The Management of Special Education in Developing Countries is a full-time programme for teachers, administrators and non-governmental organisation staff who are working in special education in developing countries and who wish to develop their management or leadership expertise. Although most students are not from the EU, this course is also suitable for UK/EU students.
The Management of Special Education in Developing Countries programme is for teachers, administrators and NGO staff who are working in special education in developing countries and who wish to develop their management or leadership expertise. The programme combines modules in Special Education with modules in International Studies in Education, using theory and practice from both in order to enable participants to improve management practice in the national context in which they work. A research dissertation also enables participants to put together management and special education in a uniquely relevant way for them.
This International Studies in Education programme has been taught at the School of Education for 50 years, and the School has one of the largest SEN departments in the UK. In consultation with tutors, you will choose modules totalling 100 credits from those available in the International Studies in Education and Special Education programmes, with a minimum of two modules from either field. You will also need to take the Researching Education module. A research dissertation will enable you to put together management and special education in a way which is uniquely relevant way for you.
The course permits a choice of modules from the International Studies in Education, and Special Educational Needs, courses. Students attend regular lectures and seminars for the first two terms, have personal dissertation supervision for the third term, and are assisted to access a wide range of library and online learning resources. The course is assessed by coursework assignments and a dissertation, and topics can be chosen to match the interests, expertise and needs of students. Some students do fieldwork for their dissertation in another country, but this is not a requirement. It is helpful if students have experience of working with disabled children in different countries, and bring relevant materials, which are not available online, for their coursework, e.g. printed project evaluations, reports in local languages, health education materials, photos and videos.
The MA in Management of Special Education in Developing Countries is ideal for graduates who wish to develop their management or leadership expertise within special education. Upon completion of this course, you will have experience in managing a variety of learning needs within your school and support colleagues to take a more inclusive approach in their own pedagogy. =
With this Master’s degree, graduates will become eligible to apply for a range of international posts in relation to SEN, Community-Based Rehabilitation (CBR), and project management. Sites such as ‘Devnet’ and ‘UN Jobs’ provide many examples of relevant opportunities. The degree does not give qualified teacher status in the UK or elsewhere, but is a valuable additional qualification for those who have a relevant first degree (e.g. international studies, psychology, social work, development studies, public policy), and/or a teaching or health care qualification.
There is the opportunity to work towards a further professional qualification in the field of Education both within schools and in other settings, including progression to a PhD. The excellent careers advice provided by personal tutors has encouraged many of our graduates to successfully apply for leadership roles related to inclusion and diversity in schools and other educational settings. These include: lecturers, policy developers, head teachers, special educational needs coordinators and managers of community and charitable organisations.
Ranked number one in Wales for student satisfaction (Complete University Guide 2017), Education at Wrexham Glyndwr University is one of the institution's most successful courses, working closely with organisations in a wide group of sectors, notably FE, health and training.
The department has had a successful period which included strong performances in the Sunday Times and Guardian league tables.
Our MA Education has been designed to provide content and context that relates directly to the work of educational professionals in their settings including schools, colleges, universities and public sector organisations. All content and assignments are work-related, enabling you to consider the latest theoretical underpinning for the subject area selected relating to your work.
You can select from the following named routes:
-MA Education (Learning & Teaching)
-MA Education (Leadership)
-MA Education (Additional Learning Needs)
-MA Education (Youth and Community Work)
-MA Education (Counselling Skills for Education)
-or make their own selection of modules to achieve the generic MA Education award.
The MA Education (Additional Learning Needs) has two pathways. There are generic SEN/ALN modules or, candidates may elect to study the specific British Dyslexia Association accredited modules to achieve the Approved Teacher Status (ATS) and then the Associate Member of the British Dyslexia Association (AMBDA) awards.
The MA Education has been designed to meet the requirements of the Welsh Government’s priorities for education and caters for a wide range of professionals who are involved in delivering education in a variety of organisations and related settings. Partners involved in the design of this programme included: local authorities; FE colleges; voluntary and community organisations, nurse educators; headteachers; teachers and current students.
Whatever setting you come from, you will be challenged to extend your thinking about the subjects you select, deepen your understanding of the content and theoretical foundations of the area and, be encouraged to reflect critically upon how this will impact on your practice. All assignments will be context related to enable you to implement many of the ideas discussed and to evaluate their success.
The programme is structured to develop your skills and concepts incrementally through the following stages:
Postgraduate Certificate stage: 1 core module: Mastering Professional Learning, and 1 option module.
