| Unit name | Cognitive Psychology and Special Education |
|---|---|
| Unit code | EDUC20006 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Palaiologou |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
Introduction to Psychology in Education |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
This unit will develop students’ scientific knowledge and understanding of the study of cognition and how cognitive psychology can contribute to the understanding of education, particularly special education. We will introduce students to cultural, historical and contemporary approaches to the study of cognition and how to apply theory and research to key topics in special education. Indicative topics include memory, language, executive function, emotions and attention. The unit will also introduce students to the experiences of individuals described as having Special Educational Needs (SEN) and mental health issues.
How does this unit fit into your programme of study
Students will develop a thorough understanding of the role of empirical evidence in the formulation of theory and how to interpret empirical data. This unit will help students to understand the conceptual and historical issues in the subject area and acquire a wide range of transferable skills. Throughout, students will be required to consider ethical issues in the field.
An overview of the content
The sessions are divided equally between Cognitive Psychology and SEN. The topics covered in the sessions are: human memory, attention and perception, language, emotions, thinking, and special needs such as autism, dyslexia, emotional difficulties and mental health.
The seminars provide support for the coursework focusing on issues are critical and analytical writing, how to write an academic article, how to use SPSS, how to analyse quantitative data, how to write a blog and Q&A time.
Professional ethics are also covered in a seminar but also through out all the sessions.
How will students, personally, be different as a result of the unit
Students will develop further their skills using SPSS and they will gain confidence in using it. They also engage with
professional ethics so they can engage with concepts of cognitive psychology and SEN in an ethical manner.
Learning outcomes
Upon successful completion of the unit, students will be able to demonstrate that they:
1. Understand key concepts in the current study of cognitive psychology;
2. Understand how cognitive psychology contributes to the study of special education;
3. Have developed an awareness of the ethical issues and practices of the field;
4. Can communicate research effectively to a range of audiences;
5. Can analyse behavioural data and interpret how this relates to cognition.
This unit will be taught using a mixture of activities including lectures, seminars, and group presentations. Each week will introduce a new core area of psychology and there will be a focus on quantitative methodology and statistics related to evaluating cognitive research. Students will also learn how to analyse data. They will be expected to engage with readings and actively participate in all activities.
Tasks which help you learn and prepare you for summative tasks (formative):
A draft outline of the Research Report and a list of what the students will read, draw on and reference to inform and develop their report
Tasks which count towards your unit mark (summative):
Research report (60%): 2000-word Quantitative Research Report (ILOs 1-5)
Podcast or Blog (40%) (ILOs 1-4). Students can choose one of:
a) A podcast equivalent of 800 words with accompanying reference list
Or
b) 800 words Blog
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUC20006).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
