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Masters Degrees (Sen Teaching)

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The Master of Teaching (MTeach) is a higher degree for education practitioners which aims to enhance their professional learning. Read more

The Master of Teaching (MTeach) is a higher degree for education practitioners which aims to enhance their professional learning. It provides intellectually challenging and sustained practice-based development opportunities. It includes university-based sessions and mandatory online components.

About this degree

Using their own experience of everyday teaching and school activities students develop a critical understanding of research and scholarship in teaching and learning, and the  changing policy contexts.

Students undertake modules to the value of 180 credits.

The programme consists of both core and optional modules (120/150 credits), and a dissertation/report (60/30 credits). Students can also import up to 60 Master's-level credits from Initial Teacher Education (ITE) programmes.

A Postgraduate Diploma (120 credits) is offered.

A Postgraduate Certificate (90 credits) is offered.

Core modules

Core Modules are dependent on your MTeach pathway. Pathways include:

  • New Teachers (less than 2 years experience)
  • Experienced Teachers (more than 2 years experience)
  • English Teachers
  • Mandarin Teachers (New pathway)

* please see below for more information re Mandarin

Please contact us for more information about which pathway and core modules would be most suitable.

MTeach Mandarin is a new module which offers participants a platform with opportunities to reflect on their teaching and deepen their understanding of teaching Mandarin Chinese across the primary and secondary sectors.

Optional modules

  • Understanding Teaching
  • Developing Understanding in English, Media, Drama Studies
  • Leading Learning
  • Understanding the Teaching and Learning of Chinese Mandarin in Schools
  • Concepts and Contexts of Special and Inclusive Education (MTeach SEN pathway)
  • Research and Professional Practice
  • Professional Development Portfolio 1
  • Professional Development Portfolio 2
  • Developing Professional Enquiry Skills (SEN)

Students may also select approved optional modules from other IOE programmes.

Dissertation/report

All students undertake an independent research project which culminates in either a report (9,000 words for Research and Practice Based Enquiry, or 10,000 words for the Practice Based Enquiry) or a Dissertation (18,000 words for the Research and Practice Based Enquiry, or 20,000 words for the Practice Based Enquiry)

Teaching and learning

Teaching is via a combination of face-to-face (including two or three sessions on Saturdays or evenings for most modules) and online learning. The MTeach pathways reflect students’ career stages and/or professional interest. Tutorial groups share and critically analyse professional practice. This process is central to the development of a deeper understanding of subject pedagogy and the ways young people learn. Assessment includes everyday teaching, portfolios, reflective journals and evidence studies.

Further information on modules and degree structure is available on the department website: Teaching MTeach

Careers

Graduates of this programme are currently working in a range of educational careers. Some are working as teachers, while others have roles in management or as senior leaders. Graduates have also found positions as local authority advisers and within universities.

Employability

The programme focuses on teachers' practice and leadership, and encourages teachers to learn from and with colleagues in other schools. At a time when the recruitment and retention of excellent teachers are key issues for many schools, award-bearing professional learning acts as an incentive for both schools and teachers.

Why study this degree at UCL?

UCL Institute of Education has been providing first-class teacher education, in partnership with schools and colleges in the London region for over 100 years. Centrally located in London, we are the preferred choice for Master's-level professional development for many classroom practitioners.

Participants are all current practitioners who are interested in the classroom as a focus for professional learning. The mixed-mode approach of the programme takes account of the demanding lives of teachers. This means that the MTeach will be comprised of evening and Saturday face-to-face sessions - an average of three per module - and ongoing online discussions.

 The programme provides ongoing support through its tutorial group system. This interactive environment fosters the development of a 'learning community' based on pedagogical and evidence-based practice.



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Are you a qualified teacher who would like to develop your knowledge of the wider issues surrounding work with dyslexic pupils in schools?. Read more
Are you a qualified teacher who would like to develop your knowledge of the wider issues surrounding work with dyslexic pupils in schools?

The Postgraduate Certificate in Teaching Pupils with Dyslexia will provide you with the specialist skills and knowledge required to enhance the learning of pupils with dyslexia in a school context.

This one-year course will allow you to understand the challenges faced by pupils in the classroom through the application of practical and theoretical knowledge.

Accredited by the British Dyslexia Association (BDA), this course has been designed to meet both the individual and organisational needs of school teachers working at all stages of compulsory education.

On graduation you possess the necessary skills and knowledge to effectively teach pupils who suffer from dyslexia, in addition to possessing a strong foundation that will allow you to progress your learning to Masters level, should you wish to further progress your qualification.

Learn From The Best

The staff engaged in teaching and tutoring on this course are qualified teachers and practitioners with substantial experience of working with pupils that have specific learning difficulties (SpLD).

Tutors on this course have worked in a variety of environments such as schools, local authorities and other educational establishments. They also hold memberships to key professional organisations such as the British Dyslexia Association.

In addition to the teaching delivered by our staff, we regularly welcome guest speakers and visiting lecturers to provide additional sessions to further enhance your knowledge of this specialist subject.

