As contemporary societies become more heterogeneous, and as inclusive education reforms gain currency across the world, educational systems are being challenged to address some fundamental questions about teaching and learning related to the accommodation of and respect for difference.
Underpinning the movement for inclusion is a concern for social justice and wellbeing. Meeting the diverse needs of learners within today's schools, colleges and universities, is one of the most challenging and important tasks facing education today.
This thoroughly revised Master's degree is unique not only because of the disciplinary approaches it employs, but also because students study and apply an approach to wellbeing that has been developed by some of the world’s leading thinkers.
This is an approach that is internationally recognised by, for example, the UN, and whose principles are increasingly found in government policy on education and SEN, namely the Capability Approach. We are one of the very few institutions in the UK to offer this practical and ethical approach to assessing issues of SEN, equality and inclusion.
The skills you will develop include critical thinking skills and how best to be an inclusive practitioner. Importantly, this is a professionally based degree which means that you will apply what you have learned to your own professional practice whether you are a classroom assistant, SENCO or university lecturer.
◦As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;
◦ Education at Queen’s has been ranked 4th within the UK in relation to research intensity with 87% of the research undertaken within the School assessed as ‘internationally excellent or world leading’ (REF, 2014);
◦We provide a professional development opportunity for: mainstream primary and secondary teachers from the newly qualified phase of professional development onwards; and, individuals whose professional or voluntary roles are strongly associated with life in regular classrooms and schools e.g. School Governors, Learning and Behaviour Mentors and Classroom Assistants;
◦We understand the many demands on students’ time, so the content is delivered in a mixture of face-to-face and online formats and you can study one or more of our modules as a short course;
◦If you don’t want or need to study for the research dissertation, flexible exit qualifications (PG Diploma, PG Certificiate) are available.
The MEd in Inclusion and Special Needs Education is awarded to students who have successfully completed 120 CATS points from taught modules and 60 CATS points from a Master's dissertation.
Exit qualifications are available. Students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or an Postgraduate Certificate by successfully completing 60 CATS points from taught modules.
We've made it easy to study for a Masters module as a short course. If you would like to study for one of the modules in the MEd in Inclusion and Special Needs Education as a short course, please contact the Postgraduate Secretary (tel: 028 9097 5923/5032, [email protected]) for advice.
Core Modules (compulsory, all 20 CATS points):
An Introduction to Research Methods: Children, Young People and Education (online)
This module will provide you with an understanding of differing perspectives that underpin quantitative and qualitative methodologies and is required preparation for your research dissertation.
Reimagining Special Needs Education: Inclusive Pedagogy
We will focus on deconstructing Special Needs Education and Inclusion by exploring how some popular approaches and behavioural theoretical models have influenced our understanding of SEN. Much of the ‘knowledge’ of special education is, arguably, misconceived and promotes inequality, rather than addresses it. In examining the consequences of, for example, labeling, we will consider a powerful rationale for inclusion based on theories of social justice.
Special Needs Education and Issues of Equity
We will examine how stereotyping and prejudice contribute to forms of ‘epistemic injustice’ whereby what certain groups of people know is given less credibility and weight simply because of their disability, sex, class or ethnicity. The testimony of members of stigmatized groups is likely to be discounted because of prejudicial beliefs and attitudes, which can magnify the effects of injustice as well as create others. Our judgments, as we will learn, are likely to be affected by implicit biases even when we think we’re making judgments of scientific or argumentative merit. The effects of such epistemic injustice is the marginalisation and exclusion of already vulnerable such as the disabled, the working class, women, and people of colour.
Social Justice in Special Needs Education and Inclusion
We will explore some of the complexities of understanding equality in education and sketch some of the flaws with popular approaches to, and conceptions of disability and SEN. While all systems across the world espouse equal entitlement to education, the precise content of this goal is difficult to determine and agree upon. One approach which has emerged with considerable power and application is the Capabilities Approach (CA). The CA is an evaluative framework that entails two core normative claims: first, the claim that the freedom to achieve well-being is of primary moral importance, and second, that freedom to achieve well-being is to be understood in terms of people’s capabilities, that is, their real opportunities to do and be what they have reason to value.
Two optional modules may be chosen from the Educational Studies (MEd) degree.
There are no written examinations. Modules are assessed through a written assignment of 3000 words that is informed by the student’s own professional practice and experience.
The Inclusion and Special Educational Needs programme is part-time and is designed for students who wish to study a range of modules relating to Inclusion and Special Educational Needs (ISEN). The programme is delivered in a variety of modes:
ISEN aims to enable in-service teachers, school leaders, policy leaders, and others working directly or indirectly with children with disabilities in the UK, Europe, and around the world to study across a broad spectrum of inclusion and special educational needs.
