EDM188-Educating Diverse Groups

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Terms in which taught: Spring term module
Non-modular pre-requisites:
Modules excluded:
Current from: 2021/2

Module Convenor: Prof Catherine Tissot
Email: c.tissot@reading.ac.uk

Type of module:

Summary module description:

This module provides an opportunity for students to gain a better understanding of the diverse groups that are seen in schools and settings.  This includes children with disabilities as well as other disadvantaged groups that a teacher may see in a mainstream classroom. It explores the theoretical basis for inclusion as well as the impact this has on practice. It will also debate the impact that diverse groups have on society. Topics covered include:  inclusion, social justice, the way England supports diverse groups of children including some specific disabilities such as autism spectrum disorder, and dyslexia, as well as how we support other minority groups such as issues relating to gender, socioeconomic disadvantage and ethnicity.  etc.  Each session will start with an exploration of recent academic literature and provide a description, history and current research. 


  • To develop an understanding of the different groups of learners and the impact this may have on their education and educational setting

    • To contextualise the meaning of inclusion and the impact this has on educational settings

    • To develop an understanding of current research on the specific types of disabilities and disadvantaged groups

    • To increase understanding of the approaches to teaching specific types of diverse groups

    • To increase awareness of the historical context of disability and diversity as well as current government guidelines

Assessable learning outcomes:

  • Critically evaluate contemporary research on the nature of disability

    • Critically analyse recent national initiatives on the teaching of children with additional learning needs 

    • Development of an academic argument on one aspect of disability and the impact on practice

    • Critically evaluate their current or past practice in the light of evidence

Additional outcomes:

  • Enhanced understanding of the research around best practice in working with students with additional learning needs 

  • Opportunities to discuss and debate issues related to disabilities and the impact this has on society

Outline content:

This module explores some of the key disabilities and differences found in educational settings. It is informed by historical context in relation to both current research and best practice for children and young people with additional learning needs.  Meeting the needs of these children and young people will be considered within the global move towards inclusive practice. This module is taught in the evenings.

Global context:

This module will often deal with international or national issues by exploring academic literature and practice in other countries. 

Brief description of teaching and learning methods:

The central delivery is through taught lectures by the Institute of Education’s researchers who are experts in their field.  The weekly sessions are designed to encourage small group discussion of the topic to share international best practice. Individual tutorials can be arranged to provide feedback on formative assessment.  

Contact hours:
  Autumn Spring Summer
Lectures 22.5
Seminars 2.5
Guided independent study: 175
Total hours by term 0 0
Total hours for module 200

Summative Assessment Methods:
Method Percentage
Written assignment including essay 100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

There will be one written assignment of 4000 words.

Formative assessment methods:

Students will be set regular tasks on which form the basis of group discussions for each taught session.  

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy “Penalties for late submission for Postgraduate Flexible programmes”, which can be found here: http://www.reading.ac.uk/web/files/qualitysupport/penaltiesforlatesubmissionPGflexible.pdf
The Support Centres will apply the following penalties for work submitted late:

  • where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
  • where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.
The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:


Reassessment arrangements:

Resubmissions must be submitted within one calendar month of the notification of failure.

Additional Costs (specified where applicable):

1) Required text books: 

2) Specialist equipment or materials: 

3) Specialist clothing, footwear or headgear: 

4) Printing and binding: All reading is available on the electronic data bases which can be accessed via the library website. Students are not expected to print off reading, but may do so if they wish.  A small amount of printing (5-10 pages) may be needed for the workshop session to share with peers.

5) Computers and devices with a particular specification: 

6) Travel, accommodation and subsistence: 

Last updated: 6 December 2021


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