Both our teaching team and dedicated support staff will be on-hand at all times throughout your course to provide ongoing guidance and assistance to ensure you graduate with complete confidence in your abilities.

Teaching And Assessment

Split into two modules – The Theory and Practice of Identification and Assessment and Teaching Pupils with SpLD (Dyslexia): Theory into Practice – this course will provide you with the opportunity to undertake learning activities that explore the different dimensions of critical enquiry.

A large majority of this course is delivered through weekly classroom-based teaching and learning sessions, which will comprise of a mixture of teacher-led discussions and student presentation.

Whilst summative assessments will take the form of written assignments, additional formative approaches are also utilised in the form of presentations, portfolios and reports, assignments, case studies and reflections.

You will also be required to undertake in-depth assessment and teaching projects under the guidance of your assigned tutor.

Module Overview
TE7033 - Teaching Pupils with SpLD Dyslexia: Theory into Practice (Core, 30 Credits)
TE7034 - The Theory and Practice of Identification and Assessment (Core, 30 Credits)

Learning Environment

Throughout the duration of your course you will have access to state-of-the-art facilities such as our University library – which is ranked in joint first in the UK.

You will also be able to utilise the UseMyAbility website to challenge your own personal development, apply planning tools and seek career advice to further support your learning and future career.

Your learning experience will be enhanced though the use of technology and learning materials, such as module handbooks, assessment information, lecture presentation slides and reading lists, will be available via our innovative e-learning platform, Blackboard. You can also access student support and other key University systems through your personal account.

Research-Rich Learning

Research-rich learning is embedded throughout all aspects of this course and you will be encouraged to extend, develop and enhance your ability to evaluate and judge the underlying assumptions surrounding dyslexia policy and practice.

Many members of our teaching team are actively involved in research projects that are defining the education sector, with a focus on key issues such as dyslexia, developmental coordination disorder and working memory.

This course requires you to produce a written assignment that will allow you to put the research skills acquired on this course into practise. Undertaken under the supervision of your tutor, you will conduct literature research around a subject area that interests you most, focusing on how theories and concepts impact on practice.

Give Your Career An Edge

This course is highly regarded by employers thanks to our accreditation with the British Dyslexia Association (BDA).

It has been developed to meet the BDA accreditation requirements at two levels: Approved Teacher Status (ATS) and Associate Membership of the BDA. Some elements of these requirements are also governed by the SpLD Assessments Standards Committee (SASC).

On graduation, you will possess contemporary knowledge in the field of dyslexia, which you will be able to put into practise in a real-world environment to help improve the teaching of those with dyslexia.

This course encourages you to develop a global perspective on issues relating a variety of issues, supporting your development as a culturally and ethically aware graduate who is able to contribute constructively and positively in a variety of contexts.

Your Future

On completion of this course you will possess a range of transferable skills to equip you for employment, enterprise or further study in this area or a related field.

This course has been designed for qualified teachers who are working with pupils with literacy difficulties, in addition to those with an interest in dyslexia, SENCOs or those working within SEN departments, advisory teachers within local authority support services and those involved with assessments and exam arrangements.

There is significant evidence that completion of this course can enhance employment and support graduates in their career development as leaders and managers within their organisation.

Upon successful completion, you will also have the option to transfer to the Postgraduate Diploma or MA in Education Studies to further enhance your qualifications and knowledge.

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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. . Read more

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. 

What's covered in the course?

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.

Why choose us?

  • Successful completion of this course will highlight your SEN expertise and help you to stand out from the crowd.
  • Consistently high employability rates, with 98.8 per cent of our 2016 PGCE Primary graduates in employment or further study six months after their course (latest DLHE survey results 2015/16)
  • Over 70 per cent of our 2015 Primary PGCE graduates gained employment in West Midlands’ primary schools.
  • We support you with the job application process as part of your course.
  • If you have a First in your undergraduate degree, or a PhD, you may be eligible for a bursary from the National College for Teaching and Learning (NCTL)For 2017 entry this bursary is £3000.
  • If you accept an offer from us you’ll be able to take part in our free Skills Test ‘bootcamps’ to make sure you’re ready to start your PGCE in September.
  • Gain Master's level credits gained as part of this course that you can then use towards a full Master's degree, such as our Master’s in Teaching and Learning or Educational Leadership.
  • We have strong relationships with more than 900 primary schools in the region. Schools are committed to the quality of experience they offer our trainees.
  • Our team of experienced teachers, who have held senior positions in schools, are there to support and guide your progress.

Entry requirements

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).

Assessment

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.

How do I apply?

All applications need to be made via the UCAS Teacher Training website.

Course code: 338C



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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. Read more

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

  • develop as a teacher in special educational needs
  • develop your knowledge and understanding of educational ideas and theories
  • engage with the latest developments for special educational needs in the Post-16 and Further Education context

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.

Further information

For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.

Professional recognition

The course is recognised by the Education and Training Foundation (EtF).

Course structure

Modules

  • introduction to learning, teaching and assessment
  • the learner experience (SEN)
  • professional practice 1 and 2 (SEN)
  • exploring your specialist context (SEN)
  • extending teaching for learning

Assessment

  • assessment of practical teaching
  • presentations
  • planning and evaluation exercises
  • preparation of teaching materials
  • written assignments

Employability

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.