There are three core modules within the ISEN programme which you will need to complete in the first year. These modules are Cross-Cultural Issues in Special Educational Needs and Disabilities, Evaluation and Policy Analysis for Inclusive Education, and Inclusion: Individual and group differences. The aims of these modules are as follows:
Taking these three modules will give you credits for a 60 credit PGCert (ISEN), and will enable you to then follow a more specialist pathway in year 2 (PG Diploma) where you will benefit from studying on our existing programmes such as Autism, LLD (Language, Literacy and Dyslexia), and SEBD (Social, Emotional and Behavioural Difficulties). In year 3, as an MEd student you will work towards completion of your dissertation under the supervision of University of Birmingham staff.
You may also be interested in these programmes:
The Inclusion and Special Educational Needs (ISEN) programme is part-time and in years one and three is completed wholly online. In year two, the programme is either distance learning or blended learning depending on the pathway taken. Blended learning consists of a mixture of both campus-based and distance learning elements.
Please note that we require you have at least 2 years professional experience in the areas you wish to study before you can be considered.
Studies can take between 1 – 6 years, depending the level of study and the individual situation of each student, however most master’s level students complete within 3 years.
This programme is designed to supplement professionals already working in the field, or those seeking a general introduction to topics within inclusion and special educational needs. In general, this includes teachers, education advisors, special educational needs coordinators, head teachers in schools, managers of community and charitable organisations, support workers in places such as a university or workplace disability service unit, social workers or nurses providing care for persons with disabilities, or a staff member of a Ministry of Education or Ministry of Health, amongst other things.
There is the opportunity to work towards a further professional qualification in the field of Education, which includes progression to a PhD or EdD. Many of our graduates successfully apply for roles working with children and young people with special educational needs.
The MA Special Needs and Inclusion is a distinct, multi-professional award designed for international and UK students. This course meets the growing need for professionals to have the skills and theoretical understanding necessary to work in different fields and across the life span.
Underpinned by a strong values base, it emphasises social justice and inclusive principles, whilst acknowledging and critiquing the many different perspectives in policy and practice.
Full time students will study three 20 credit modules each term, with sessions taught either during the day, twilight or occasionally at weekends.
Part-time students’ sessions will take place during the evening and on one Saturday each term.
All students are encouraged and supported to work collaboratively and to explore their individual interests. Blended learning materials are available to support all students.
To achieve the MA Special Needs and Inclusion award you'll need to complete 3 core (compulsory) modules and 3 optional modules, plus a dissertation.
Some of the modules you could study:
• Critical Issues (Core)
• Research Methods (Core)
• Perspectives on Special Needs and Inclusion (Core)
• Contemporary Issues in Special Needs and Inclusion (Optional)
• International Perspectives in Special Needs and Inclusion (Optional)
• The Psychology of Special Needs (Optional)
• Multi-professional Working (Optional)
• Inclusive and Assistive Technology (Optional)
• Negotiated Project (Optional)
Following the successful completion of the 3 core modules and 3 other modules you'll carry on to complete a Dissertation. This is your own particular research into a topic of interest to you, identified in conjunction with your tutor.
A variety of assessment methods, including essays, reports, case studies, presentations and professional discussions.
Following the successful completion of your MA Special Needs and Inclusion there is the opportunity to study a Doctorate in Education (SEN) of PhD.
For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx
See our postgraduate fees and funding page to discover the loans, scholarships and bursaries available.
Gender equality, diversity and inclusion are hot topics in contemporary politics, organisations and society. Managing the diversity of the workforce is a key challenge for private and public organisations alike.
Are you interested in topical debates about the role gender, race, and ethnicity play in national, European and global political decision-making? Do you want to understand the positions of men and women of different backgrounds, gays, lesbians and transgenders in society and politics as well as the dynamics of gender hierarchies and gender politics? Then this programme is made for you!
The Master's specialisation in Gender Equality, Diversity and Inclusion in Politics introduces you not only to issues and ongoing debates in the field of gender and diversity studies in organisations and politics, but also offers the opportunity to familiarize yourself with the state of the art in the field and to acquire knowledge of different policy practices related to it and their gendered implications. It offers you the knowledge and skills needed to understand the moral reasons - social justice, fairness and anti-discrimination - and the business reasons - legitimacy and performance - for addressing gender equality, diversity and inclusion through, among others, gender mainstreaming strategies. You learn to apply academic theories to real life questions and dilemmas within organisations and society, to reflect upon the normative dimensions of debates, to design workable solutions to change organisations and to advice policy makers and management teams.
