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Masters Degrees (Autism Spectrum Disorder)

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Autism is a developmental disorder diagnosed on the basis of social-communication impairments, and fixated interests and repetitive behaviours. Read more

Introduction

Autism is a developmental disorder diagnosed on the basis of social-communication impairments, and fixated interests and repetitive behaviours. Recent studies estimate that around 1 in every 100 individuals in the UK have autism. Research in autism spectrum disorders is important, not just to understand the causes and symptoms of autism, but to make sure that individuals with autism receive the best possible support.

This MSc in Autism Research is a unique course designed to provide students with an in depth understanding of the autism spectrum. While studying on the course, students will learn about key areas of theory and research in autism, from classification and diagnosis, to socio-cognitive and developmental theories of autism, and interventions.

The course’s innovative approach combines training and teaching in psychological research methods with hands-on experience during a practical placement in an autism-relevant context, and the opportunity to engage in an autism-based research project.

Key information

- Degree type: MSc, Postgraduate Certificate, Postgraduate Diploma
- Study methods: Full-time, Part-time
- Start date: September
- Course Director: Dr Catherine Grainger

Bursaries are available: http://www.stir.ac.uk/scholarships/.

English language requirements

If English is not your first language you must have one of the following qualifications as evidence of your English language skills:
- IELTS: 6.0 with 5.5 minimum in each skill
- Cambridge Certificate of Proficiency in English (CPE): Grade C
- Cambridge Certificate of Advanced English (CAE): Grade C
- Pearson Test of English (Academic): 54 with 51 in each component
- IBT TOEFL: 80 with no subtest less than 17

For more information go to English language requirements https://www.stir.ac.uk/study-in-the-uk/entry-requirements/english/

If you don’t meet the required score you may be able to register for one of our pre-sessional English courses. To register you must hold a conditional offer for your course and have an IELTS score 0.5 or 1.0 below the required standard. View the range of pre-sessional courses http://www.intohigher.com/uk/en-gb/our-centres/into-university-of-stirling/studying/our-courses/course-list/pre-sessional-english.aspx .

Structure and content

Psychology has powerful methods to help better understand the puzzling condition of autism. The course comprises modules designed to provide training in the fundamentals of research methods and how these apply to the study of autism. Our styles of teaching research skills range from explicit hands-on demonstrations of tools, to discussion of different approaches to research.

The modules include:
- Autism Research
- Psychological Research Methods I and II
- Advanced Statistics
- Qualitative Research Methods
- Key Skills for Psychology Researchers
- Research placement

Alternative modules from the other taught MSc courses can also be taken for credit or audit with the agreement of the Course Coordinator.
Approximately half of your time is devoted to a research project, leading to a substantial dissertation.

Delivery and assessment

Delivery is by seminars, lectures, a research placement in a relevant context, and research supervision. Master's students have their own dedicated suite and are integrated into the thriving research culture of the Division.

Why Stirling?

REF2014
In REF2014 Stirling was placed 6th in Scotland and 45th in the UK with almost three quarters of research activity rated either world-leading or internationally excellent.

Strengths

Psychology at Stirling is one of the leading psychology departments in the UK. It ranked in the top 20 in the recent research assessment (REF 2014) and is one of only seven non-Russell group universities to do so (Birkbeck, Royal Holloway, Sussex, Essex, St Andrews and Bangor; source Times Higher Education magazine). Its quality of research publications ranked third in Scotland after Aberdeen and Glasgow. Furthermore, the relevance of its research activity to society received the highest possible rating which only four other psychology departments in the UK achieved (REF 2014 results).

Psychology at Stirling University is small enough to fully involve MSc students in our lively and collegial community of research excellence.

Your three month full-time dissertation is supervised by leading UK academics.

Career opportunities

The course is designed for those going on to do further research in autism or as the foundation for a career as an autism professional. The structure of the course includes both a placement and research project, allowing you to develop relevant skills for both research and applied careers.

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Learn to develop and manage inclusive provision for learners with autistic spectrum disorders on this flexible Advanced Educational Practice. Read more
Learn to develop and manage inclusive provision for learners with autistic spectrum disorders on this flexible Advanced Educational Practice: Autism Masters course from Liverpool John Moores University. ​

•Study part time over three years on a course designed to support effective practice in the school
•Develop your professional practice through an inquiry based approach
•Enjoy flexible course delivery and fit studying around your work commitments
•Follow a curriculum closely linked to your professional practice needs


We recognise that our students are busy professionals and have taken this into account in the design of our programmes and assessments. Study on this programme is on a part time basis and integrate your learning with your full time professional role.​

The course is delivered around school/college term times, with 20 credits being studied per term for the first two years.

