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Masters Degrees (Special Education Needs)

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About the course. -The PGCert SENCO is required for all new SENCOs within three years of appointment. -Reflect on, examine and explore ways to meet individual differences through appropriate educational provision. Read more
About the course:
-The PGCert SENCO is required for all new SENCOs within three years of appointment
-Reflect on, examine and explore ways to meet individual differences through appropriate educational provision
-Consists of three 20-credit modules, which provide a combination of theoretical and practical information
-Taught by expert practitioners, researchers and academics

WHAT WILL YOU STUDY?

Sample modules:
-Policies and practice
-Overcoming barriers to learning
-Learners with difficulties and disabilities

Please note that all modules are subject to change.

WHAT CAREER CAN YOU HAVE?

In addition to the many masters' and PhD graduates, each year we have over 500 students become newly qualified teachers (NQTs). Our excellent links with local schools ensure that our employment rates are consistently high, with well over 90 per cent of our NQTs finding a teaching job last year.

With pay scales to match other industries, job security, an excellent pension and better work-life balance, teaching is becoming one of the most sought-after professions of today. Our masters' and professional courses have allowed many teachers to gain promotion within their institutions. A number of students also continue their studies onto EdD/PhD courses to develop a career in educational research.

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Learn to develop and manage inclusive special needs provision on this flexible Advanced Educational Practice. Special Educational Needs Masters course from Liverpool John Moores University. Read more
Learn to develop and manage inclusive special needs provision on this flexible Advanced Educational Practice: Special Educational Needs Masters course from Liverpool John Moores University.

•Study part time over three to five years
•Enjoy flexible course delivery and fit studying around your work commitments
•Follow a curriculum closely linked to your professional practice needs
•Experience excellent levels of support
•This course will only run subject to minimum numbers

We recognise that our students are busy professionals and have taken this into account in the design of our programmes and assessments. Study on this programme is extremely flexible and you can opt to join the course on a full or part time basis, enabling you integrate your learning with your full time professional role.

University-based study includes taught sessions scheduled late afternoon (4pm to 6pm) and conference style days scheduled on occasional Saturdays.

A blended learning approach ensures you can usually study at a time to suit you and all modules are supported by online study resources with additional guidance available through face-to-face or virtual tutorials.
To keep on top of your study, you should be prepared to work between five and 10 hours per week (evenings and weekends). The practical applications of the course may involve the integration of study with your professional activity in school or college.
During your studies you will have access to LJMU learning resources including our libraries for independent study. You will be allocated a personal tutor to support your academic and professional development and will also receive guidance via email.

Taught sessions mostly take place at the IM Marsh campus, four miles outside Liverpool centre, although some sessions may take place in the city.

The IM Marsh campus has independent study spaces with IT facilities, a library with relevant stock and study spaces, access to student welfare and support, a gym and other sports facilities, a cafeteria and shop.
The campus library, open 8am to 11pm, houses the main collections linked to this course and you will also have access to the 24 hour, city centre Aldham Robarts and Avril Robarts libraries.

Please see guidance below on core and option modules for further information on what you will study.
Year 1

Teaching Young People with Special Educational Needs (Core)

Develops understanding of special educational needs and disability through engagement with current theory, research, policy and practice and their application.

Social Emotional and Mental Health Dificulties (Core)

Explores current educational theory, research and policy relating to SEMHD and the implications for professional setting.

Specific learning Dificulties (Core)

Investigates current educational theory, research and policy relating to ADHD, Dyslexia and Dyspraxia and the implications for professional practice.

Year 2

Researching Professional Practice (Core)

Provides an introduction to a range of research methods applicable to educational contexts, with a focus on practitioner enquiry, and how to develop a research project proposal and plan.

Developing Practice in Special Educational Needs (Option)

Explores the influences on the development and implementation of SEND policy in the education system and the implications for schools in the implementation of effective responses to policy in their organisation.

Identifying Dyslexia (Option)

Develops knowledge and understanding of the characteristics, complex nature and issues related to the identification of dyslexia.

Teaching Learners with Dyslexia (Option)

Provides opportunities for educational professionals to engage with research relating to the teaching of learners and to develop their own critical professional practice, in relation to learners with dyslexia.





Interventions for Learners with Dyslexia (Option)

Enables practitioners to explore issues relating to effective intervention for learners with dyslexia, and investigates a range of multisensory literacy programmes.

The Autistic Spectrum (Option)

Investigates current research relating to the features of the Autistic Spectrum and explores its implications for practice.

Autistic Spectrum Disorder: From Theory to Practice (Option)

Considers current research regarding the causal theories of Autistic Spectrum Disorder and develops a deeper understanding of effective support techniques and interventions used nationally and internationally.

Autistic Spectrum Disorder in the mainstream context (Option)

Develops critical professional practice in supporting learners with ASD through analysis of and engagement with current educational theory, research, policy and practice and its implications for your professional setting.

