Masters Degrees (Inclusive Education)

MA Inclusive Education at Middlesex University is a fully online course based upon gaining knowledge of best practice in an area of specialism through research and literature, implementing this and researching the effect or impact on your practice. This may be through practical, self-directed learning activities. Participants are encouraged to focus assignments on identified institutional and personal needs and to use practitioner action enquiry and reflective practice as a learning model.

Teachers/tutors focus their scholarship, research and enquiries on developing more effective practice in a specialist area while gaining a masters in inclusive education. The course is available to teachers / tutors in the UK and overseas and is run in a totally distance learning mode. Participants can opt for a specialist route through the programme leading to a named award of:

MA Inclusive Education (SEN and Inclusion)
MA Inclusive Education (Specific Learning Difficulties)
MA Inclusive Education (Gifted Education)
MA Inclusive Education (Social, Emotional and Behaviour Management)
MA Inclusive Education (Bilingual Learners)
Some of the special features of the MA Inclusive Education:

Study anywhere in the world
Combine work with this online mode of part time study
Excellent distance learning support available through our virtual learning environment from tutors and from our Learning Resources service
Accreditation of Prior Learning APL is available in all but the dissertation module, allowing you to gain credit for prior study and therefore shorten your overall study period.

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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.

Degree information

Graduates will be equipped to contribute to contemporary international and national debate in the field of special education and inclusion and disability studies; produce and communicate evidence-informed, reasoned argument in writing and orally; demonstrate how concepts, theories and evidence can inform an understanding of issues and practice; carry out a focused special, and inclusive education inquiry into educational practice; enhance professional practice through greater knowledge, skills, understanding and awareness.

Students undertake modules to the value of 180 credits.

The programme consists of four taught modules (30 credits each) and a dissertation (60 credits).

Core modules
- Concepts and Contexts of Special and Inclusive Education (Cairo)
- Research Design and Methodology (Cairo)
- Social, Emotional and Behavioural Development (Cairo)
- Understanding Specific Learning Difficulties (Dyslexia)

Dissertation/research project
All students undertake an independent research project in special and inclusive education which culminates in a 10,000 to 12,000-word dissertation.

Teaching and learning
This MA is taught by UCL Institute of Education tutors in Cairo, Egypt. The programme is modular; two to three modules are taught each year and these will vary from year to year to cover the full requirement of the MA. Modules are taught in intensive blocks of four days at the Learning Resource Center in Maadi, Cairo. Skype meetings and tutorials are available for all students enrolled on this programme of study.

The MA is taught through lectures, group discussions and small group one-to-one tutorials. Modules are assessed by a 4,000 to 5,000-word written assignment. In addition, students write a dissertation (10,000-12,000 words).

Note: this MA is not a teacher training programme and does not aim to train students via school-based training and teaching placements.

Careers

This programme provides students with the opportunity to study at one of the UK's leading specialist departments in special educational needs and disability (SEND), 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. Note: this programe is only available to students living and working full-time in Egypt.

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.

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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.

Degree information

By the end of the programme, students should be able to:
-Contribute to contemporary international and national debate in the field of special education and inclusion and disability studies.
-Produce and communicate evidence-informed, reasoned argument in writing and orally.
-Demonstrate how concepts, theories and evidence can inform an understanding of issues and practice.
-Carry out a focused special, and inclusive education inquiry into educational practice.
-Enhance professional practice through greater knowledge, skills, understanding and awareness.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), optional modules and either a research report (30 credits) or a dissertation (60 credits).

Core modules
-Concepts and Contexts of Special and Inclusive Education
-Research Design and Methodology

Optional modules - in addition to the two core modules students take at least one module from the following:
-Autrism: Research and Practice
-Inclusive Pedagogy: Changing Practice through Action Research
-Language Development
-Psychology for Special Needs
-Social, Emotional and Behavioural Development
-Understanding SpLD (Dyslexia)

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.

Dissertation/report
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 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.

Careers

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 (SEN) and disabilities directly. Graduates can also be found working as staff in specialist services for children and young people with SEN and/or disabilities.

Top career destinations for this degree:
-Secondary School Teacher (IT), Langley Park School
-Special Educational Needs (SEN) Teacher, Special School of Piraeus
-Special Educational Needs (SEN) Teaching Assistant, Grange Primary School
-Special Needs Support Assistant, The UCL Academy
-Behavioural Co-Ordinator, The National Autistic Society

Why study this degree at UCL?