As a GEP student you will be offered an interdisciplinary education, leading to the only Master’s Degree (MSc) in Political Science with a specialisation in gender equality, diversity and inclusion in the Netherlands. The programme focuses on the role and function of gender and diversity in society, with a particular emphasis on underlying power processes in politics and society. You will study how organisations produce different structural inequalities (regarding gender, ethnicity, sexuality, class, age, disability), and how these inequalities intersect and manifest themselves in different practices. At the same time as the programme addresses questions related to the role culture, identity, leadership, and politics play in the (re-)production of gender inequalities, it also assesses the influence and strategies of different stakeholders as well as change agents in gender mainstreaming and transforming organisations. We offer state of the art theoretical insights and provide a solid training in research methods to help you design and implement organisational interventions and solve policy problems.
The Master’s specialisation in Gender Equality, Diversity and Inclusion in Politics is taught at the Nijmegen School of Management. It has a course load of 60 EC* (one-year). All the courses are 6 EC and the Master’s Thesis is 18 EC.
The programme covers:
Radboud University holds the title for Best General University in the Netherlands in the Keuzegids Masters 2017 (Guide to Master's programmes).
While governments around the world have committed themselves to fighting poverty, poverty can only be eradicated once marginalised individuals and groups experience equality, regardless of their gender, race, ethnicity, disabilities or age. That is why discussions on sustainable development and reversing poverty often refer to social inclusion. Development organisations and government agencies can contribute to inclusive transformation processes that improve circumstances for marginalised people and allow them to take part in society and benefit from social services and various political, social, physical and market spaces.
Youth are particularly important drivers of innovation, entrepreneurship and prosperity in developing countries and engaging them in the agricultural sector and keeping them in the rural areas should be a priority. To ensure context-specific inclusive transformation processes, development professionals and organisations need to understand and define marginalised peoples’ needs, interests, constraints and possibilities, as well as understand their roles in decision-making processes at household, economic and societal levels.
The Rural Development, Social nclusion, Gender and Youth specialisation equips students with competences needed to understand and define these contextual factors, reduce inequities and improve social and economic conditions for everyone.
By the time you graduate, you will have developed the ability to:
• identify opportunities for systemic change and to enhance opportunities and interests of youth, men and women in rural environments
• promote social inclusion and mainstream gender and other socialequity issues in rural development
• recommend changes that will bring about gender equality in organisations
• develop a personal strategy for enhancing empowerment, social inclusion, youth involvement and gender equality in your own profession and organisation.
Specialists in Rural Development, Social Inclusion, Gender and Youth contribute to inclusive transformation of social processes that improve circumstances for marginalised people to take part in society. Recognising that equal access to markets and social services, influence over decisions affecting one’s life and young people as key drivers of innovation, entrepreneurship and prosperity will increase security over livelihood and improve social economic conditions for everyone, specialists may design interdisciplinary projects to mainstream social inclusion and reduce inequities. As agents for community development, they may be managers, coordinators or consultants in a (non-)governmental organisation or in the private sector.
Our Master programmes are eligible for the Orange Knowledge Programme (OKP), formerly the Netherlands Fellowship Programme. The Orange Knowledge Programme (OKP) is targeted at professionals from selected developing countries who, after their studies in the Netherlands, will be able to further develop and strengthen the organisations at which they work.
Understanding the challenges and issues related to managing gender equality, diversity and inclusion in organisations, designing interventions and give content to the social responsibility of organisations.
Organisations today have to deal with an increasingly heterogeneous workforce, due to developments such as migration, emancipation, ageing, and international cooperation. The inclusion of men and women, older and younger colleagues, people from different ethnic backgrounds, religions, various educational backgrounds and different sexual orientations has become an issue for employees and managers in modern organisations. To attract and retain a diverse workforce, to realize equal opportunities for all, and to create an inclusive organisation in which people’s needs for uniqueness and belongingness are met, are key challenges for organisations. Valuing all talent and using everyone’s full potential has beneficial effects for individuals, organisations and society.
In the Master's specialisation in Gender Equality, Diversity and Inclusion in Management, we focus on the role and function of gender and diversity in the workplace, connecting what happens in organisations to the underlying power processes in politics and society. We study how organisations produce different structural inequalities (regarding gender, ethnicity, sexuality, class, age, disability), and how these inequalities influence each other in organisational practice. We explore the processes and practices of organisational change in this area. The programme addresses questions about strategy, culture and identity, leadership, and the inclusion of multiple stakeholders in organisational change. We offer state of the art theoretical insights, an overview of current management practices and provide a solid training in research methods to help you diagnose and solve policy problems, and design and implement organisational interventions.
It is advisable that students have done some courses or electives in the field of gender and diversity studies.
