http://www.education.ex.ac.uk/module_information.php?code=EF...

SEN Co-ordination: organisational context (EFPM794)
Aim

This is the second of two linked modules concerned with special educational needs co-ordination in schools. The general aim of this module and the first module together is to equip SEN co-ordinators or aspiring co-ordinators to have the knowledge, understanding and skills to carry out this role effectively in either primary, middle, secondary or special school context. Each module has a distinctive focus and set of aims:

The specific aims of this module which focuses on the organisational context of SEN co-ordination are:
introduce students to the patterns of provision, support services and other agencies working with parents and families
to develop their knowledge and understanding of the roles and responsibilities in developing and implementing a whole school SEN policy (communicating and collaborating effectively with internal and external staff, contributing to professional development of staff)
to develop practical knowledge of whole school planning and identification of resources in relation to school’s SEN policy
to critically examine assumptions about effective teaching and learning in relation to high standards of achievement and behaviour with relevance to pupils with SEN
Both modules also have the following common aims:
to facilitate their leadership and professional competence as it relates to SEN co-ordination.
to foster analytic skills relevant to decision-making in the SEN co-ordination.
to enable practising professionals to build on their existing skills and knowledge base, so that they can deal with professional situations through the use of sound judgement, personal responsibility and initiative, especially where the professional situation may be complex and unpredictable
Intended Outcomes

By the end of the module, students will have the qualities and transferable skills necessary for the independent learning ability required for continuing professional development. In particular:

Subject specific skills:
A systematic understanding of knowledge, and critical awareness of the patterns of educational provision, inter-service organisation as it bears on providing for SEN.
Systematic knowledge about whole school SEN planning, collaborative work with staff.
A practical understanding of established techniques of developing more inclusive practices, whole school planning, monitoring and resource management.
Core academic skills
A systematic understanding of the controversial organisational issues in meeting special educational needs in mainstream schools and an understanding of the historical context.
An ability to handle relevant sources of literature and engage in current debates
Personal and key skills
Independent study and group work, including the analysis and presentation of material and issues through group discussion.
Ability to reflect critically on own reading and group discussions to produce clear arguments
Ability to reflect critically on own personal understanding of the field.
Ability to apply ICT as appropriate.
Making evidence and analysis based decisions.
Negotiation and consultative skills relevant to the field.
Learning / Teaching Methods

There will be the equivalent of three 7-hour teaching days. The taught component will introduce students to key issues (lecture format) after which there will be either face-to-face or on-line discussion. There will also be practical sessions, which will include demonstration, collaborative sharing of good practice, modelling of interaction skills and analysis of video material for classroom use. Seminars will encourage critical reflection and will allow for discussion of the challenges and dilemmas inherent in SEN co-ordination.
Assignments

Students will undertake an action research project which will involve:
Analysing evidence on the operation of their school\'s current policy and practice in providing for pupils with SEN
Identifying goals for future development and working with others towards an agreed goal
Students will keep a reflective diary of their on-going project activities setting out how they plan these activities, carry them out and evaluate them critically. Reference to relevant literature will be included in the planning and evaluation phases.
Assessment

A portfolio of c. 4,000 words or equivalent that will demonstrate how the students have linked theory to practice within their own professional context. The portfolio will consist of :
summary account of their action research project
their critical evaluations of the processes and outcomes of the project
concluding account of their learning on the module relevant to their role as SEN co-ordinators.
Their evaluations and concluding accounts will refer to relevant literature and reflect critical understanding of the field.
Syllabus Plan

Values and perspectives to disability
Management issues as they relate to participants' schools
Roles and responsibilities and their interaction within school
The SEN co-ordination role
SEN whole school developments in the context of school development planning
Developing a school SEN policy including support issues
Strategic planning and resource management
Working with parents and outside agencies, including LEAs
Staff development relevant to whole school SEN developments
Developing negotiation and consultative skills
Monitoring and evaluating whole school developments from SEN perspective
Reading List

CSIE (2000) Index for inclusion. Bristol, CSIE
DfEE (1998) A programme of Action: meeting special educational needs. Sudbury: DfEE
Farrell M (2000) The special education handbook London, David Fulton
Hornby G et al. (1997) Controversial issues in special education. London, David Fulton
Phillips S, Goodwin J and Heron R (1999)Management skills for SEN co-ordinators in the primary school. London: Falmer Press
Thomas G et al. (1998)The making of the inclusive school. London, Routledge.
Wearmouth J (2001)Special educational provision: meeting the challenge in schools. London: Hodder and Stoughton

Il me semble que le mot "education" en français a un autre sens qu'en anglais,non ? D'autre part, pour le titre, s'agit-il de la personne ou de l'action de coordonner ? Dans ce cas, bien sûr, il faudrait lire "coordination"..Bizarre d'ailleurs : coordonnateur mais coordination....