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The MA SEN/ALN (Additional Learning Needs) will appeal to those who are working in the field of SEN/ALN and Learning Disabilities, in particular those who are working in education (SENCos/ALNCOs, specialist teachers, one-to-one tutors within FE/HE together with learning support staff across a range of settings). Read more

The MA SEN/ALN (Additional Learning Needs) will appeal to those who are working in the field of SEN/ALN and Learning Disabilities, in particular those who are working in education (SENCos/ALNCOs, specialist teachers, one-to-one tutors within FE/HE together with learning support staff across a range of settings). This Special Educational Needs qualification is also of interest to professionals working in health, such as speech and language therapists and occupational therapists and other non-statutory organisations.

The SEN/ALN course has been designed to enable experienced practitioners in education and related professions to critically engage in the social, political and global debates relating to the living and learning experiences of children, young people and adults who have special educational needs and learning disabilities. It will encourage greater understanding and a critical appreciation of the trends and developments in SEN/ALN and disability provision across schools and relevant settings. Our SEN/ALN course also offers an in-depth focus on contemporary perspectives of SEN/ALN, learning disabilities and inclusive practice together with the opportunity to widen students’ theoretical understanding through research and evaluation within their respective professional roles. Awards are available at Postgraduate Certificate level; Postgraduate Diploma level and the full Masters degree.

What you will study

There is a wide range of modules to choose from, providing the opportunity to have a postgraduate course specifically tailored to meet your individual professional needs. You will study the specified module of the MA SEN/ALN (Additional Learning Needs) course – SEN/ALN: Contexts and Concepts – and in common with all of the professional learning programmes, you will study the Research Methodology module. 

You will also select two or three additional modules from the Professional Learning Programme. Examples of modules include:

Autistic Spectrum 

This explores theory, policy and practice in relation to all aspects of autism

Dyslexia Theory and Assessment and Working with Dyslexia: Linking Theory, Assessment and Practice

Both modules are externally accredited by the British Dyslexia Association at either an approved teacher/practitioner (ATS/APS) level or the associated membership (AMBDA) level. They are ideal for those who are working with children, young people or adults with specific learning difficulties and want a recognised qualification in this field.

Leading and Managing SEN/ALN 

Designed for educational practitioners who have or aspire to the role of SENCo./ALNCo. The module is designed to equip students with a better understanding of the theory and practice relating to the varied and challenging skills required of the SENCo/ALNCo. in order to respond to the changing landscape of SEN / ALN. 

A full list of modules is available from Amanda Kelland, award leader.

Awards are available at Postgraduate Certificate level (after completion of two taught modules); Postgraduate Diploma level (after completion of four taught modules) and the full MA (after completion of a dissertation).

Assessment

Modules are normally assessed by a written assignment of 5,000 words.

Placements

Those who undertake the SpLD modules, with a view to gaining accreditation from the British Dyslexia Association, will undertake a specialist teaching practice. For other students, there may be opportunities to link with specialist settings on a voluntary basis.

Careers

An Additional Learning Needs qualification demonstrates that you have developed advanced level skills in analysis, evaluation and research.

If you are interested in the possibility of gaining a higher degree by research, your tutors will be pleased to discuss the opportunities at the University of South Wales.

Our Careers and Employability Service

As a USW student, you will have access to advice from the Careers and Employability Servicethroughout your studies and after you graduate.

This includes: one-to-one appointments from faculty based Career Advisers, in person, over the phone or even on Skype and through email via the "Ask a Question" service. We also have extensive online resources for help with considering your career options and presenting yourself well to employers. Resources include psychometric tests, career assessments, a CV builder, interview simulator and application help. Our employer database has over 2,000 registered employers targeting USW students, you can receive weekly email alerts for jobs.

Our Careers service has dedicated teams: A central work experience team to help you find relevant placements; an employability development team which includes an employability programme called Grad Edge; and an Enterprise team focused on new business ideas and entrepreneurship.



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This successful one year training programme is designed to support the professional development of special educational needs coordinators (SENCOS). Read more
This successful one year training programme is designed to support the professional development of special educational needs coordinators (SENCOS). Gain 60 credits at masters level and join the hundreds of SENCOs in the South West Consortium who have already gained the award. Discover how you can get involved and make a positive impact on practice, and the achievements of schools and their pupils.

Key features

-Take the opportunity to undertake this Department for Education (DfE) approved post-graduate qualification which must be achieved by teachers new to the role of SENCO. If you are an experienced SENCO or working in a related professional role you can also apply. To achieve the National Award you must have QTS/QTLS, and if not it may be possible for you to achieve the PgCert Inclusive Education (60 masters level credits).
-Benefit from an award offered through the South West Consortium consisting of Plymouth University and the University of Exeter, working in partnership with the local authorities of Bournemouth, Cornwall, Devon, Dorset, Plymouth, Poole and Somerset.
-Take part in a programme which runs in Bodmin, Plymouth, Exeter, Ilminster, and Dorchester. The local tutors are mainly Special Educational Needs (SEN) advisory teachers and experienced SENCOs, working in conjunction with university tutors.
-Gain experience working with a tutor allocated to you, offering extensive expertise, knowledge and experience and high quality local personal tuition.
-Draw on support from a professional learning community through face-to-face and virtual learning support and resources. Access valuable university facilities and online resources.
-Gain 60 masters level credits which can be used towards a masters degree (e.g. MA Education Special Educational Needs).