During your first year you will study three compulsory (core) modules specialising in key teaching and learning themes. Your second year will involve selection of two optional modules from an identified suite, and the core module in Researching Professional Practice. Your final year will involve 60 credits of research-based study through completion of the Dissertation or Professional Enquiry modules. University-based study includes taught sessions scheduled late afternoon (4pm to 7pm) and occasional conference style days scheduled on Saturdays.

A blended learning approach ensures you can usually study at a time to suit you and all modules are supported by online study resources with additional guidance available through face-to-face or virtual tutorials.

​​To keep on top of your study, you should be prepared to work between five and 10 hours per week (evenings and weekends). The practical applications of the course will involve the integration of study with your professional activity in school or college.

During your studies you will have access to LJMU learning resources including our libraries for independent study. You will be allocated a personal tutor to support your academic and professional development and will also receive guidance via email.

Taught sessions mostly take place at the IM Marsh campus, four miles outside Liverpool centre, although some sessions may take place in the city. The IM Marsh campus has independent study spaces with IT facilities, a library with relevant stock and study spaces, access to student welfare and support, a gym and other sports facilities, a cafeteria and shop. The campus library, open 8am to 11pm, houses the main collections linked to this course and you will also have access to the 24 hour, city centre Aldham Robarts and Avril Robarts libraries.​

Please see guidance below on core and option modules for further information on what you will study.​

Year 1

The Autistic Spectrum (core)

Investigates current research relating to the features of the Autistic Spectrum and explore its implications for practice.

Autistic Spectrum Disorder: from Theory to Practice (core)

Considers current research regarding the causal theories of Autistic Spectrum Disorder and develops deeper understanding of effective support techniques and interventions used nationally and internationally.

Autistic Spectrum Disorder in the Mainstream Context (core)

Develops critical professional practice in supporting learners with ASD through analysis of and engagement with current educational theory, research, policy and practice and its implications for your professional setting.

Year 2

Researching Professional Practice (core)

Provides an introduction to a range of research methods applicable to educational contexts, with a focus on practitioner enquiry, and how to develop a research project proposal and plan.

Teaching Young People with Special Educational Needs (option)

Develops understanding of special educational needs and disability through engagement with current theory, research, policy and practice and their application in your professional setting.

Social, Emotional and Mental Health Difficulties (option)

Explores current educational theory, research and policy relating to SEMHD implications for professional settings.

Specific Learning Difficulties (option)

Investigates current educational theory, research and policy relating to ADHD, Dyslexia and Dyspraxia and the implications for professional practice.

Identifying Dyslexia (option)

Develops knowledge and understanding of the characteristics, complex nature and issues related to the identification of dyslexia

Teac hing Learners with Dyslexia (option)

Investigates recent research relating to the teaching of learners with dyslexia and the implications for critical professional practice.

Year 3​

Dissertation (option)

Involves the development and implementation of a major research project relevant to your subject area, with the support of an experienced academic tutor.

Professional Inquiry (option)

Involves the development and implementation of several linked, practice-based research projects relevant to professional practice in your subject area with the support of an experienced academic tutor.​

Further guidance on modules The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers. Please email if you require further guidance or clarification

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In this programme, we aim to promote students’ knowledge of developmental psychology with a focus on atypical development across the lifespan. Read more
In this programme, we aim to promote students’ knowledge of developmental psychology with a focus on atypical development across the lifespan. The degree builds on the Department’s research strengths in this area, with core material from course team members who specialise in Autism Spectrum Disorder, cognitive development in atypical populations and language and literacy development.

You will acquire advanced knowledge of the theories and major findings in this field, and develop expertise in the methods and analytic techniques used in research.

The course is aimed at graduates wishing to enter an applied or research career in developmental disabilities, and is beneficial for students who wish to progress to a PhD in clinical, educational, or experimental psychology. It is also suited to those who wish to boost their research skills en route to, or after, behavioural therapy or clinical or educational psychology training.

Modules
Compulsory modules:
• Analysing and Interpreting Data
• Conducting and Presenting Psychological Research
• Developmental Disorders
• Developmental Psychology
• Research Dissertation

Optional modules (choose from topics in the following areas, which vary year-to-year and are aligned with our expertise):
• Applied Aspects of Psychology
• Cognitive Psychology
• Developmental Psychology
• Neuroscience
• Social Psychology

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This MSc is an accredited professional programme leading to qualification as a speech and language therapist (SLT). The programme integrates theory with work-based clinical placements with adults and children with a range of communication and swallowing difficulties. Read more
This MSc is an accredited professional programme leading to qualification as a speech and language therapist (SLT). The programme integrates theory with work-based clinical placements with adults and children with a range of communication and swallowing difficulties. The programme has an excellent reputation, and over 90% of graduates are working in SLT-related posts within six months of qualifying.

