Our Inclusive Arts Practice MA is aimed at artists or individuals from related fields who are working in healthcare, education, the arts or the community sector.
It may be a suitable programme if your employer is looking to support relevant training and development opportunities for their staff.
The course aims to equip students with the necessary skills to initiate and manage truly inclusive arts projects with diverse and marginalised groups, for example those with learning difficulties or experiencing social exclusion due to economic or health reasons.
You can choose to study for either a full MA award or a PGCert. There are opportunities to work in diverse settings from schools, galleries, artist studios and design studios to day centres, photographic studios and FE colleges.
Past students have worked with a range of individuals and participant groups including people with learning disabilities, children, young people, elders, those experiencing homelessness, asylum seekers and youth offending teams. They have contributed both locally and to international projects in countries including Romania and Ukraine.
We value and encourage work across a range of art forms, including visual art, design, illustration, performance, film and photography.
Studies are based around a core of experiential work-related learning, integrated with theory. The course is designed to support participants' development and creativity as art practitioners within the contexts of inclusion, learning disability and marginalised community groups. Students work alongside diverse groups of people in a workshop setting, sharing experiences as partners in the process of learning.
The course is delivered through seven modules, including one related optional module. PGCert students study the Working Together and Issues and Debates modules only.
Assessment takes place through presentations, seminar discussions, practical work and workbooks. The final research project is assessed through an exhibition rather than a dissertation.
Working Together: Introducing Practical Collaboration
This module is a practical introduction to inclusive arts practice that explores processes of collaborative working and art facilitation skills. You undertake a series of supported arts workshops in local artists studios, working alongside the learning disabled Rocket Artist Group. You establish key philosophies and practices of inclusive practice suitable for transference to other community groups later in the course and your future practice. There are also opportunities for you to think about and develop your own work in the context of collaboration.
Participatory Practice and Creative Exchange: Inclusive Approaches to Collaboration
This module introduces and interrogates the ideas and practices of inclusive arts practice through key readings, tutor-facilitated workshops and peer discussion. It includes issues and debates around the similarities and differences between disability arts, art therapy, occupational therapy and inclusive arts practice, and other approaches to collaboration and inclusion. Within this module students will have the opportunity to work in the newly developed Switch House Building at Tate Modern, as part of a short creative exchange project.
Research in Progress
This module is designed to support students in the development, implementation and completion of their individual research projects. A series of work-in-progress seminars and workshops run alongside the delivery of students’ ongoing practical art projects.
Practice as Research
This runs in parallel with the Research in Progress module, giving you the chance to capture and present your research findings through a public exhibition or performance, and to demonstrate good practice and the impact of inclusive arts.
Looking Ahead: Continuing Professional Development
This module is designed to enhance the professional practice of arts practitioners and equip students with the skills and contacts to manage their future career paths. It covers areas such as working with museums and galleries, funding, public programming, health and safety, budget management, partnership development, and marketing.
Making sure that what you learn with us is relevant, up to date and what employers are looking for is our priority, so courses are reviewed and enhanced on an ongoing basis. When you have applied to us, you’ll be told about any new developments through our applicant portal.
On completion of the course, students are ideally placed to seek employment in a range of art, disability, community, health and education settings. Recent graduates have gone on to work for various organisations including Project Art Works, The Royal Academy and Kings College Hospital Trust as inclusive arts practitioners and workshop facilitators.
The course would also make a significant contribution to an artist's independent studio practice. Recent alumni have exhibited work at various locations including Phoenix Arts, Brighton Dome and Pallant House. Others have founded organisations such as Red Octopus Sensory Theatre and contributed to a wide range of projects and events including:
Students and alumni have successfully secured funding for inclusive arts projects and research through the Springboard Grant scheme, the Santander/Beepurple Social Enterprise Award, Arts Council England and the Winston Churchill Award. Others have progressed to PhD research through scholarship funding.
The Special Educational Needs (SEN) programme investigates issues involved in the education and development of children and young people with learning difficulties, disabilities and disadvantages. Our programme is founded upon a commitment to forms of education which enable the participation, learning and development of all.
Students studying on the programme engage with aspects of theory, policy and practice relevant to international and local contexts. With its international profile, this programme brings together teachers and other professionals working directly with children and young people with learning difficulties, disabilities or disadvantages, as well as policy-makers and managers in areas of SEN and Inclusive Education.
On the MA Special Educational Needs, students choose between two distinct pathways, Inclusive Perspectives or Psychological Perspectives, which reflect different theoretical traditions and approaches to practice, provision and policy within the field of special educational needs, disability and inclusion. Both pathways are relevant to mainstream and special education contexts.