Course details

You'll complete two modules (each worth 30 masters level credits) which include a total of six days attendance at sessions in your local authority location. As well as four school focused/research days. Each module consists of three full days taught sessions and two recommended study days (four total) which you will individually agree with your own organisation. The modules are designed to explicitly relate to the DfE SENCO Learning Outcomes.

Optional modules
-PGSEN703CW National Award for SEN Coordination Learning Outcomes
-PGSEN703DV National Award for SEN Coordination Learning Outcomes
-PGSEN703PL National Award for SEN Coordination Learning Outcomes
-PGSEN703SS National Award for SEN Coordination Learning Outcomes
-PGSEN704CW SEN: Organisational Contexts
-PGSEN704DV SEN: Organisational Contexts
-PGSEN704PL SEN: Organisational Contexts
-PGSEN704SS SEN: Organisational Contexts
-PGSEN705CW SEN: Leading on Teaching and Learning
-PGSEN705DV SEN: Leading on Teaching and Learning
-PGSEN705PL SEN: Leading on Teaching and Learning
-PGSEN705SS SEN: Leading on Teaching and Learning

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It is now statutory that all new SENCOs to post, working in maintained schools must attend and complete the National Award for SEN Co-ordination. Read more

It is now statutory that all new SENCOs to post, working in maintained schools must attend and complete the National Award for SEN Co-ordination.

The National Award for SEN Coordination is a one year, part time postgraduate certificate course, which, on successful completion of the assessed work will give SENCOs 60 Masters level credits (the equivalent to a third of a full Masters).

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/senco.aspx

Course detail

Please note: If you are not the named SENCO at the school, then we are unable to award you the full National Award for SEN Coordination. You will, however, still be able to attend all sessions and on successful completion of the 3x20 credit modules, will be awarded the Postgraduate Certificate in Special Educational Needs. If you later become the SENCO (within 3 years of enrolment) it is possible to submit a Portfolio of Learning Outcomes specific to the SENCO role. When this Portfolio is combined with the 3x20 credit modules, you will then be awarded the Postgraduate Certificate in Special Educational Needs and the National Award for SEN Coordination.

The Faculty of Education at Canterbury Christ Church University is one of the University’s leading edge academic units and is recognised nationally as a centre of excellence for teacher education and whole school development.

What are the potential benefits?

Having now worked with over 1100 SENCOs from maintained, specialist and independent sector settings, we have clear evidence of the impact that this training programme has had upon not only the SENCO, in terms of developing confidence and understanding of current legislation and the impacts that this has for practice; but also upon the school itself: as capacity and strategic leadership is developed within the school.

All schools are noticing an increase in the number of complex educational needs that staff are needing to understand and manage, and this course therefore provides SENCOs with up to date information about a range of best practices, in terms of the understanding and identification of need, as well as effective processes and practices to support a strategic rather reactive approach to meeting needs.

SENCOs also have the benefit of studying within localised cohorts of around 20: this provides a supportive network, and enables the SENCO to gain first hand understanding of the wider context of SEN, and alternative ways to approach the meeting of needs.

Content

The course is built around the 49 professional learning outcomes that have been developed by the NCTL (National College for Teaching and Leadership), and covers the following key areas:

• Understanding the roles and responsibilities of the SENCO

• Understanding SEN, disability and underachievement

• Introducing evidence based practice and Action Research to inform and improve practice within the school

• Whole school systems: co-ordinating provision effectively

• Understanding funding systems and implications for strategic resource planning

• Working collaboratively and strategically with others: introducing the key skills of leadership, enabling and delegation

• Working in partnership – with other professionals, agencies and services

• Working in partnership – with pupils, parents and carers

Format

The National Award for SEN Co-ordination comprises 9 full days taught input and 2 half day sessions.

You'll be fully supported through expert teaching, practical discussions with other participants and direct email tutorial support.

Cohorts are run throughout the academic year, to respond to interest and demand, and can be set up in different teaching venues to make it more accessible for a group of SENCOs.

Assessment

A range of written assignments.

How to apply

For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx

Fees and Funding

See our postgraduate fees and funding page to discover the loans, scholarships and bursaries available.

View https://www.canterbury.ac.uk/study-here/fees-and-funding/postgraduate-fees-funding/postgraduate-funding.aspx



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Why study at Roehampton. All modules are taught in the evening. Choose a specialist pathway in either Inclusive Perspectives or Psychological Perspectives. Read more

Why study at Roehampton

  • All modules are taught in the evening
  • Choose a specialist pathway in either Inclusive Perspectives or Psychological Perspectives
  • Tailor the programme to your own needs and interests
  • Gain the Certificate of Competency in Educational Testing accredited by the British Psychological Society (optional) as part of the programme or as a stand-alone module

Course summary

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.