Degree information

Students learn to apply knowedge from a range of academic subjects to speech and language therapy practice. Innovative and authentic learning methods develop necessary skills such as team-working, assessment and therapy, self-evaluation. The research-based curriculm promotes strong research skills, enabling students to evaluate and add to the evidence-base for the profession. The programme prepares students well for future leadership roles.

Students undertake modules to the value of 360 credits.

The programme comprises twelve core modules. Students register for six modules in year one (totalling 165 credits) and six modules in year two (195 credits, including a 60-credit research project). There are no optional modules for this programme.

Year One core modules
-Management of Communication Disorders 1: Language and Cognition (developmental)
-Management of Communication Disorders 2: Speech and Hearing
-Phonetics and Phonology
-Linguistic and Psychological Perspectives
-Research Methods 1

Year Two core modules
-Professional and Clinical Studies II
-Management of Communication Disorders 3: Language and Cognition (acquired)
-Management of Communication Disorders 4: Speech, Swallowing and Voice
-Brain, Mind and Health
-Research Methods II
-Research Project

Dissertation/report
All students undertake an independent research project which culminates in a dissertation of 8,000–10,000 words. Students also present their project orally to a group of peers.

Teaching and learning
The programme is delivered through a combination of lectures, small group tutorials, workshops, supervised clinical placements, practical classes and self-directed learning. Collaborative peer-working features strongly throughout. A variety of assessment methods are used, including coursework, presentations, clinical vivas, written examinations and practice-based assessment on placement.

Placement
Students attend both weekly and block placements, from the start of course working alongside qualified SLTs in a wide range of settings including hospitals, community, schools and charities. Placements are organised such that each student gains a breadth of experience. Students undertake over 700 hours of supervised clinical practice over the two year course, well above RCSLT recommendations.

Careers

Most graduates work as speech and language therapists with adults and children with a range of communication and swallowing difficulties, such as people with autism spectrum disorder, specific language or learning difficulties, people who have had strokes or head injuries. They work in the NHS, for example in hospitals, community health centres, specialist centres or domicilairy services. Many graduates work in education settings, such as mainstream or specialist schools and children's centres. Emerging areas of work are youth justice and dementia services. Graduates are well placed to take up further research and to develop into specialist SLTs.

Top career destinations for this degree:
-Speech and Language Therapist, King's College Hospital (NHS)
-Speech and Language Therapist, North Middlesex University Hospital (NHS)
-Speech and Language Therapist, St George's Healthcare NHS Trust
-Speech and Language Therapist, Whittington Health NHS
-Speech and Language Therapy Assistant, Oxford Health NHS Foundation Trust

Employability
The programme is highly regarded by employers. As a professional training programme, this MSc develops a range of transferable skills relevant to employability, such as: interpersonal and communication skills, oral and written presentation skills, collaboration and teamworking, critical evaluation, integration and sythesis of information, report writing, behaviour management and change. Workplace learning in clinical placements enables students to apply their knowledge from a range of disciplines - including linguistics, phonetics, psychology and neurology - to assessing and managing communication difficulties in real life speech and language therapy contexts.

Why study this degree at UCL?

Students will benefit directly from UCL's world-leading research and teaching in language, mind and behaviour, supported by facilities such as cutting-edge laboratories, the on-site national SLT library and our in-house clinic.

You will be taught by experts in the field including specialist speech and language therapists, psychologists, linguists, neurologists. Our strong partnership with SLT services across London ensures the high-quality and currency of the curriculum.

This programme is approved by the Health and Care Professions Council (HCPC) and accredited by the Royal College of Speech and Language Therapists (RCSLT). This qualification allows you to practise as a SLT in the UK.

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The Division of Language and Communication Science in City’s School of Health has an established reputation for teaching and research excellence. Read more
The Division of Language and Communication Science in City’s School of Health has an established reputation for teaching and research excellence. Join the MSc Speech and Language Therapy course and join a profession that makes a real difference to people’s lives.

Students starting PG Dip courses in September 2017 will receive a NHS Tuition Fee Bursary to cover the full tuition fees for the duration of their course.

Who is it for?

Our graduate-entry courses allow graduates with a first degree from disciplines other than healthcare to gain a pre-registration health qualification in two years as opposed to the usual three to four - providing a fast-track route into health.

The MSc in Speech and Language Therapy is designed for students who are committed to a career in speech and language therapy. You will need to have:
-Good listening and communication skills
-Good problem-solving skills
-Good organisational skills
-An ability to learn a range of academic subjects and to apply your learning to clinical practice
-An enthusiasm for working with children and adults and as part of a team.

Objectives

The MSc Speech and Language Therapy course leads to work in a challenging and varied field - you could be working with autistic children, people who stammer or adults who have lost their speech following a stroke.

City's MSc Speech and Language Therapy has an excellent reputation and is based within the largest, teaching, research and clinical division in the UK for language and communication science.