The Inclusive Perspectives pathway emphasises the application of inclusive and person-centred values and critical educational analysis. Concepts and theories such as person-centred education; participation and ‘voice’; the social model of disability and difference; and human rights and equalities are used to consider educational practice, provision, policy and systems relating to pupils experiencing difficulties in educational settings.
The Psychological Perspectives pathway emphasises the use and application of psychological theories. Concepts and theories of cognition, educational testing, and social and emotional development are central in developing psychologically informed understandings of children and young people experiencing difficulties in educational settings.
Students greatly benefit from engaging with the insights, experiences and perspectives of other course members, from a diverse range of contexts and backgrounds. The combination of their own experiences, insights gained from others on the course and the theoretical resources offered by learning within the modules, enables students to deepen their understanding of, and to be able to challenge, the barriers that hinder the learning, development and participation of children and young people with learning difficulties, disabilities or disadvantages.
The teaching provided on modules is informed by active research and scholarship in the field of Inclusive Education and SEN practice and policy. All lecturers leading modules on the programme have high level specialist qualifications, teaching and leadership experience in the field of Education, SEN and Inclusive Education.
All students complete a common module which takes a broad view of key perspectives and issues in SEN, it also introduces the psychological and inclusive perspectives. From here, students undertake specialist modules within the programme, depending on their chosen pathway.
Inclusive Perspectives Pathway content: Students critically explore the issues involved in children’s behaviour using sociological approaches. You will reflect on your own and society's beliefs about ‘good’ and ‘bad’ behaviour, which often relate to medical and psychological foundations of schools’ policies and practices. The social pedagogical approach is also explored as a basis for inclusive teaching and learning. A critical analysis of instrumentalist/functionalist approaches to teaching is developed with a view to enhancing holistic development and the participation of pupils as a means of addressing barriers to the inclusivity of the classroom.
Psychological Perspectives Pathway content: On this route students engage with the idea that socially and emotionally well-adjusted students perform better at school, whilst social and emotional aspects of learning have become marginalised in a highly competitive education system. The use of psychometric testing is covered, with an exploration of its appropriate uses (students can gain a Certificate of Competency in Educational Testing, accredited by the British Psychological Society, from successfully undertaking this module).
Optional modules are available to students on both pathways which focus on Dyslexia as a Specific Learning Difficulty and on Autism in Education. Students also have an option, instead of taking a taught optional module, to take a (non-taught) Independent Study module to learn about a specific issue relevant to their pathway and interests, which is not taught about in the programme.
The final module is an independent research-based enquiry (either a Dissertation or Practice-Based Research Project), which is founded upon the pathway perspective chosen, but is also subject to the student’s choice of topic.
Required modules for both routes
The Programme supports and enables:
The Master of Philosophy specialising in Inclusive Innovation (MPhil) is an interdisciplinary, research-based degree that leads to the development of novel and sustainable solutions for social challenges. Join like-minded visionaries on a rich learning journey, and spend a year working both individually and with others where expertise, life experience, passion and innovation converge to support new possibilities and ideas.
The MPhil Inclusive Innovation is a one-year modular programme designed to be a collaboration between GSB faculty and pass innovators. The MPhil curriculum is structured around three main components: learning, engaging, and reflecting and creating – this can be referred to as praxeology (the study of purposeful human action).
The programme provides a grounding in the fundamentals of inclusive innovation, as well as the challenges facing those working on social and environmental issues in Africa today. A typical class flows from student presentations and group feedback to focusing on topics such as values-based leadership and business model innovation, integrative thinking and design thinking.
From the start of the programme, innovators identify a problem of interest and start developing a deep understanding of the context behind the issue they’d like to address. They conduct independent research, including a literature review, field studies, interviews, observations and assessment of market needs. This scholarly approach leads to a fuller understanding of the practical possibilities for contributing to the issue concerned.
3. Reflecting and creating
Personal reflections and peer-to-peer feedback all help to spur on the intellectual development of inclusive innovators and their ideas.
The MPhil’s desired outcomes are:
Inclusive innovators who complete the MPhil will be skilled at:
You will gain the following during the MPhil in Inclusive Innovation programme:
This MPhil degree encourages inclusive innovators to think critically and innovatively to meet new demands. The programme gears participants towards becoming advanced strategic and systems thinkers.
Shorter invention cycles
MPhil innovators will test assumptions and prototype solutions in a “living lab” environment. It’s a free-thinking cross disciplinary space that helps shorten the cycle time from invention to application of innovations and solutions through interaction and debate with consumers, experts, industry and organisations in the relevant ecosystem.