This programme provides students with the opportunity to study in one of the country's leading specialist departments in special educational needs and disability (SEND), 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.

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The MA Inclusive Education is an advanced and flexible course which meets the professional development needs of experienced educationalists. It is directly relevant to the realities of working in different roles in educational environments, with a particular focus on inclusive education. Assignments are tailored towards your own working environment and experience.

The MA Inclusive Education is a named award within the MEd Professional Development scheme. In the first instance applicants should apply for the MEd Professional Development.

All advanced courses in education at the University of Bolton focus on clear principles: learners and learning, professional practice in education and training, and quality and excellence in professional development.

What you will learn

This course allows rigorous academic investigations into education, and issues in inclusive education in particular. You will acquire a range of advanced skills and abilities necessary to enable you to pursue the demands of your chosen programme successfully.

You will learn how to explore educational research and make informed comment on the applicability, relevance and usefulness of theories, concepts, models, methodologies and techniques applied to practice.

For more information please visit http://www.bolton.ac.uk/postgrad

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Why study MA Leading Inclusive Education at Middlesex?

The MA Leading Inclusive Education provides exceptional career development for teachers working in inclusive education, allowing them to explore the best ways of leading and managing children and teachers in an inclusive situation. The course provides an insight into the skills needed to deal with various conditions affecting children's learning, and allows teachers to gain a deeper knowledge of how good, effective leadership can impact children's learning and development.

Hosted in partnership with Real Training and delivered online, the MA Leading Inclusive Education can be studied from anywhere in the world and allows for a flexible means of balancing study and work commitments. Each module is 30 credits and enables participants to build a portfolio of skills and knowledge to suit their needs. The focus of the learning is always impact upon practice.

Course highlights:

- Benefit from our collaboration with Real Training, experts in distance learning in the field of education.
- Exceptional virtual learning facilities allow you to study this part-time course from anywhere in the world.
- As a student of this course you'll receive a free electronic textbook for every module.

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Why this course?

This part-time taught Masters course focuses on the broad areas of:
- additional support needs
- inclusive pedagogy
- collaborative practice

It'll provide you with an opportunity to learn about the background, policies and procedures and pedagogy related to inclusive education.

he course is recognised by local authorities as desirable for all teachers working in, or seeking to work in, the area of educational support.

You’ll have an opportunity to learn from a wide group of teachers from all sectors and stages, such as:
- mainstream & special schools
- early years
- primary
- secondary
- further education

It's a requirement of the General Teaching Council of Scotland that teachers participate in a system of professional update. This course is designed to provide outstanding opportunities for teachers to develop their professional knowledge and practice in-line with the most current developments in research, practice, policy and legislation.

The course is available on a part-time basis only. Classes are generally run on Tuesday evenings and Saturdays.

You’ll study

Postgraduate Certificate core modules
- Understanding Inclusive Education
- Providing Effective Educational Support
- Working Together in Educational Settings

Successful completion of these three compulsory modules will result in the award of Postgraduate Certificate in Inclusive Education.

- Postgraduate Diploma
You'll choose three optional modules. Successful completion of these three modules and the Postgraduate Certificate Core Modules will result in the award of the Postgraduate Diploma in Inclusive Education.

- Optional modules
Inclusive Pedagogy
Supporting Numeracy
Supporting Literacy
Health & Wellbeing
Understanding Social, Emotional & Behavioural Difficulties/Needs
Responding to Social, Emotional & Behavioural Difficulties/Needs
Supporting Positive Futures & Transitions
Attachment & Nurture

Modules from other MEd courses and other institutions may also be included at this phase.

- MEd
The final phase of the MEd consists of an assessed taught module on Educational & Social Research Methods followed by an independent research project. This is submitted in the form of a final thesis.

You'll be encouraged to align your assignments and dissertation topics to your professional practice. This supports the development of practice and sustains career-long professional learning. It can also lead to the development and sharing of practice within and across schools and local authorities.

Teaching staff

Course leaders are members of the Scottish Teacher Education Committee Inclusion Group and co-authors of the National Framework for Inclusion, commissioned by Scottish Government.

Entry requirements

Teachers:
- first degree or equivalent plus a recognised teaching qualification in primary, secondary or further education
- post-qualification experience
- GTC Registration (Initial or Full Registration)
- English is not your first language, you'll need an IELTS score of 6.5 with no area less than 6.0

Others:
- first degree or equivalent
- employed in a context where you are working to support the learning of children and/or young people
- if English is not your first language, you'll need an IELTS score of 6.5 with no area less than 6.0

Note: The course is not intended to be taken in advance of a teaching qualification.

