you to engage actively in research rich learning through problem solving, project work and real-world examples all of which are informed by current research and practice, as well as reading journal papers that develop your theoretical insight. All of the Level 7 modules that form the programme cover each of the four elements of research-rich learning, but with increasing emphasis on you, as a student, being an active participant rather than part of an audience. There is a significant application of research-based (enquiry-based) and research-tutored approaches, the former being significantly supported through organisation-oriented summative assessment.

How will I be supported academically on this module?

There are a range of mechanisms to support you academically throughout your Distance Learning study with us. These will include induction and study support interventions, supported electronically, to recognise the different backgrounds of students entering this programme at Level 7.
You will have the support of an academic Programme Leader from the subject discipline, who will lead the programme from an academic perspective and will be available to support you in terms of any academic guidance you require. From an individual module perspective, you will be supported academically by the module tutor leading the individual module you are undertaking at any given point in time, alongside the receipt of peer support from your fellow participants on your module, be it through Blackboard Collaborate and/or online discussion boards.

What will I be expected to read on this module?

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at:
(Reading List service online guide for academic staff this containing contact details for the Reading List team –

What will I be expected to achieve?

Knowledge & Understanding:
1. Explore and evaluate the role of collaboration in inclusive practice.
2. Critically examine the constructs behind practice and the implications for pupil learning.

Intellectual / Professional skills & abilities:
1. Critically evaluate the dynamics and perspectives of leading inclusive practice with reference to Legislation and Policy.
2. Critically evaluate research and theory in the field of special education.

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
1. Enhance your communication, team working skills and demonstrate intellectual curiosity by identifying appropriate literature to inform your discussions and your written summative assessment.

How will I be assessed?

Formatively you will engage in discussions with your peers on discussion forums. This will include sharing ideas on issues of interest and how you will effectively address these in your assignment. Your tutor will guide you as you plan and structure your assessments.

You will submit a written assignment critically evaluating an aspect of inclusive practice in an educational provision and develop an appropriate CPD programme.
2500 words
MLOs: KU1 & 2; IPSA 1 & 2; PVA 1
You will receive feedback from your tutor and peers as you engage in individual and group tasks and at live sessions. Your grade will be informed by the assessment criteria and the Module Learning Outcomes.





Module abstract

As an education practitioner, it is your duty to ensure that every child gets the education that gives them the best chance in life. This module will support you in the execution of this role. You will be presented with the opportunity to critically examine policy, theory, research and conceptions
of inclusion in order to keep up to date with any changes that may impact on yours and your organisation’s capacity to provide inclusive education.
You will engage in a critical evaluation of a range of teaching and support strategies that underpin person-centred approaches, interrogating the relationship between the holistic, complex and individual needs of the children and young people with special educational needs and disabilities. You will examine theory on teaching and learning as it applies to diverse learner groups and abilities. You will also critically consider the relationship between political, social and educational contexts in the provision of inclusive education. Notions of leadership and managing change will be critically examined.
A critical evaluation of the dynamics and perspectives of collaborative practice in teaching and learning with reference to the SEN inclusion agendas, will broaden your professional knowledge concerning the support of children with SEN, particularly the identification and assessment of their needs. On completion of the module, you will have developed a critical understanding of sensitive and effective ways of supporting and working with families, carers and other professionals in order to enhance learning, thereby promoting an emerging philosophy to enhance school and classroom practice.

Course info

Credits 20

Level of Study Postgraduate

Mode of Study 2 years Part-Time Distance Learning

Location City Campus, Northumbria University

City Newcastle

Start Upcoming Intakes: July 2024, October 2024

Fee Information

Module Information

All information is accurate at the time of sharing. 

Full time Courses are primarily delivered via on-campus face to face learning but could include elements of online learning. Most courses run as planned and as promoted on our website and via our marketing materials, but if there are any substantial changes (as determined by the Competition and Markets Authority) to a course or there is the potential that course may be withdrawn, we will notify all affected applicants as soon as possible with advice and guidance regarding their options. It is also important to be aware that optional modules listed on course pages may be subject to change depending on uptake numbers each year.  

Contact time is subject to increase or decrease in line with possible restrictions imposed by the government or the University in the interest of maintaining the health and safety and wellbeing of students, staff, and visitors if this is deemed necessary in future.


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