Access to industry experts
Innovators will be exposed to key local and global specialists – from deep-content experts to market experts in the community. The insight and feedback they receive will help them iterate and improve their solutions at various stages.
Inclusive innovators will build personal relationships with leading experts across different industries and will be plugged into the next generation of African innovators.
Self-reflection, introspection and personal growth are core elements of the programme. The MPhil develops inclusive innovators who boldly pursue ambitious ideas and dreams.
The Special and Inclusive Education MA will develop a student's knowledge of key concepts and issues related to special and inclusive education, enhancing their understanding of disciplinary and theoretical perspectives. It will give students the ability to analyse, evaluate and synthesise evidence, theory and practice, and help them to apply conceptual and theoretical frameworks to professional policy and practice.
By the end of the programme, students should be able to:
Students undertake modules to the value of 180 credits.
The programme consists of two core modules (60 credits), and either two optional modules (60 credits) and a dissertation (60 credits) or three optional modules (90 credits) and a research report (30 credits).
In addition to the two core modules students take at least one module from the following:
Students choose either one or two further options from the list above or, subject to the Programme Leader's approval, from elsewhere at the UCL Institute of Education.
All students undertake an independent research project which culminates in a 10,000 to 12,000-word dissertation or 6,000 to 7,000-word report.
Teaching and learning
The MA is taught through lectures, group discussions, small group one-to-one tutorials, and computer lab classes. Compulsory and optional modules are assessed by a range of assessment strategies including presentations and a 4,000-5,000 word written assignment; students may choose from a range of assessment titles. In addition, students may choose to write either a report (6,000-7,000 words) or a dissertation (10,000-12,000 words).
NB: This MA is not a teacher training programme and does not aim to train students via school-based training and teaching placements.
Further information on modules and degree structure is available on the department website: Special and Inclusive Education MA
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
Graduates of this programme are currently working across a broad range of areas. Some are working as managers in mainstream and special schools and other educational settings, while others support those with special educational needs and disabilities directly. Graduates can also be found working as staff in specialist services for children and young people with special educational needs and/or disabilities.
Recent career destinations for this degree
Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.
This programme provides students with the opportunity to study in one of the country's leading specialist departments in special educational needs and disability, and educational psychology, working with internationally recognised tutors who have published widely in the areas of special education, inclusion and disability studies, and who contribute to Master's and doctoral programmes worldwide.
The programme team is committed to creating an intellectually challenging context in which students are encouraged to discuss practical knowledge, experience and ideas in order to extend their understanding of special and inclusive education.
This programme attracts students with rich and varied professional and personal experience, both nationally and internationally, and fellow students provide a valuable networking resource.
The UWS Masters course in Inclusive Education is a part-time qualification and is ideal if you are a teacher or a professional teaching and/or supporting learning in a mainstream school or other inclusive educational setting.
With increasing diversity in society being reflected in the classroom, where children and young people from diverse backgrounds and with diverse abilities and needs learn together, we believe that it is becoming progressively more important that teachers and other professionals working in mainstream schools or other inclusive educational settings develop appropriate responses to diversity.
Through our Masters' course, we will support you as you strive to make all learners feel included, and to provide for them learning experiences that are relevant and accessible.
Completing five of the following modules, plus a module in educational research and the dissertation will give you the award of MEd Inclusive Education.
Course modules you will study are:
Throughout our course, you are given opportunities to use the principles of practitioner enquiry, such as the need to engage in professional dialogue about, systematic reflection on, and evidence-based enhancement of practice to explore the themes of each module in their professional context.
Teaching & Assessment
Our teaching and learning strategy is designed to help you achieve the learning outcomes associated with each module, while the assessment strategy provides you with a structured opportunity to demonstrate that you have actually achieved them and to gain formal recognition for this achievement. All modules are assessed summatively through reflective essays exploring key themes associated with each module. Formative assessment opportunities are built into each module.
Our Inclusive Education course will equip you with the knowledge, understanding and skills that make you well suited to pursue positions of responsibility in the areas of inclusion and support for learning.
Professional and personal development abilities are greatly enhanced, and you will be perfectly poised to undertake positions of leadership as well as seeking new opportunities in this exciting field.
Take the next step in your career with this innovative inclusive education online programme, designed for professionals working as leaders or prospective leaders of inclusion in educational settings.
Experience state-of-the-art practice-led learning that combines our latest virtual learning environment technology (Campus OnlineTM) with the extensive resources of Middlesex University.
