Critical Review and Evaluation of Inclusive Education for General Learning Disabilities (GLD)

A. Critically examine policy and practice with regard to the effective education and inclusion of learners with general learning disabilities (GLD). Consider changes and developments over time and link to current thinking and research.

B. Identify and analyse key issues, dilemmas and debates relating to the teaching, learning and assessment of pupils with GLD. Support your ideas with evidence from research, readings and other relevant sources.

Remember to ensure you are addressing the learning outcomes (LO1, LO2) for this part of the assignment:

• LO1: Demonstrate knowledge and a critical understanding of current thinking and research with regard to the teaching and learning of pupils with general learning disabilities (GLD).
• LO2: Demonstrate an understanding of a range of assessment principles, methodologies and best practice approaches in response to pupils with GLD.

Suggested Structure

This is a suggested format. If you use a different structure, you must ensure that the guidelines are followed within your own structure. Please ensure your writing is sufficiently critical and follows academic writing guidelines outlined in the Student Handbook. Suggestions in bold will help ensure you are meeting the assessment criteria.

Assignment Briefing Part 2

A Critical Evaluation of Effective Support Strategies for Learners with General Learning Disabilities (GLD)

(2500 words)

A. Select and critically evaluate two different evidence-based support strategies or approaches for ensuring the participation and engagement of learners with GLD.

B. Justify your selection with reference to the research literature and reflect on how your selected support strategies/approaches help ensure curriculum access and participation and enhance inclusive education for learners with GLD.

Remember to ensure you are addressing the learning outcomes (LO3, LO4, and LO5) for this part of the assignment:

• LO3: Be familiar with a range of effective accommodations and modifications, which support the effective participation of pupils within the specific curriculum areas of mathematics, literacy, and social skills development.
• LO4: Identify and form critical judgements about a range of issues in relation to the teaching of pupils with special educational needs to inform best practice.
• LO5: Critically reflect upon the implications of your knowledge of the issues associated with curriculum access for students with GLD for your classroom practice.

Suggested Structure

This is a suggested format. If you use a different structure, you must ensure that the guidelines are followed within your own structure