The Master’s specialisation in Gender Equality, Diversity and Inclusion in Management is taught at Nijmegen School of Management. This one-year programme has a course load of 60 EC*. Each module is worth 6 EC and the Master’s thesis is worth 18 EC. The programme is structured as follows:
Elective course or Internship
Your Master's Thesis consists of an individual research project, which allows you to investigate a topic of your choice under the close supervision of one of our staff. Your thesis project will be closely aligned to the research within the Hotspot Gender and Power in Politics and Management. You will be invited to relevant research seminars with (inter)national guest speakers.
Radboud University holds the title for Best General University in the Netherlands in the Keuzegids Masters 2017 (Guide to Master's programmes).
This specialist education pathway seeks to investigate the complexities around the concept of inclusion. Study is focused on those who might experience marginalisation in society, particularly in educational contexts.
There is a strong emphasis on finding ways to develop inclusive curricula to meet the needs of all learners including, for example: those defined as having special educational needs; travellers; those from challenging backgrounds; and ethnic minorities.
MA in Education, Inclusion and Special Needs can be studied one year full-time, or up to five years part-time.
You study three core modules:
And a specialist module focused on inclusion and special needs.
You then complete a 60 credit dissertation which will allow you to identify and examine a topic of interest to you.
You may leave the programme after stage 1 with a Postgraduate Certificate in Education or after stage 2 with a Postgraduate Diploma in Education if you have earned sufficient credits.
* All modules are subject to availability.
Our Masters students explore a range of current educational practice, looking at key issues and policy.
Graduates leave with reflective and practical skills and the knowledge they need to contribute to their chosen learning community.
This programme is known for its grounding in a social justice model of inclusive community and educational practice and is relevant for a variety of professionals working in community organisations and schools, and those concerned with disability advocacy and rights.
Studying the Master of Disability and Inclusion Studies (MDInS) you'll gain a stronger understanding of social life and the differences between us, and challenge current approaches used in the education sector and beyond.
The programmes takes on an interdisciplinary approach which draws from education, psychology and social science.
As a graduate, you'll demonstrate a comprehensive understanding of concepts, issues and debates in the area of disability studies, particularly in your own research. Thinking critically and creatively, you will evaluate current issues, research and advanced scholarship in the field of disability studies and work proactively to develop professional relationships with others in the field.
Complete coursework at a pace that suits you – part-time while you work, or full-time over 18 months.
The Faculty of Education offers a postgraduate study award to associate teachers in recognition of their work in supporting the Faculty’s initial teacher education programmes and students. More information on Associate Teacher Postgraduate Study Award
Students are required to complete 180 points and there are three options regarding how study can be planned.
And at least one from:
Other papers can be substituted with approval. These may include 15 and 30 point papers from other discipline areas such as Psychology, Sociology/Social Policy, Cultural Geography and Women's Studies. The MDInS Programme Advisor will assist you in developing your programme of study.
This course is designed to help you develop your knowledge and understanding of issues relating to Special Educational Needs and Inclusions at a greater depth. If you are a practitioner working with children, young people and adults in any one of a range of contexts, this may be particularly useful. Some of the modules we offer do require that you are working in a practical setting. We can also offer tailored training packages for a variety of settings.
The MA in Special Educational Needs and Inclusion is made up of modules which help you to critically reflect on debates relating to inclusive practice in a variety of settings and contexts. You will be able to choose from a selection of optional modules so you can study what interests you most.
All of the modules are equivalent to 30 Credit Accumulation and Transfer Scheme (CATS) points, apart from the Dissertation which is 60 CATS points and is compulsory. This project includes taught aspects of research methods as well as an independent piece of research.
This course will help you to develop your knowledge and skills in the field of Special Educational Needs and Inclusion, specialising in the autism spectrum, including Asperger syndrome. This specialist pathway is ideal for professionals working in early years, primary or secondary schools, further and higher education, voluntary sector, advisory roles, and residential settings. You can also study this course if you have a personal interest, subject to entry requirements.
This course will give you in-depth knowledge and understanding of various aspects related to autism. Our modules will help you to understand autism from the perspective of the individual and the family, focusing on theories that explore the strengths and needs of individuals. In order to help you evaluate best practice, including your own, we will take you through a thorough analysis of evidence-based approaches. Overall, we aim to help you to reduce the barriers that individuals with autism face in education and wider society.
The modules undertaken will vary depending upon the selected exit award (PG certificate, diploma, MA). Each module is equivalent to 30 Credit Accumulation and Transfer Scheme (CATS) points at level 7, except the dissertation which is 60 CATS points. If you want to complete the full MA, you will complete three compulsory modules, an optional module and a dissertation.