Content

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.

Modules

Required modules for both routes

  • Perspectives in SEN and Inclusion
  • Undertaking Social and Educational Research
  • Dissertation OR 
  • Practice-based Research Project

Inclusive Perspectives

  • Behaviour, Inclusion and Exclusion in Education
  • Teaching, Learning and Social Pedagogy: working with difference, difficulty and individuality

Psychological Perspectives

  • Assessment and Intervention in Education
  • Social and Emotional Dimensions of Learning

Optional modules 

  • Behaviour, Inclusion and Exclusion in Education
  • Teaching, Learning and Social Pedagogy: working with difference, difficulty and individuality
  • Dyslexia as a Specific Learning Difficulty
  • Autism: Principles, Practices and Perspectives
  • Assessment and Intervention in Education

Career options

The Programme supports and enables:

  • Careers in professional practice and leadership: teaching, advisory work, SEN coordination, inclusion management, support assistance.
  • Careers in policy-making, implementation and development of inclusion and SEN provision.
  • Careers in research and developing the inclusion and SEN workforce in further and higher education.

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The PGCert Education. National Award for Special Educational Needs (SEN) Co-ordination is a mandatory course for all SENCOs new to the role. Read more
The PGCert Education: National Award for Special Educational Needs (SEN) Co-ordination is a mandatory course for all SENCOs new to the role.

See the website http://www.brookes.ac.uk/courses/postgraduate/pgcert-education-national-award-for-sen-coordination/

Why choose this course?

- The government is committed to improving outcomes for children with special educational needs (SEN) and disabilities. SENCOs have a central role to play in schools to ensure effective provision for children with SEN and disabilities and that individual children's needs are met.

- This course is delivered jointly with the Oxfordshire Inclusion Support Team (OXIST) and the Buckinghamshire Learning Trust (BLT) who provide in-school support.

- The School of Education at Oxford Brookes is one of the largest schools of education in the UK, combining high quality teaching and significant research and consultancy activity, and is a focal point for lively, informed debate on education through its seminar and lecture programmes.

- You will be joining a university which is widely regarded as a major contributor to the improvement of education and learning, locally and nationally.

- We work in close partnership with hundreds of schools and colleges and other organisations.

- You will be based on a a great campus, with strong sporting, recreational and study facilities.

Teaching and learning

Policy and Practice for Special Educational Needs course schedule:
- one whole day and five evenings (approximately 21 hours of contact time)
- one online discussion (approximately three hours of contact time)

Assessment:
There are two elements to the assignment - an online summary and a report evaluating the role of the SENCO (4,000 words).

Teaching and Learning for SEN course schedule:
- one whole day and five evenings (approximately 21 hours of contact time)
- one online discussion (approximately three hours of contact time).

Assessment:
The assessment will include an online summary, a presentation and an essay (4.000 words).

Managing Issues in Special Educational Needs course schedule:
- one whole day and five evenings (approximately 21 hours of contact time)
- one online discussion (approximately three hours of contact time).

Assessment:
There are two elements to this assignment, a summary of an online discussion and a report on a school project relating to an aspect of the SENCO management role.

In addition SENCOs must present a portfolio of evidence for assessment which demonstrate that they have met all the 49 learning outcomes specified by the National College for Teaching and Leadership.

Please note: as our courses are reviewed regularly the list of modules you choose from may vary from that shown here.

How this course helps you develop

The post of SENCO is likely to have an increasing importance within the structure of schools, becoming a clear route for career progression. It is also an important step towards a master's degree.

Careers

Many of our SENCOs who complete the course go onto further career progression eg Director of Inclusion across a federation of schools, Inclusion consultant with OXIST, Deputy and Assistant Head roles with responsibility for Inclusion.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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Why study at Roehampton. The course is accessible with 10 taught days that can be fit around an existing job and personal commitments. Read more

Why study at Roehampton

  • The course is accessible with 10 taught days that can be fit around an existing job and personal commitments.
  • This course fulfils the Statutory requirements of the 2014 Children and Families Act that all new-to-post SENCOs should receive a postgraduate qualification to equip them with the knowledge and skills to undertake this complex role. We are one of the accredited national providers, found on the National Association for Special Education Needs website (NASEN).
  • We provide ongoing support with extensive electronic resources on and off-site and a university tutor and school based mentor assigned to each student.
  • You will be working with a group of your peers and have the opportunity, should you wish, to use the credits gained on this course, towards an MA. 

Course summary

The course meets the learning outcomes agreed nationally by the DFE and the SENCO Award providers’ group for the NASENCO qualification. The course content is informed by current SEN and disability legislation and underpinned by current theory and research led practice pertaining to Special and Inclusive Education.

Special Educational Needs Co-ordinators (SENCOs) play a vital role in leading the co-ordination of provision for children and young people with SEN and/or disabilities in schools. In September 2009 it became law for every new SENCO in a mainstream school to gain the Masters-level National Award for Special Educational Needs Co-ordination within 3 years of taking up the post.