Pre-Masters Preparation Course

The Pre-Masters Programme is a preparation course for international students (non EU/UK) who do not meet the entry requirements for a Masters degree at the University of Strathclyde. The Pre-Masters programme provides progression to a number of degree options.

To find out more about the courses and opportunities on offer visit isc.strath.ac.uk or call today on +44 (0) 1273 339333 and discuss your education future. You can also complete the online application form, or to ask a question please fill in the enquiry form and talk to one of our multi-lingual Student Enrolment Advisers today.

Careers

- Where are they now?
92% of our graduates are in work or further study.*

Job titles include:
- Additional Support Needs Teacher
- Lecturer
- Primary Teacher
- Principal Teacher
- Secondary Teacher

- Employers include:
Local authorities

*Based on the results of the National Destinations of Leavers from Higher Education Survey (2010/11 and 2011/12).

Find information on Scholarships here http://www.strath.ac.uk/search/scholarships/index.jsp

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This programme focuses on inclusive practice. It is intended for teachers and other professionals working with students who are experiencing barriers to learning and participation or other special educational needs, whether in mainstream, special schools/units, colleges or early years settings.

Supported by current research, practice and theory, the programme is designed to help you develop your knowledge, understanding and critical skills in the analysis and evaluation of current research, theory and practice. The programme will provide you with opportunities to explore a range of areas, such as international developments in special/inclusive education, how to work with and involve parents and children and the school's role in promoting inclusion. You will also look at a range of topics that arouse controversy and debate in the area of special needs.

Please note that the MSc Education (Special and Inclusive Education) is designed for professionals with one year's experience, either in paid employment or as a volunteer.

Programme structure

Core units
-Introduction to Educational Inquiry
-How Schools Can Respond to Diversity and to Pupils' Special Needs
-Controversial Issues in Special and Inclusive Education
-Inclusive Education and Working with Parents/Carers

Optional units
-Students studying this programme will be able to take optional units from across the school.

Dissertation
-You will also complete a 15,000-word dissertation.

Careers

We offer the academic and personal development opportunities to equip you for the intellectual, social and personal challenges that you will encounter during your career. Our overarching goal is to enable our graduates to display the following characteristics:
-Equipped to demonstrate impact, excellence and distinctiveness in their chosen field.
-Visionary, imaginative, innovative, reflective and creative.
-High ideals and values, including a strong sense of social justice.
-Highly employable throughout the world.
-Adaptable, with the potential to be a leader in work and in the community.

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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).

Programme structure

Compulsory courses

• Inclusive Pedagogy
• Sources of knowledge
• Conceptualising research

Option courses

You will choose three option courses from this range:

• Comparative approaches to inclusive and special education
• Collaborative working in children’s services
• Education for all
• Teachers as agents of change
• Foundations of international child protection
• Issues and strategies for teaching and learning (VI)
• Inclusion of pupils with visual impairment
• Cerebral VI and profound and multiple learning difficulties
• Audiology and audiometry
• Language and communication (deaf children)
• The developing bilingual learner
• Specific learning difficulties: dyslexia
• Assessing pupils with visual impairment
• Bilingualism and other additional support needs
• Promoting achievement and curriculum access to deaf / bilingual learners
• Specific learning difficulties: co-occurring difficulties
• Deaf Studies
• an option course worth up to 40 credits from within the School or from elsewhere in the University (at SCQF level 11), subject to approval by the programme director

Dissertation (MSc)

• Planning research
• Research dissertation

Learning outcomes

The programme aims to:

• develop and appropriately apply knowledge, skills and attitudes relevant to inclusive education and the contexts in which it takes place
• reflect critically on the relationships between theory and practice and explore issues in the implementation of educational and social principles and ideals
• engage with and where appropriate influence policy issues and the practice of professionals in relation to the delivery of inclusive education
• develop extended skills in research and enquiry, including the use of literature, reviewing evidence, gathering, organising and evaluating data, responding to evidence and providing critical comment

Career opportunities

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.

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This award provides the opportunity to engage with theoretical perspectives and research in the field of inclusion and disability, both nationally and globally. The programme is relevant to both UK and *international applicants and starts from the premise that terms, such as inclusion, disability and special needs are contestable.