The programme is taught by expert staff who are leaders in the field of speech and language therapy. The innovative and research-informed curriculum is supported by a busy in-house speech and language therapy clinic led by specialist staff and is considered as one of the leading educational environments in the world.

At City we have close links with speech and language therapy services throughout London, with many practitioners from these services acting as clinical tutors on our courses.

Placements

The MSc Speech and Language Therapy course provides many opportunities for clinical practice, including attendance at health centres, schools, departmental clinics, special educational settings and hospitals throughout the London area.

Academic facilities

Speech and language therapy students have access to specialist labs and equipment such as ultrasound and laryngographs to help them understand speech production and audiological equipment when learning about hearing and deafness.

The Roberta Williams Speech and Language Therapy Centre, opened in January 2016, is our specialist speech and language therapy clinic. The Centre contains state-of-the-art equipment to enable staff within the Division of Language and Communication Science to deliver cutting edge research and services to patients.

Moodle is an enhanced Virtual Learning Environment which provides students with access to online course materials, resources, interactive activities, assessment and communication tools and is a key element of our blended learning approach, combining face-to-face teaching with online activity.

Teaching and learning

The MSc in Speech and Language Therapy is a very intensive programme which requires full time study by attending lectures, small-group problem-solving sessions, practical classes and tutorials. You will also have access to the most up-to-date equipment in the Speech Acoustics Laboratory and innovative online learning materials. On clinical placements you will benefit from the supervision of a qualified therapist.

Modules are assessed through a diverse range of assignments and examinations. Your clinical progress will also be monitored by supervising clinicians.

Modules

During the MSc Speech and Language Therapy course you will learn about the foundations of speech and language, about how children learn to talk and about disorders that affect communication. A number of subjects equip you for the analysis of speech, language and hearing difficulties, such as phonetics, linguistics and audiology. You will also develop research skills and the ability to apply evidence based practice. You will undertake weekly and block clinical placements in both years of the course.

Modules
-Articulatory Phonetics, Phonology and Speech Development
-Bio-medical Sciences
-Life Span Psychology and Research Methods
-Speech Disorders, Dysfluency and Augmentative and Alternative
-Dysphagia, Voice, Motor Speech Disorders, Dementia
-Language Sciences: Linguistics and Language Development
-Professional Studies A
-Evidence Based Practice and Data Analysis
-Acoustic Phonetics, Audiology and Deafness
-Acquired and Developmental Language Disorders
-Autism Spectrum Disorder, Learning Disability, Child Mental Health, Cerebral Palsy, Cleft Palate
-Professional Studies B
-Research Project

When you have successfully completed 13 modules totalling 240 credits you will qualify for an MSc Speech and Language Therapy.

Career prospects

On successfully completing the MSc Speech and Language Therapy you are eligible to apply for registration with the Health and Care Professions Council (HCPC), and practise as a speech and language therapist in the NHS and other settings.

A career in speech and language therapy offers opportunities to work with clients of all ages in settings such as:
-Health centres
-Hospitals
-Schools
-Charities
-Universities
-You can also work abroad and in the private sector.

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The aim of the MSc Developmental Psychopathology is to provide advanced research training for students interested in pursuing careers in the field of research, child development and clinical or educational psychology. Read more
The aim of the MSc Developmental Psychopathology is to provide advanced research training for students interested in pursuing careers in the field of research, child development and clinical or educational psychology. The subject-specific and generic postgraduate training provided by the course enables students to develop the knowledge, skills and understanding required of a professional conducting research in clinical, child development or other fields.

Research training forms a key focus of the MSc programme. In addition to providing training in basic research, the course aims to integrate research perspectives from clinical and educational psychology. This distinctive emphasis is reflected in the learning outcomes, structure and assessment of the course.

Course Structure

Teaching is generally organised into a number of 10 week course units involving 2 to 3 hours of lectures, seminars and workshops. Each 10 week unit is assessed by means of formative and summative assessments. The summative assessments count towards the final degree outcome. For the programme as a whole, the assessments include examinations, written assignments, oral presentations and the dissertation.

Core Modules
-Advanced Developmental Psychopathology Review (15 credits)
-Research Practice (15 credits)
-Critical Analysis (15 credits)
-Research Design in Child and Clinical Psychology (15 credits)
-Current Issues in Developmental Psychology & Psychopathology (30 credits)
-Applied Statistics (30 credits)
-Dissertation (60 credits)

Learning and Teaching

The programme is delivered predominantly through a mixture of lectures, seminars and workshop classes. Lectures provide key information on a particular topic, such as ‘autism spectrum disorder’ or ‘developing interventions’. Seminars are held in order that smaller group teaching can take place, with focused discussion on specific topics. Finally, practical workshop classes allow students to gain direct experience, particularly in Applied Statistics and in how to use statistical tools.