The master’s degree in inclusive education is a Middlesex University programme and qualification, jointly developed, delivered and assessed by Middlesex and Real Training, and quality assured by Middlesex University. As such, this programme can only be booked with Middlesex University.
The programme starts in September and January.
Developing inclusive education practice to support the needs of all learners is one of the most important challenges facing education professionals today. The Leading Inclusive Education MA is an exciting, new distance-learning pathway for education professionals, from all phases and settings, who wish to progress into leadership roles, or to develop their leadership skills, in the crucial area of inclusion.
This practice-led and flexible Middlesex University programme and qualification offers an alternative to, and routes on from, current NCTL leadership qualifications and the National Award for SEN Coordination.
It has been developed, and is delivered and assessed by Middlesex University, in partnership with us. It is also quality assured by Middlesex University.
It is open to graduate professionals working in any educational setting – early years, schools, specialist settings, FE colleges and universities – in the UK and internationally.
The programme is designed as a distance-learning package and can be accessed from anywhere in the world. It is delivered through our Campus OnlineTM online learning platform, in partnership with Middlesex University.
You will work on practical assignments, as well as doing your own independent reading and research. You will produce written work, including a dissertation, reports and a reflective journal.
An expert tutor will oversee your work.
The MA in Inclusive Special Education offers you an opportunity to develop a greater understanding and critical appreciation of the trends and developments in the education of children and young people who have a special educational need and/or disability. In this programme there is a strong emphasis on promoting equality of opportunity, valuing diversity and issues of social justice.
You will study for your MA in Inclusive Special Education at our Bognor Regis Campus. Over the past few years, we have redeveloped both of our campuses so that you have the best facilities available for your degree. We pride ourselves on the quality of the learning environment we can offer our students.
At the Bognor Regis Campus there is an integrated approach to the provision of learning resources and support. We offer a substantial collection of books, journals and other materials to help you further your research.
A range of study areas for group and quiet study including Wi-Fi areas for laptop use are available, or you can use our open access PC and Mac areas. We use an electronic learning environment with an expanding portfolio of online library resources from anywhere at any time.
Our brand new award winning Learning Resource Centre is at the heart of the campus hosting a modern library service with areas for quiet and silent study on both floors. Also situated in the LRC is the Support and Information Zone, Costa Coffee and over 80 open access work stations.
An equipment loans centre offers laptops, tablets and other electronic devices for short and long term loans. The campus also offers purpose built classrooms for the teacher training courses, as well as lecture and seminar rooms.
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.
The MA is based at the Bognor Regis Campus in Bognor Regis, West Sussex. Taught sessions will take place on alternate Tuesday evenings and one Saturday in each semester.
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.
We appreciate that circumstances can change and part-time students are helped by having flexible study arrangements. To that end, you will be able to intermit from the programme for a maximum of 2 years over the whole programme, provided that you return and complete the MA within five years.
A module (30 credits) is a unit of up to 24 hours taught delivery, typically over one semester with its own discrete assessment. Modules consist of taught sessions, seminars, and one Saturday workshop each semester. Sessions will normally be delivered on alternate Tuesdays between 5.30pm - 8.00pm and 10am – 4pm on the Saturday.
The MA in Inclusive Special Education draws on a range of assessment methods including practitioner research projects; 6,000 word essays and presentations. The dissertation is in two Parts: Part 1 (6000 words) is research proposal including a literature review and a discussion on the methodology for your chosen topic and Part 2 (6000 words) is a small scale research project prepared for publication.
To gain an MA in Inclusive Special Education you will need to complete four modules (4 x 30 credits) and the dissertation (60 credits), giving a total of 180 credits. You can exit the programme at any time and gain an interim award. After successful completion of two modules you would be awarded a Postgraduate Certificate in Professional Practice (60 credits) and after four modules you would be awarded with a Postgraduate Diploma in Professional Practice (120 credits).
This new programme will interest graduates who want to make a difference to the lives of a wide range of children in education. You will compare inclusive educational practices in Scotland, the UK and across the world. You will study particular approaches to removing barriers to learning and including all children.
The programme has specific pathways for Postgraduate Diploma (visually impaired learners), Postgraduate Diploma (deaf learners) and Postgraduate Diploma (bilingual learners).
You will choose three option courses from this range:
The programme aims to:
Suiting newly qualified teachers and experienced practitioners alike, this programme provides a qualification that can open doors to a new career in inclusive and special education, or an advanced role in the field.
It can also provide the foundations for a career in policy formation and development, as well as a broad range of highly transferable skills, such as communication and project management, which can be applied to roles in any field.