Students are encouraged to critically engage in those social, political and global debates relating to the education of marginalised groups of children and young people.

The question of how can education promote greater equity in an increasingly diverse society is central to the award. In this way the MA provides outstanding professional development for those working in education, enabling them to deepen their understanding of how to develop more inclusive practice within their own professional setting or country context.

Sessions are led by highly qualified tutors from the Faculty's Education and Social Research Institute who have relevant expertise and professional experience.

About the Course

In term one, students take two core units. The unit 'Introduction to Educational and Social Research Design' is interconnected with the other full time Masters awards in the Postgraduate Research in Education, Community and Society programme and enables, from the outset, a consideration of the ways in which knowledge is generated in the field of inclusive education and disability.

The second core unit 'Understanding Inclusive Education' provides opportunities for students to reflect on their understandings of disability and special educational needs and to consider alternative approaches in the context of recent research on inclusion and diversity in education.

In term two, students are able to choose two options from the selection below:
-Collaborative Research Project
-Globalisation, Social Justice and Social Change
-Identity, Equality and Empowerment in Childhood
-Independent Study
-Key Issues in Managing Diversity, Disability and Special Educational Needs
-Practice Based Project
-Transformative and Ethical Leadership in Educational Settings

Taught units offered develop students' ability to critically engage with published research and to develop their own research skills in support of their own fields of interest. The option unit, ‘Key Issues in Managing Diversity, Disability and Special Educational Needs’ examines issues of exclusion and marginalisation, disability and difference, race and culture. Here, there is a focus is on critical issues for equity and diversity rather than on particular categories of need. Drawing from such fields as critical pedagogy, disability studies and multicultural education, the unit explores critical theory and research and examines a range of alternative approaches to promoting social justice in education.

Every student undertakes a (60 credit) dissertation, allowing in-depth and extended study in an area of interest and relevance.

Throughout the award, students are encouraged to pursue their own areas of interest using analysis, reflection and evaluation. Interconnecting themes across the option units (for example, promoting equality of opportunity, valuing diversity and developing understanding of social justice) allow students to choose units that reflect their own academic interests and connect with their particular professional context whilst still retaining academic relevance with the award.

Assessment details

Assessments are based around your workplace and relevant to your own practice. All assessed work is returned to students with both formative and summative comments, which are intended to present clear guidance for future assessment. There are no formal examinations.

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The Master of Education by coursework is designed to develop and support the careers of trained teachers who are teaching professionals, educational administrators, researchers and policymakers. The course does not lead to a professional teaching qualification. If you're seeking a professional teaching qualification and hold a bachelor's degree in another discipline, please refer to the Master of Teaching.

The Special and Inclusive Education specialisation is designed to help you develop the skills, knowledge and values needed to specialise in the teaching of children with special-education needs, or to qualify for appointments as leaders. You will tackle the challenges of students with special education needs, early language and learning issues, preventing disruptive behaviour, and teaching students with learning difficulties. The Master of Education (Special and Inclusive Education) is recognised by the NSW Department of Education and Communities as a formal qualification in Special Education.

To ask a question about this course, visit http://sydney.edu.au/internationaloffice/

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The MA in Special and Inclusive Education examines a wide range of professional issues about special educational needs in special and mainstream schools and other learning environments. It is concerned with issues associated with DfES policy, legislation and, in particular, the implications of inclusion for learning, teaching and pupil performance.

The course is modular, offering flexibility of study patterns. It is suitable for part-time and full-time students. Part-time students can achieve the MA in two years. Alternatively modules can be planned around longer term professional and career objectives.

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This programme addresses contemporary issues in inclusion/special education. If you are a policy maker, educator or teacher involved in inclusive education/special education at pre-school, school or tertiary level, this programme is designed to promote your understanding of the issues and practices relevant to this area.

Why this programme

◾Our research-informed courses will help you to think about practice and policy in the light of current educational thinking and enable you to consider how an inclusive/special education system might operate in schools and other educational institutions.
◾You will discuss recent theories related to many of the conditions and labels associated with special educational needs/additional support needs and have the opportunity to develop practice that takes account of these within an inclusive framework. In particular you can specialise in autism, behaviour, gifted and talented, dyslexia, English as an Additional Language and disability.
◾You can tailor research projects to provide the maximum relevance and benefit to your interests and work.You will explore how effective learning and teaching can support the Sustainable Development Goal 4 – to ensure inclusive and quality education for all and promote lifelong learning by 2030 (United Nations).
◾This programme has continued to attract both national and international students. Consistently rated as excellent by our students, this programme brings together students and researchers with an interest in inclusive/special education. The international community is seeking to develop inclusive, equitable and quality education for all by 2030. This programme offers you the opportunity to consider how this will be achieved. A highlight for both international and Scottish students is the opportunity to work together as they seek to support all learners.