The balance of this type of activity varies as a function of the module. This is a one year course, with students having a summer term to work on their dissertation related activities. Students typically attend approximately 12 hours a week comprising lectures, tutorials and seminars. Outside timetabled contact hours, students are also expected to undertake their own independent study to prepare for their classes and broaden their subject knowledge, as well as completing their dissertation. Independent study is a key element to the course, with complex factors raised in lectures that do assume some prior knowledge of the topic area.

The programme is divided into three parts. One third, comprising three modules, is of subject specific topics related to developmental psychology and developmental psychopathology (with a specific focus on neurodevelopmental disorders). A further three modules focus on research skills such as critical thinking abilities and statistical knowledge that are necessary to understand developmental psychology and developmental psychopathology. The final third of the programme is the dissertation module, which reflects the culmination of learning and practical endeavours from throughout the course via the production of an independent and original body of research material. This is performed under one to one supervision with a member of staff, with meetings varying in duration and frequency throughout the year as a function of the needs of the research project and the student.

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This multidisciplinary programme is aimed at professionals already working in child or adult services in health, education or social care in the UK and overseas who have an interest in developing research expertise and who have a motivation to carry out research in their workplace or a linked setting. Read more
This multidisciplinary programme is aimed at professionals already working in child or adult services in health, education or social care in the UK and overseas who have an interest in developing research expertise and who have a motivation to carry out research in their workplace or a linked setting.

Degree information

Students will gain knowledge and skills in applied research related to the client groups with whom they work. Key topic areas include qualitative and quantitative methods related to communication disorders research, and planning, implementing and managing research. Students undertaking the MRes will conduct a supervised research project in their area of professional interest.

Students undertake modules to the value of 180 credits.

Both the MRes and the PG Cert include three compulsory (core) modules (45 credits) and one optional module (15 credits). The MRes also includes a research project (120 credits).

On the Postgraduate Certificate students take four modules (60 credits). This can be full-time over 15 weeks or flexible study over a period of up to two years.

Core modules:
-Research Evidence and Design I
-Research Evidence and Design II
-Research in Practice

Optional module
-Students may choose any 15-credit module from Language Sciences or from the Institute of Health Informatics.

Dissertation/report
MRes students undertake a research project in the area of human communication disorders, which culminates in a dissertation of 8-10,000 words, a research impact plan and poster presentation.

Teaching and learning
The programme takes a strong experiential learning approach through the demonstration, exploration and application of new skills. The programme also utilises significant online learning resources which allow learning outside normal classroom hours. These are combined with lectures, and small-group working. Assessment is through written reports, presentations, and the research dissertation.

Careers

Now, more than ever before, continuing professional development (CPD) is linked to career progression. Gaining a PG Cert or an MRes in Applied Research in Human Communication Disorders will undoubtedly enhance your career opportunities within child and adult support services, and could act as a springboard to further research including study at doctoral level. In the long term, skills gained on this programme will place you in an exceptionally strong position to engage with research including contributing directly to research evidence.

Employability
Evidence of continuing professional development (CPD) is of major importance for professionals working with vulnerable populations, and this programme is likely to enhance employability. For example, on completion you will be able to demonstrate a breadth of knowledge and a range of skills that relate directly to your professional career, including how to source appropriate literature, evaluate research conducted by others, select and conduct appropriate research designs, analyse data, and write a research report.

Why study this degree at UCL?

The Division of Psychology & Language Sciences undertakes world-leading research and teaching. Our work attracts staff and students from around the world. Together they create a vibrant and interactive environment, taking advantage of first-class resources.

Academic staff in the division have a wide range of expertise in research methods and the management of people with communication disorders. Areas of expertise include:
-Acquired Aphasia
-Acquired Apraxia of Speech
-Augmentative and Alternative Communication
-Autism Spectrum Disorder
-Children with Complex Special Needs
-Deafness/Cochlear Implant
-Dysphagia
-Dyslexia
-Developmental Language Disorders
-Progressive Neurological Conditions
-Speech Disorders in Children
-Specific Language Impairment
-Stammering
-Written Language Difficulties

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The Master of Education in Applied Studies in Teaching and Learning gives experienced educators an opportunity to advance the knowledge and skills needed to be teacher-leaders within their profession. Read more
The Master of Education in Applied Studies in Teaching and Learning gives experienced educators an opportunity to advance the knowledge and skills needed to be teacher-leaders within their profession. This program recognises the value of experience; it has been developed to strengthen and deepen the practice of educators through course work designed to emphasise reflection, collaboration, and classroom-based inquiry.

This 36-credit program includes an 18-credit core requirement, a 6-credit area of focused inquiry, the development of a professional portfolio, and a six-credit, classroom-based inquiry project.