Content

It will consist of 9 taught days and one further day at the university for tutorials, study and research. It provides professional development for new to post SENCOs to enhance the quality of teaching for children and young people with SEN and/or a disability and to improve provision and outcomes for them. Course teaching days always take place on Wednesdays at Roehampton. 

Special Educational Needs Co-ordinators (SENCOs) play a vital role in leading the co-ordination of provision for children and young people with SEN and/or disabilities in schools. In September 2009 it became law for every new SENCO in a mainstream school to gain the Masters-level National Award for Special Educational Needs Co-ordination within 3 years of taking up the post.

Following new legislation around Special Educational Needs included within the Children and Families Bill 2014, the outcomes for the National SENCO Award have changed for the cohort 2014/15. This is to ensure the Award continues to reflect the role of the SENCO, within the changing national and local context of Special Educational Needs.

The National College for Teaching and Leadership has provided provisional learning outcomes for the NASENCO Award next year, focused on three areas:

A. Professional Knowledge and Understanding.

B. Leading and Coordinating Provision

C. Personal and Professional Qualities

Academic Support

Each participant on the programme will be allocated a tutor within the University who will have experience in tutoring and supporting participants from a range of university programmes, including those who are studying whilst working full time. Additionally, the SENCO host school will provide a school-based mentor to oversee and support the school based element of the training, and to mark the portfolio. The school-based mentor will also play a key role in supporting and advising the new to post SENCO.

Assessment

The assessment is in two parts, each of which must be passed and each of which is equivalent to 5000 words.

Part 1: A Portfolio of Evidence

The portfolio must comprise evidence to demonstrate meeting the SENCO training standards. The evidence should be drawn from practice-based experience and from learning through the programme. Reflective commentary on evidence provided must be included. A reflective reading log must be included as an Appendix. The Mentor Handbook must be included as an Appendix.

Part 2: A Report of a Reflective Practitioner Enquiry (5000 word report)

The report must be based on a practitioner led enquiry carried out in the school, which explores an area/issue of inclusive practice or provision in order to support improvement for pupils with SEN and/or a disability.

Career options

The Award should enable SENCOs to develop and demonstrate the personal and professional qualities and leadership they need to shape an ethos and culture based upon person-centred, inclusive, practice in which the interests and needs of children and young people, pupils with SEN and/or disabilities are at the heart of all that takes place.

Our experience is that many students undertaking this award progress quickly to further promotion, especially to school leadership teams.

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This blended learning module allows you to reflect critically and guide your practice in the management of children, adolescents and adults with ADHD. Read more
This blended learning module allows you to reflect critically and guide your practice in the management of children, adolescents and adults with ADHD.

The SEN Attention Deficit Hyperactivity Disorder (ADHD) is a challenging and stimulating blended learning course delivered by the internationally recognised Dyscovery Centre. The Dyscovery Centre offers assessment and assistance to children and adults with living and learning difficulties such as ADHD.

The Masters level 30 Credit module is accessible through blended learning which includes a combination of face-to-face teaching at the University of South Wales and e-learning. This offers you the opportunity to meet for four training days, receive information via the website and have telephone and email support and discussion.

There is growing awareness of ADHD in the UK and internationally. The SEN ADHD course will guide all those providing support, including members of CAMHS teams, Allied Health Professionals (AHP) and paediatricians to understand the diagnosis and treatments for ADHD and gain the skills to work in this field. The module will also be relevant to teachers and psychologists with an interest in Attention Deficit Hyperactivity Disorder.

See the website http://courses.southwales.ac.uk/courses/1379-sen-attention-deficit-hyperactivity-disorder-adhd

What you study

You are required to critically reflect on the challenges of interdisciplinary working as well as the issues of comorbidity that are evident among individuals with ADHD and how these may impact on the identification and assessment processes.

You are expected to undertake reading from a wide range of sources to develop your understanding and to reflect upon current practice from the evidence base presented.
The content of this module allows you to reflect critically and to guide your practice in the management of children, adolescents and adults with ADHD.

The module considers methods and models of management and intervention in the field of ADHD and considers the overlap with other related disorders. The course examines the effective working practices in this field.

Learning & Teaching Methods

This course is delivered through blended learning and will include four days of direct teaching time, plus online learning. The attendance at the four days of direct teaching is essential.

Assessment methods

Students will be required to submit a 5,000 word assignment at the end of the module.

Employment Prospects

Students may wish to progress to the MA Education and Linked Named Awards programme at the University of South Wales or to undertake research in the field of developmental disorders.

Teaching

This course is delivered through The Dyscovery Centre, an internationally recognised centre offering assessment and assistance to children and adults with living and learning difficulties such as ADHD.

The Dyscovery Centre is a specialist and high quality service that undertakes research, provides clinical services and provides consultancy services and training at all levels from awareness raising courses to Masters degree level.

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If you would like to teach post-14 learners in the Further Education (FE) and Skills Sector with a specialism, then this course is for you. Read more

Why choose this course?

