Undergraduate

Equality, participation and inclusion: learning from each other

On this page

• What you will study
• Entry
• If you have a disability or additional requirement
• Study materials
• Teaching and assessment
• Students also studied
• Future availability

This course is for anyone interested in issues of access for children and young people in diverse social and educational contexts. It supports you in engaging with differing perspectives on equality, participation and inclusion, and in developing your own perspectives. You will address the dimensions of disability, disaffection and learning difficulty in the context of wider diversity across the breadth of childhood and youth services. It asks what constitutes good participatory and inclusive practice. A range of video case studies from early years to late teens, with an emphasis on education and learning, illustrate the key themes and issues.

Course facts

Register for the course

This course is available for study in the countries shown. Fees and financial support may vary by country.

What you will study

“How absolutely brilliant the whole of E214 is ....”

Mark Vaughan OBE. D.Univ 
Founder of the Centre for Studies on Inclusive Education and critical reader for E214.

The opening section of this course explores the conceptual basis for dealing with difference. The initial focus is on the how and why people fight for inclusion and equality. The historical construction of disability and its support in an educational and health framework is interwoven through the units. It goes on to consider how social barriers have impacted on the diversity of individuals. It will introduce the conceptual frameworks to be used throughout the course.

The second section addresses the varying perspectives on inclusion, participation and equality held by academics, those in professional roles, parents and other ‘stakeholders’. First-hand accounts from children and young people, service-users, and disability activists are also included. Students will use online and written materials to recognise that there is no unified conceptualisation of these constructs and that individuals can hold different perspectives at different times or even at the same time, related to or separate from their professional or personal roles.

The course then explores the ongoing development of services intended to deliver equity and involvement for a diverse population. It encourages the exploration and critique of changing policies at a local and national level. The policy in practice is examined through video case studies of an inclusive school and a children’s centre, and by looking towards alternative interventions to prevent social and educational exclusion. The process of creating new services for children and youth services will be examined as a political process involving policies in tension.

The fourth section considers the dilemmas that exist through our use of difference to define ourselves and others, and the kinds of support we provide for each other. It examines the experiences of a broad range of individuals as a consequence of their identified difference. Also the impact that this has had upon the support they have received, the barriers they have faced, and their notions of self and identity.

The final section discusses how individuals can lead change in the culture and practice of organisations, and other social structures linked to childhood and youth. It presents perspectives on good practice in inclusive education and childhood and youth provision, and how this might be evaluated and measured. We look at examples of collaboration, listening, reflection and learning and how they can be enacted in relationships with young people and professionals in a variety of contexts. Consideration is given to how people can overcome resistance and fight for their rights. The course concludes by looking forward to what seems possible now.

The course is delivered through a mix of written and online text, allowing it to reflect changes in policy, theory and practice. All materials will be downloadable or accessible through DVD. Throughout the course, through the assessments and the activities, you will be encouraged to develop your own views on the issues raised alongside the perspectives of others. As well as student forums you will be provided with a camera, so you have the option to upload video and audio clips to the website for other students to reflect upon and respond to.

You will learn

The aims of this course are to enable you to:

• understand the historical and policy context of responses to difference, with particular reference to issues of education and disability
• explore a range of models of provision for children and young people, to consider their delivery of equality, participation and inclusion, focusing upon disability, disaffection and learning difficulty in the context of wider diversity
• consider the perspectives and experiences of a range of children and young people, and those involved in their support, in relation to issues of equality, participation and inclusion
• consider the values, policy and organisational dimensions inherent in delivering equality, participation and inclusion through social structures, with particular reference to education
• develop your own position on the delivery of equality, participation and inclusion
• develop a critical approach to writing and practice in relation to equality, participation and inclusion.

Vocational relevance

This course is relevant for students with or without a vocational interest. The emphasis on education will make the course of particular relevance to educational practitioners. However, interwoven throughout the course are the experiences and perspectives of the full range of practitioners working with children and young people.

Entry

This is a Level 2 course and you need some knowledge of the subject area, obtained either from Level 1 study with the OU, or from equivalent work at another university, or from personal or practitioner experience.

If you have any doubt about the suitability of the course, please contact our Student Registration & Enquiry Service.

If you have a disability or additional requirement

Written transcripts of any audio components and Adobe Portable Document Format (PDF) versions of printed material are available. Some Adobe PDF components may not be available or fully accessible using a screen reader and scientific, diagrammatic or foreign language materials may be particularly difficult to read in this way. Word versions of the printed study materials can be provided on request. Other alternative formats of the study materials may be available in the future. Our Services for disabled students website has the latest information about availability.

Interactive computer activities form part of this course, including the use of online forums and the opportunity to create audio-visual material, if you use specialist hardware or software to assist you in operating a computer or the internet and have any concerns about accessing this type of materials you are advised to talk to the Student Registration & Enquiry Service about support which can be given to meet your needs.

If you are a new student, or new to courses using a computer or the internet, you will need to inform us of your particular needs as soon as possible, as some of our support services may take several weeks to arrange. Details of how to do this and our range of support services are described in our publication Meeting Your Needs.

You can also find information about accessible study materials, financial support and the Disabled Students' Allowance, equipment and other services, on our Services for disabled students website. It also includes our contact details for advice and support both before you register and while you are studying.

Study materials

What's included

Course books, other printed and online materials, DVD, webcam, website.

Computing requirements

This course includes online computer activities – you can access these using a web browser that can play Flash and Shockwave.

You will need internet access and a computer. If you have purchased a new computer since 2005 it should meet your course computing requirements. Check our Technical Requirements section if your computer is older than this or is otherwise unusual.

Teaching and assessment

Support from your tutor

You will have a tutor who will help you with the study material and mark and comment on your written work, and whom you can ask for advice and guidance. We may also be able to offer group tutorials or day schools that you are encouraged, but not obliged, to attend. Where your tutorials are held will depend on the distribution of students taking the course.

Contact our Student Registration & Enquiry Service if you want to know more about study with The Open University before you register.

Assessment

The assessment details for this course can be found in the facts box above.

You will be expected to submit your tutor-marked assignments (TMAs) online through the eTMA system unless there are some difficulties which prevent you from doing so. In these circumstances, you must negotiate with your tutor to get their agreement to submit your assignment on paper.

Assessment is an essential part of the teaching, so you are expected to complete it all. You will be given more information after you register.

Students also studied

Students who studied this course also studied at some time:

• Professional practice in the early years (E105)
• The early years: developing practice (E100)
• Research with children and young people (EK310)
• Extending professional practice in the early years (E210)
• Supporting learning in primary schools (E111)

Future availability

The details given here are for the course that starts in February 2013. We expect it to be available once a year.

Fees 2012

See fees and funding options for study from September 2012.

Study explained

Financial support

- find out if you qualify for support with your fees with our eligibility checker.

Study explained

- all you need to know about distance learning with the OU.

A taste of OU study

Student Reviews

I found this module incredibly difficult. The content is poorly worded and used a lot of words even my dictionary ...
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Not a bad course and relatively interesting. The modules were however, a little odd. Parts of this course presented more ...
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