Assignment Brief Assessment: Reflection on Learning Disabilities and Special Educational Needs in En

The Purpose of the assignment

Assignment Brief Assessment will be through a written assignment of 4,500 words, where you will be expected to critically reflect upon a chosen focus relating to and learning disabilities.

The Purpose of the assignment will be to demonstrate that you:

• Have the ability to select, analyse and critically respond to relevant academic sources in your area of interest

• Are able where possible to relate your reading in a critical and analytical way to practice in your own professional context.

• Critically evaluate current understandings of Specific Learning Difficulties /Autism Spectrum / Sensory Impairment (etc) from a national and international perspective. Drawing upon the evidence consider how these

• Explore the dilemmas and solutions for special educational needs in England and Wales. It is not possible to cover all aspects within the module programme and so you are able to explore other special educational needs and learning disabilities.

This might include, children and young people with profound or severe learning disabilities, Down Syndrome, Foetal Alcohol Syndrome. Structure and content of assignments: Ensure that the title of the assignment is clearly displayed and that set and negotiated criteria have been followed.

a) Construct a plan (see Appendix 1) before commencing the formal writing of the assignment. The plan will support you in providing a good logical structure with clearly defined sections and sub-sections.

A well thought out plan, agreed with your tutor, will help you to identify the overall structure. Remember that you are now working at Masters Degree level and all work presented must be constructed using critical evaluation and deep analysis of the key issues.

b) Assignments should develop to include a beginning, middle and end i.e., an introduction setting the context and indicating the scope of the essay, a central section or sections giving the main arguments in a balanced form, and a concluding section summarizing the arguments and giving the writer’s views based on the evidence presented.

c) Coherent themes and lines of argument should be clear, together with brief statements of any consciously rejected theme.

d) Original thought, arrived at after appropriate reading, is significantly more valuable than the presentation of undigested quotations. Sources of information should be acknowledged and referenced using the Harvard System.

The use of non-sexist expression and terminology is required at all times. The student must write in the third person and the use of unsubstantiated anecdotal detail is to be discouraged. Above all, remember that a well written assignment is not necessarily a good assignment response. At all times keep the title and set criteria in mind to guide your work.

Structure and content of assignments

The following provides students with some general guidance to consider and reflect upon whilst preparing the assignment:

• Examine the title: What are the procedure related words in the title?

• Critically evaluate: weigh arguments for and against something, assessing the strength of the evidence on both sides. Use your reading to substantiate which opinions, theories, models or items are preferable.

• Discuss: write about the most important aspects of (include criticism); give arguments for and against; consider the implication of….

• Evaluate: assess the worth, importance or usefulness of something, using evidence. There will probably be cases to be made for and against.

Research: Using your assignment title to give you a focus read over your lecture notes and do some research into this topic. Check books, journals and reputable websites or use subject specific library search catalogues to find the information that you need to address the assignment title.

Please remember however, that when writing at this level you should access more substantial journal articles than books. Ideally research articles should also be within the past 10 years unless the study/findings underpins your discussion.

Create a plan: There is no right way or wrong way to plan: you chose a plan that suits you. This can mean using spider diagrams, pattern notes, linear notes or even post-it notes to think of and arrange ideas/themes.

Introduction:

1. Introduce what the assignment’s focus will be

2. Identify topics you are going to explore

3. Briefly outline how you will deal with each topic and in what order

4. Include a transitional sentence (linking introductory paragraph to first paragraph)

5. Should make up 10% of the length of the assignment

Body: (the structure of the paragraph)

1. The first sentence should introduce the topic (known as topic sentences)

2. The middle few sentences should develop the topic and include:

• Evidence to support the topic

• Comment – further comment on that evidence (examples or quotations may need further comment and/or interpretation)

3. The last sentence should sum up the paragraph and introduce the next one.

Conclusion:

1. Use signposting to show the reader that this is your conclusion (e.g. in conclusion / in summary)

2. Refer back to and answer the question embedded in the title or brief

3. Summarise the main points covered

4. Should make up approximately 10% of the word count

5. Should not end abruptly

6. Should not include any new material.

Finally - Critical questions to ask yourself when preparing your assignment

• What are the key issues?

• What issues have I included? Are they clearly presented and fully analysed?

• Is the discussion supported by logical argument, well documented literature research and empirical evidence?

• Is the work coherent, interesting and well argued?

• Do the conclusions drawn; follow from argument/evidence presented?