• If you would like to teach post-14 learners in the Further Education (FE) and Skills Sector with a specialism, then this course is for you
• The specialist pathways allow you to focus on a key subject area in English: Literacy, Maths, Engineering* or teaching learners with disabilities
• We were rated 'Outstanding' in our most recent Ofsted inspection for the training and assessment of our trainees
• You may be entitled to a bursary, depending on your degree classification.
*‌ Our Engineering pathway is currently subject to validation for September 2016 entry.

About this course:

This course will enable you to apply for Qualified Teacher of Learning and Skills (QTLS) via the Education and Training Foundation (formerly the Institute for Learning). Depending on your preference and prior experience, you can either specialise in English: Literacy, Maths, Engineering* or teaching learners with disabilities.

We will thoroughly prepare you for the practical demands of teaching in the FE & Skills sector within one academic year. The course will also provide you with 60 credits at masters level.

You’ll be based at the University for two days a week, where you’ll be taught in our specialist teacher training facilities. For two days a week, you’ll be on a teaching placement, and you’ll undergo a six-week block placement in February. You will also complete an alternative placement in a different setting which you are expected to have fulfilled before the course starts. This information will be relayed to you on pre-induction.

If you are interested in teaching post-14 learners in areas outside of English: Literacy, Maths, Engineering* and teaching learners with disabilities, then we also offer a generic PGCE Post-14 (Education and Training) course.
Bursaries

There is a government initiative that currently provides bursaries for teaching English, Maths, and SEN disabled learners. The amount is dependent on your degree classification. Please see the Fees and finance section for further details.

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University of South Wales' MA SEN/ALN (Autism) course is unique in Wales, and is for professionals working in the field of education, health, social care and the third sector who have contact with children or adults on the autism spectrum. Read more

University of South Wales' MA SEN/ALN (Autism) course is unique in Wales, and is for professionals working in the field of education, health, social care and the third sector who have contact with children or adults on the autism spectrum. The course is designed for those who wish to become an advanced practitioner in autism by acquiring a relevant qualification. As the only practice-based study of autism in the region, our course draws a wide range of students from south Wales and the west of England, as well as many international students.

The MA SEN/ALN (Autism) course is also of relevance to newly qualified practitioners who are interested in gaining a specialism in autism, and to those coming from a personal perspective on autism who would like to deepen their knowledge and find out more about current research and relevant theoretical ideas.

What you will study

The autism course explores theory, policy and practice in relation to all aspects of autism as it is currently understood within different contexts. Modular content is designed to provide the opportunity to tailor your postgraduate degree to meet your individual professional or personal needs.

There are two specified modules focused on autism:

Autism: Contexts and Concepts

This module examines the development of current theories of autism and explores the implications of these for autistic individuals, families and practitioners. It is designed to deepen your knowledge and understanding of the sensory perceptual differences of autism and consider the ways in which these may give rise to a different way of being in the world.

Managing and Supporting Autism 

This module critically examines national and international developments in policy and practice in relation to autism education and support within a variety of settings and contexts. It will enable you to evaluate the continuum of provision for people with autism in the light of theories of learning and with reference to important models of disability.

In addition to these two modules, you are able to select two or three additional modules from the Professional Learning Programme, for example:

Child and Adolescent Mental Health

This module focuses on the causation, presentation and implications of mental health difficulties in children and young people.

SEN: Contexts and Concepts 

This module examines practice in SEN/ALN, learning disabilities and inclusive education and critically reflects on the tension between identification of need and the philosophy of inclusion

Leading and Managing SEN/ALN 

This module is designed to provide students with a better understanding of theory and practice in relation to the role of SENCo/ALNCo and so respond to the changing landscape of SEN/ALN.

In common with all of the Professional Learning programmes, you must take the core module Research Methodology if you are studying the full Masters course.

A full range of the modules is available from the course leader, Dr Carmel Conn.

Awards are available at Postgraduate Certificate level (after completion of two taught modules); Postgraduate Diploma level (after completion of four taught modules) and the full MA (on completion of a dissertation).

Teaching

Each module is taught during weekly on campus sessions over 10 week terms. Learning takes place in teacher and student-led seminars, group discussions, individual tutorials and through active learning tasks. Content is delivered in engaging and interactive ways, with clear direction and support provided for critical reading and academic-level writing. Teaching usually takes place in the evenings and sessions are delivered by the course leader together with guest speakers. For the autism modules, guest speakers include people with autism, as well as senior practitioners in health and education.

Assessment

Each module is assessed by an assignment, which may take the form of a 5,000 word written assignment or an alternative practical assessment task. To complete the full Masters award, you will need to complete a 15000 word dissertation which is based on a topic of your choice. You will be supported by a tutor during the assignment writing process via individual tutorials. If you are not in professional practice, but would like to gain experience of working professionally in relation to autism education and support, help with setting up an internship can be provided.

Placements

If you are not in professional practice, but would like to gain experience of working professionally in relation to autism education and support, help with setting up an internship can be provided.