Curriculum

• Initial Courses

EDE 532
Teaching-Learning: Theory to Practice (to be taken during first 15 hours of study)
EDE 554
The Reflective Teacher: Examining Cultural Paradigms in the Contemporary Classroom (to be taken during first 15 hours of study)

• Intermediate Courses:

EDE 556
Human Development
EDF 583
The American School As Social Narrative
EDR 535
Language, Learning And Literacy

• Area of Focused Inquiry:

Students are to complete a 6-credit area of focused inquiry; students should confer with the assigned adviser to determine an appropriate and desirable area of focused inquiry.

Areas currently include the following:

- Autism Spectrum Disorder
- Culturally responsive education
- Education for sustainability
- Inclusion/special education
- Literacy
- Teaching English as a second language
- Technology
- Open area: Students are encouraged to propose their own focus areas based on personal interests and needs and available graduate-level offerings at West Chester University. These areas would be developed with faculty in the student’s area of interest and approved by the early and middle grades graduate coordinator. Workshop credits may not be used to satisfy requirements for the area of focused inquiry.

• Culminating Courses:

EDE 571
Educational Change: A Systemic View
EDE 611
Teacher as Classroom Researcher

NCATE Accreditation

• All of our programs are accredited by the National Council for Accreditation of Teacher Education (NCATE).
• Our programs that lead to teacher certification have been approved by the Pennsylvania Department of Education (PDE).

Varied Opportunities

• Candidates have opportunities to participate in supervised field experiences in urban, suburban, and rural school districts-all within one hour of our campus.

Faculty Experience

• Classes at West Chester are taught by faculty-not by graduate assistants.
• Our faculty have a wealth of experience in education and are respected in their fields.
• Field experiences are supervised by faculty with extensive experience in PK-12 schools as teachers, supervisors, directors, principals, curriculum directors, and superintendents.

Student Experiences

• In 2008-2009, over 10,000 documented hours of community service were provided to area agencies and organizations.
• According to survey data of 2007-2008 teacher-education graduates, over 90% have positions in education-related fields within one year of graduation.
• Our undergraduate candidates participate in community-service experiences that benefit children and their families.

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MSc Genes, Environment & Development in Psychology & Psychiatry provides interdisciplinary training in a range of behavioural genetics topics and research methods relevant to psychology and psychiatry. Read more
MSc Genes, Environment & Development in Psychology & Psychiatry provides interdisciplinary training in a range of behavioural genetics topics and research methods relevant to psychology and psychiatry. You will study three compulsory modules and undertake a research project that will cover the broad range of subject areas that are considered fundamental to an understanding of behavioural genetics.

Key benefits

- Offers specialised interdisciplinary graduate training in several subject areas and research methods.
- Taught by the MRC Social, Genetic and Developmental Psychiatry (SGDP) Centre, a department recognised as a world-leader in the field of interdisciplinary studies in psychology, psychiatry and behaviour.
- Opportunity to attend the weekly SGDP Centre research seminars led by renowned researchers, such as Professor Francesca Happé, Professor Robert Plomin, Professor Terrie Moffitt and Professor Sir Michael Rutter.
- Extensive collaborations within King’s as well as with other universities.
- Students from diverse and rich backgrounds.
- Access to large sets of data for populations who have been studied and followed up over many years.
- Located in a beautiful modern building designed to foster interaction.
- Our state-of-the-art molecular genetics laboratory provides a complete suite of resources for research.

Visit the website: http://www.kcl.ac.uk/study/postgraduate/taught-courses/genes-environment-and-development-msc.aspx

Course detail

- Description -

Our interdisciplinary course covers the advances that have been made in behavioural genetics over recent years. It focuses on how genes and environments shape the development of normal and abnormal human behaviours, including cognitive ability, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders (ASD), anxiety and depression and schizophrenia.

In addition to disorder characterisation and presentation of the genetic, social and other environmental risk factors, our programme also covers the molecular mechanisms and the specialised analysis methods relevant to interdisciplinary research in this field. By focusing on current research in this area, our programme will enhance your understanding of research methods and enable you to critically appraise the relevant scientific literature.

Our course also aims to provide a thorough grounding in a range of research methods and their application and to develop skills of critical evaluation, problem solving and intellectual rigour in order to carry out independent research. You will develop an awareness of the practical and ethical issues related to conducting, writing up and disseminating research and develop transferable skills and knowledge needed for a career in academic research.

- Course purpose -
We seek to increase your knowledge and understanding of behavioural genetics and social development, especially if you wish to convert from your original degree discipline and to equip you to apply it in your future career choice, either in further postgraduate education (e.g. PhD) or employment related to the subject.

Many recent advances in behavioural genetics have been made with growing evidence for the role of genes in shaping our behaviour. The purpose of our programme is to focus on how genes and environments influence the development of human behaviours, providing interdisciplinary training to students from a range of scientific backgrounds.