Postgraduate Diploma stage: 1 core module: Research Methodology and Enquiry in Education, and 1 option module.
MA Education stage: A dissertation on an aspect of interest that you wish to explore.
A selection of the option modules available include (subject to numbers):
The information listed in this section 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.
Assessments will reflect the professional context in which you work and reflect an enquiry-led approach to learning that comprises portfolios, presentations, reports, research projects, reports to seminar groups and essays.
The Careers & Zone at Wrexham Glyndŵr University is there to help you make decisions and plan the next steps towards a bright future. From finding work or further study to working out your interests, skills and aspirations, they can provide you with the expert information, advice and guidance you need.
This course provides a career-enhancing, internationally-recognised award that is valued by many professions.
Gain the qualification you need to teach in the area of special educational needs in Post-16 and Further Education, previously known as Post-Compulsory Education and Training (PCET), and including 14-19 provision.
It is suitable whether you are new to teaching and need us to find you a placement, or if you are already working as a teacher or trainer within the SEN context and want to become qualified.
The course maps to the national framework for teaching qualifications in Post-16 and Further Education, the new Diploma in Education and Training for Disabled Learners (DET, previously DTLLS). The course is recognised by the professional body, currently the Institute for Learning (IfL) and sector body the Education and Training Foundation (EtF). It enables you to apply for Qualified Teacher Learning and Skills (QTLS) status for Post-16 and Further Education, which is equivalent to Qualified Teacher Status (QTS) in schools. QTLS is currently awarded by IfL who charge a fee for membership and QTLS registration. An employer may be willing to pay the fee for you.
On the course, you
You apply the course theory through your teaching practice. This consists of at least 120 hours teaching over either one year or two. During the course, University staff and your placement or workplace mentor assess your teaching practice eight times.
Key areas covered include • planning and preparing to teach • assessment for learning • teaching methods • behaviour for learning • using technology in teaching and learning • progression against the professional standards • understanding your wider professional context.
Settings of Post-16 and Further Education and Training include • further education colleges • school sixth forms • higher education institutions • adult and community learning providers • private training companies • public services • 14-19 educational providers.
After successfully completing the course, you gain a level 7 qualification equivalent to DTLLS or the new Diploma in Education and Training, but at masters level, and you can use these 60 credits towards a masters course.
We have partnerships with a range of settings across the Post-16 and Further Education sector, who provide you with a wide range of placement opportunities.
If you do not have an undergraduate degree or equivalent and need an initial teaching qualification, you can study our CertEd Post-16 Education and Training. This route is not available with the special educational needs specialism.
For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.
The course is recognised by the Education and Training Foundation (EtF).
We have an excellent graduate employment record. On average 95% of our PGCE graduates are teaching or in further study within six months of graduating.
Previous students have gone on to teach in • further education colleges • sixth form colleges • schools • public services • private training organisations • voluntary sector.
Others work as educational development officers or similar for local education authorities, non-governmental organisations and charities.
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 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:
Do you have a passion for educating children, particularly those with Special Educational Needs (SEN)? If your aim is to become a reflective, critical and enquiring primary school teacher then our PGCE Primary Education with Specialism in SEN and QTS is the course for you.
Our aim is to help you become a committed, confident and creative teacher so we’ll train you in the essential tools you need to kick-start your career in education. You’ll increase your ability to handle the ever-evolving teaching environment, and by the time your course is complete, you’ll be in a position to continue developing your understanding, knowledge and skills throughout your professional life.
You’ll discover that the way we teach you and the time you spend in schools in the Birmingham area will give you a broad experience of working with children who come from a wide range of different social, economic and cultural backgrounds so you’ll be well placed to take on your NQT year.
In addition to the above, for entry onto a teaching course you will also be required to pass the Skills Tests in Literacy and Numeracy.
Pre-Interview School Experience
For teacher training there is an expectation that you will have had some general experience of working with primary age students in a school setting. In preparation for the selection interview you are required to engage in a teaching episode, observed by an experienced qualified teacher.
As part of the selection procedure, the interview panel will expect you to demonstrate your knowledge and will assess personal qualities such as the potential to relate well to primary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching.
Applicants must also meet The National College for Teaching and Leadership requirements for initial teacher training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).
Modules are assessed through a range of directed tasks and targeted assignments. Trainee teachers are also required to complete a profile of evidence towards the achievement of the Standards required by the National College for Teaching and Leadership for the award of Qualified Teacher Status (QTS). Evidence for the Standards is verified by mentors.
All applications need to be made via the UCAS Teacher Training website.
Course code: 338C