Facilities

We are able to arrange to consult and use some of the resources available at the Dyscovery Centre such as standardised assessment tools.

Careers

Most students who study part-time, work in this specific field of work. Our full-time students quickly find work locally within education or the care sector, which offers them opportunities to apply theory to practice. A Masters degree in Autism is a major boost to a career. Whatever your profession, experience has shown us that success on the course leads to enhanced employment prospects. Parents of children diagnosed with an ASD feel empowered both from their success and the increased insight gained.

A number of students have gone on to present at national and international conferences on an aspect of the autism spectrum. Other students have secured promotion and or employment in organisations that specifically support or educate individuals on the spectrum.



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Since 2009 the national award for SEN Co-ordination is mandatory if you are the designated SENCo for your school and must be completed within three years of taking up the post. Read more

Since 2009 the national award for SEN Co-ordination is mandatory if you are the designated SENCo for your school and must be completed within three years of taking up the post. You may also find it useful to study this award if you are aspiring to the role of SENCo in your career development, or if you became a SENCo before 2009. Completing this course also gives you 60 credits towards the MA in SEN and Inclusion.

This course is taught by experienced senior lecturers from our Centre for Education and Research (CESNER) alongside Local Authority and Teaching School partners with expertise in SEND. It is endorsed by NASEN.

We will help you to:

  • develop inclusive teaching approaches and co-ordinating provision for pupils with SEN and/or disabilities in their schools
  • apply methods to identify additional needs and monitor the progress of pupils with SEN and/or disabilities
  • instigate evidence-based, strategic approaches when deploying, supporting and managing other teaching and support staff
  • establish networks and partnerships with other SENCos and local advisors

 The programme includes:

  • two modules each worth 30 Level 7 credits at Master’s Level
  • face-to-face taught sessions (seven days in total spread across the academic year)
  • online support – discussion groups, networking
  • access to University support and services
  • mentor support

 



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The Postgraduate Diploma in SEN Specific Learning Difficulties (SpLD) is one of a range of special educational needs courses that are offered by the University of South Wales at postgraduate level. Read more
The Postgraduate Diploma in SEN Specific Learning Difficulties (SpLD) is one of a range of special educational needs courses that are offered by the University of South Wales at postgraduate level.

This course is for you if you have at least two years experience of working with students with SpLD and are looking to gain a qualification to enable you to apply to the British Dyslexia Association (BDA) for either Approved Teacher Status (ATS or ATS HE/FE) or an Associate Membership of the BDA (AMBDA or AMBDA FE/HE).

The course may also be of interest to other approved professionals, such as speech and language or occupational therapists and educational psychologists.

The Postgraduate Diploma in SEN Specific Learning Difficulties (SpLD) is recognised by the British Dyslexia Association for the award of Associate Member of the British Dyslexia Association (AMBDA). It is also recognised by the Joint Council for Qualifications as the appropriate training for completing Access Arrangements in Secondary Schools.

Those who have obtained the PG Diploma in Spld (AMBDA) are eligible to assess and diagnose dyslexia.

See the website http://courses.southwales.ac.uk/courses/1280-postgraduate-diploma-sen-specific-learning-difficulties

What you study

To gain a Postgraduate Diploma SEN in SpLD you must pass four taught modules:

• Understanding Learning Difficulties and Disabilities which is taught on the campus or can be accessed via e-learning
• Specific Learning Difficulties
• Managing and Supporting Children and Young People with Specific Learning Difficulties
• Research Methodology

Both SpLD modules focus not only upon specific difficulties in literacy and numeracy, but address the wider spectrum of potentially associated conditions eg. Dyspraxia, Attention Deficit Disorder and Asperger’s Syndrome.

The course enables participants to gain knowledge of:

• The vast range of differences within the SpLD continuum
• Current research on the identification of learners experiencing problems with literacy and numeracy
• Assessing individual learning needs, using both standardised and non-standardised methods
• Planning programmes of work for individual pupils based on initial and on-going assessment
• The effects on learning, self esteem and behaviour of SpLD
• Monitoring the progress of learners who may show uneven or intermittent standards of achievement
• A variety of strategies and resources, including ICT and technical aids, for assisting pupil organisation, drafting and presentation of work
• The monitoring, evaluation and auditing responsibilities within school or service, in respect of the quality of provision for pupils with SpLD.

Learning and teaching methods

Students undertake two modules in year one, and two modules in year two. Both SpLD modules are taught on Monday evenings for three hours on campus over a period of 12 consecutive weeks.

Assessment methods

The first module is assessed on the basis of a written assignment of 5,000 words (or equivalent).

The second module is assessed in two ways:
- For students seeking a professional award, the successful completion of 30 hours of teaching experience and assessment of relevant files (equivalent to 5,000 words)

- For other participants, one 5,000 word assignment, or the equivalent

Employment Prospects

Most students proceed to the MA dissertation, in order to achieve the award of MA SEN.

Following successful completion of the course, some students have gained posts as school and college SENCOs, specialist tutors in SPLD services, set up their own SpLD consultancies, or become LEA Advisors. Others have published books and papers on the subject and gained doctorate awards.

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