- Course format and assessment -

Mixture of essays, oral presentation, wet and dry lab assessments, research project, workshops, and poster presentation.

A full list of required and optional modules can be downloaded from our website: http://www.kcl.ac.uk/study/postgraduate/taught-courses/genes-environment-and-development-msc.aspx

Career prospects

Graduates of this programme are expected to go on to further full-time study in an academic research environment or in a taught clinical programme, gain employment in an academic, clinical or pharmaceutical organisation. Some students may enter scientific publishing.

How to apply: http://www.kcl.ac.uk/study/postgraduate/apply/taught-courses.aspx

About Postgraduate Study at King’s College London:

To study for a postgraduate degree at King’s College London is to study at the city’s most central university and at one of the top 20 universities worldwide (2015/16 QS World Rankings). Graduates will benefit from close connections with the UK’s professional, political, legal, commercial, scientific and cultural life, while the excellent reputation of our MA and MRes programmes ensures our postgraduate alumni are highly sought after by some of the world’s most prestigious employers. We provide graduates with skills that are highly valued in business, government, academia and the professions.

Scholarships & Funding:

All current PGT offer-holders and new PGT applicants are welcome to apply for the scholarships. For more information and to learn how to apply visit: http://www.kcl.ac.uk/ioppn/study/prospective-students/Masters-Scholarships.aspx

Free language tuition with the Modern Language Centre:

If you are studying for any postgraduate taught degree at King’s you can take a module from a choice of over 25 languages without any additional cost. Visit: http://www.kcl.ac.uk/mlc

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The MSc Professional Practice (Learning Disability) is open to all professionals working with people who have a learning disability. Read more
The MSc Professional Practice (Learning Disability) is open to all professionals working with people who have a learning disability. Professionals working with this client group need to keep up-to-date with the latest developments in order to meet the clients’ changing needs.

The aim of this degree is to transform your practice and thus improve the quality of care for service users. Module content and delivery is underpinned by the latest research evidence, which ensures that this award meets the challenges of the demanding and dynamic environments that health and social care practitioners work in today.

See the website http://courses.southwales.ac.uk/courses/609-msc-professional-practice-learning-disability

What you will study

Modules
Core modules:
- Research methods
- Dissertation

Specialist modules:
There modules relate directly to this degree.

- Autistic Spectrum Disorder
This 20 credit module covers areas such as Introduction to Autistic Spectrum Disorders; autism; Asperger’s syndrome; incidence and prevalence, diagnosis; assessment strategies; related syndromes and conditions; bio-psycho-social factors; diet; pharmacotherapy; environmental considerations; communication methods; TEACCH; therapeutic approaches;

- Contemporary Issues in Learning Disability
This 20 credit module covers areas such as local, national and international policy developments; inter-professional practice; quality of life; frameworks and philosophies of care; anti-discriminatory practice; vulnerability and abuse issues; stake holder involvement; developments in research and service delivery; person centred approaches; developments in technology.

- Advocacy
This 20 credit module covers areas such as – What is Advocacy and the different types of advocacy- independent; self; group; citizen and professional; Legislation and duties; Mental Capacity Act 2005 and consent; the role of the IMCA; DOLS; Human Rights Act 1998 and Equalities Act 2010; Power, Empowerment and Participation; Practical skills – supporting people to self advocate; Communicating concepts; listening, negotiation skills; Developing, marshalling and presenting coherent arguments on behalf of others; Policy and Guidance e.g. POVA; advocacy within the policy process; ethical principles, frameworks and decision making; interagency working, confidentiality and sharing information; thresholds for intervention/referral; creating an advocacy culture.

Learning and teaching methods

To gain the MSc Professional Practice (Learning Disability) degree you will need to study at least 80 credits (including your dissertation of 60 credits) relating to the support and care of people with learning disabilities. This means that you must choose to study at least one of the specialist modules. To graduate from a masters’ degree course you must study a total of 180 credits which must include a 40 credit research module.

These modules run yearly depending on demand and are usually delivered via weekly four-hour sessions throughout the academic year.

Teaching methods include facilitated discussions, seminars, workshops and presentations. You will be required to undertake background reading to develop a broad knowledge base and encouraged to become a critical thinker, enabling you to question theories and develop your own ideas informed by evidence and research.

We offer a range of support services for students with a disability. We encourage you to discuss your individual requirements with an adviser as early as possible when you apply.

Work Experience and Employment Prospects

To date, students undertaking this course have normally been qualified nurses. However, other professionals such as psychologists, speech and language therapists, occupational therapists and social workers have undertaken modules. Currently, there are attempts being made to include this pathway or elements of it in the post qualified social work framework and childrens nursing post registration programme. Feedback received from students undertaking modules has so far been very positive especially the use of service users and carers as well as specialist practitioners and leading academics.

Assessment methods

Assessments will take the form of written assignments (one linked to publication).