Programme structure

You will take four core and two optional courses, as well as complete a dissertation. The full programme can be studied over one year full-time. There are also flexible routes of study that allow teachers to progress towards a full masters on a part-time basis. Courses are delivered during the day, evening or at a distance to suit your needs.

Core courses
◾Introduction to educational and social research
◾Modern educational thought
◾The evolving concept of inclusion
◾The learner and the curriculum.

Sample optional courses
◾Developing literacy
◾Highly able learners
◾Identities, relationships and behaviours
◾Inclusive classrooms, inclusive pedagogies.

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The question of how education can promote greater equity in an increasingly diverse society is central to this MA. It provides the opportunity to engage at the forefront of theoretical perspectives and research in the field of inclusion, disability and SEN to deepen understanding of how you might shape, approach and develop practice for your own professional setting. Students are encouraged to develop their own narrative in relation to the balance, and tensions, between inclusive practice in mainstream settings and more targeted provision or specialised areas of SEN, reflecting critically on your own experience and alternative perspectives. The award draws on the specialist expertise and research in the Faculty's Education and Social Research Institute.

About the Course

MA Inclusive Education and Special Educational Needs and Disability is for a wide range of education professionals (and in adjacent areas eg relevant health/social care settings) who are interested in professional development, understanding and practice in the award area.

Assessment details

Assessment is by coursework for each unit and a full assignment brief is available for each unit. Assessment tasks always allow you to pursue your own thinking and interests within the parameters of the unit and award. Formative feedback is available and built in for every unit.

For taught units (30 credits) the assessment is 5000 words equivalent. The final (60 credit) dissertation is 12-14,000 words.

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The School of Education provides an online portfolio of Career-long Professional Learning (CPL) programmes for the education workforce, to meet both current and emerging needs associated with the profession and to reflect the increasing importance attached nationally to professional learning, update and practice.

The programme is aimed at teachers and other professionals teaching and/or supporting learning in mainstream schools or other inclusive educational settings.

About the programme

The programme takes inclusive education to operate within the equality and human rights legislative context, aiming to remove barriers to learning and participation, and to eliminate discrimination and disadvantage for whatever reason.

Your learning

The programme equips you with knowledge, understanding and skills that make you well-suited to pursue positions of responsibility in the areas of inclusion and support for learning.

You will start with the compulsory module ‘Inclusion and Equality’. Upon successful completion of this module you can undertake two of the following modules to complete the Certificate; and five of the following modules or four of the following modules plus a Research Methods module to complete the Diploma:

• Autism Spectrum Disorders
• Dyslexia
• Gifted and Talented
• Inclusive Enquiry
• Inclusive Leadership
• Inclusive Practice
• Social, Emotional and Behavioural Difficulties

Upon successful completion of the Diploma, participants who have studied the Research Methods module can progress to the MEd stage where you will undertake a dissertation on a relevant topic of your choice.

There is no requirement to attend ‘face-to-face’ sessions on this programme as it is offered by distance learning, using the UWS virtual learning environment.

Our Careers Adviser says

Professional and personal development abilities are greatly enhanced, and graduates will be perfectly poised to undertake positions of leadership as well as seeking new opportunities in this exciting field.

First-class facilities

You’ll have access to a wide range of technology to facilitate your learning. Our libraries are stocked with a vast range of specialist resources to help you in your studies, and you’ll also have access to our extensive electronic library collection (including e-books and academic journals) and the virtual learning environment, Moodle.

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Key concepts and debates from the disciplinary literature and recent research, models of inclusion and their implications for practice will be critically analysed, as will the range of contexts in which learning takes place.

We will consider how to evaluate and develop policy and practices within individual educational institutions and analyse how far current educational contexts of performativity and high stakes accountability may affect developments in inclusionary thinking and practice.
You will also enhance your specialist and advanced pedagogical knowledge and expand your repertoire of tools and practices in order to develop inclusionary and equitable pedagogy.

The programme is suitable for serving teachers at all career stages and from all sectors of education from early years to FE.

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