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The MA in Inclusive Special Education has been designed to encourage greater understanding and a critical appreciation of the trends and developments in special educational needs and disability (SEND) provision in our schools. Read more
The MA in Inclusive Special Education has been designed to encourage greater understanding and a critical appreciation of the trends and developments in special educational needs and disability (SEND) provision in our schools.

You will have the opportunity to engage in the conceptual, philosophical and ethical debates relating to the education of children and young people who have a special educational need and/or disability both nationally and globally.

There will be a strong emphasis on promoting equality of opportunity, valuing diversity and social justice.

The Programme will therefore be relevant for educators working in any educational phase and in mainstream, special and specialist setting and has been designed to achieve a close connection between your studies at Masters level and your workplace practice.

Indicative modules
There will be two modules in each academic year and you will be able to begin the dissertation in either Semester 1 which starts in September or in Semester 2 which starts in February. While the course content in each module will cover a range of topics you will be encouraged and supported to develop your research in your specific area of interest in SEND and inclusive practice.

Critical Disability Studies (30 credits)

In this module you will be critically evaluating the discourses and models of disability and inclusive practice through relevant literature and develop insights into the interrelationship between social policy, political frameworks and ideological perspectives on SEND. You will investigate disability rights; equality of opportunity and advocacy in a global and political context, cultural representations of disability; SEN and ethnicity; the impact on families; social exclusion; ethics and disability. You will be encouraged to engage professionally and academically with a review of relevant literature into educational practices for pupils with SEND with the aim of evincing change within your workplace practice.

Communication and Interaction (30 credits)

This module aims to enhance your knowledge and understanding of the range of speech, language and communication needs (SLCN) experienced by children and young people, including; dyslexia, autism; specific learning difficulties, selective mutism; sensory impairments; bilingualism, and pupils with English as an additional language (EAL) and a SEND. You will critically examine the latest research and legislation on the education of children and young people who have a speech, language, communication difficulties and evaluate the range of educational and therapeutic interventions that are currently being used in schools and settings. You will gain knowledge and understanding of the links between research and educational practice by undertaking a case study in your workplace.

Exploring Inclusive Pedagogy (30 credits)

The aim of this module is to critically examine the concepts of inclusion in education and how special educational needs and disability is positioned within different establishments and phases of education. You will debate the social and educational implications for different types of inclusive provision and critically examine policies and practices that promote partnership with families and multiagency collaboration. Other topics will include teachers and TA/LSAs working together; partnership with parents; evaluating educational and therapeutic interventions; personalising learning; equality and diversity; the role of the SENCO; transitions from Early Years through to FE; SEND legislation and the political agenda and inclusive leadership. You will undertake an action research project to inform and change inclusive practices and promote school improvement.

Engaging Learners with Complex Needs (30 credits)

In this module you will develop your knowledge of a range of complex medical, developmental and psychological difficulties and how they affect learning and development. You will critically examine motivational and psychological theories; neuroscience and learning; complex medical needs; multisensory teaching for pupils with complex needs; mental health in children and young people; foetal alcohol spectrum disorder; attachment needs in children and young people; the legal and ethical frameworks for safeguarding children; the role of specialist and alternative provision, and multi-agency collaboration. For the assessment in this module you will critically evaluate teaching and learning strategies and alternative provision that supports pupils’ access to the curriculum through an observational study.

Dissertation (60 credits):

The dissertation represents the culmination of your study for the MA in Inclusive Special Education degree. It is divided into two 30 credit modules (Part 1 and Part 2) that focus on research methods for practitioner inquiry and developing an article for publication.

Part 1 (30 credits): You will design a medium scale enquiry with the intention of understanding and / or intervening to improve inclusive practice for children and young people with a SEND in the workplace on a topic of your choice. You will need to demonstrate a critical awareness of the ethical issues underpinning educational research and clearly justify choices in the research design, methodology and methods to address these issues. You will design, apply and critically evaluate data gathering and analysis methods to investigate a chosen aspect of SEND and/or inclusive practice and interpret your findings to inform the development of practice and the achievement of children and young people with a SEND.

Part 2 (30 credits): You will need to successful complete Part 1 before continuing with Part 2. Part 2 will give you the opportunity to problematise practitioner research within the wider context of educational concerns in the education of children and young people with a SEND, and the application of ideas from literature to school-based inquiry. You will achieve this through a critical review of the research including international research and professional literature around a chosen area of practitioner inquiry to inform your understanding of how to select relevant data and provide justification for the methods used and the implications future action. This will culminate in a greater understanding of the approaches and techniques for writing and disseminating work of publishable quality.

Teaching assessment
The MA in Inclusive Special Education can normally be completed in 3 years on a part-time basis, as follows:Two years (four semesters) with one module per semester, plus a further year (two semesters) for the dissertation.

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