Year 3

Dissertation (Option)

Involves the development and implementation of a major research project relevant to your subject area, with the support of an experienced academic tutor.

Professional Inquiry (Option)

Involves the development and implementation of several linked practice-based research projects relevant to professional practice in your subject area, with the support of an experienced academic tutor.

Further guidance on modules

The information listed in the section entitled ‘What you will study’ 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. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.

Please email if you require further guidance or clarification.

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This programme, which is run by the Department of Special Education, admits 50 qualified teachers including Learning Support Teachers, and Resource Teachers in Primary and Post-Primary schools, teachers in Special Schools, and teachers employed by VECs as literacy and/or numeracy tutors in Youthreach, Community Projects or in the Prison Service who meet the criteria in the annual Circular. Read more
This programme, which is run by the Department of Special Education, admits 50 qualified teachers including Learning Support Teachers, and Resource Teachers in Primary and Post-Primary schools, teachers in Special Schools, and teachers employed by VECs as literacy and/or numeracy tutors in Youthreach, Community Projects or in the Prison Service who meet the criteria in the annual Circular. The programme leads to the award of a Graduate Diploma in Special Education, accredited by the University of Limerick.

This programme provides a broad overview of special education and provision in the Irish context. It also offers an in-depth exploration of a Special Educational Needs area of choice (Autism, Dyslexia, Attention Deficit Hyperactivity Disorder, Mild General Learning Disabilities, Emotional & Behavioural Disorders, Down syndrome, etc.) for each participant, and provides particular expertise in both ICT and the analysis of behaviour.

The course runs from September to May of the following year and involves block release from school for designated periods (a total of eight weeks), and four Saturdays.

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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 - learning related to the accommodation of difference. Read more
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 - learning related to the accommodation of difference. Likewise, the educational special needs task is being radically re-conceptualised.

Meeting the diversity of learner needs within today’s classrooms and schools is one of the most challenging and important tasks facing education today. Drawing on research-based practice, the MEd in Inclusion and Special Needs Education addresses these challenges in a straightforward, supportive and practical way. The programme aims to develop forms of teaching that reach out to all learners within a class, as well as the establishment of school conditions that will encourage such developments.

Why Inclusion and Special Needs Education at Queen's?

◦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.


[Programme Structure]]
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.

Short Courses

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 Education Secretary (tel: 028 9097 5923/ 5032, ) for advice.

Core Modules

◦An Introduction to Research Methods: Children, Young People and Education (compulsory, online)
◦Reimagining Special Needs Education: Inclusive Pedagogy (compulsory)
◦Special Needs Education and Issues of Equity (compulsory)
◦The Intellectual Foundations of Special Education (compulsory)
Optional modules may be chosen from the School's Educational Studies (MEd) degree.

Assessment

There are no written examinations. Modules are assessed through written assignments, project reports, or online multiple choice tests and online discussion list contributions.

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Humber’s Early Childhood Education – Advanced Studies in Special Needs graduate certificate program offers a unique opportunity to pursue an exciting and challenging career working with children with special needs and their families. Read more
Humber’s Early Childhood Education – Advanced Studies in Special Needs graduate certificate program offers a unique opportunity to pursue an exciting and challenging career working with children with special needs and their families. Through our practical, skill-based curriculum, you will develop many valuable skills, including how to:

• consult and collaborate interprofessionally with a team of early childhood educators, professionals and families to facilitate inclusion
• advocate and facilitate community outreach for children and their families
• observe, assess and implement using a variety of tools and techniques that support children’s development
• conduct independent research in a chosen area of interest
• plan and deliver professional development activities
• cultivate reflective practice skills for the purpose of self and professional development.

Course detail

Upon successful completion of the program, a graduate will:

• Apply the principle of normalization and critically evaluate its implications to the field of special needs.
• Develop and implement individualized program plans, which include long and short term goal setting, methodology, data collection, and evaluation.
• Plan and implement developmentally appropriate activities to enhance large motor, fine motor, speech-language, social, emotional, cognitive, and self-help abilities from infancy to adulthood.
• Demonstrate the ability to transfer the knowledge gained from theory in order to plan, implement and evaluate individualized program plans for home visits, classroom placements, and other field related practicum.
• Demonstrate effective written and oral communication skills in the daily interaction with families and allied professionals.
• Outline the responsibilities a teacher has when working with a family with a child with special needs.
• Demonstrate a professional and supportive role for parents of a child with special needs through assisting them to complete administrative tasks, communicate with professionals and by facilitating their involvement in special needs programs.
• Research the legislation and possible funding sources available to people with special needs and their families and make appropriate suggestions.
• Advocate and facilitate community outreach for children with special needs and their families.
• Develop his or her own personal philosophical approach for teaching children with special needs utilizing a theoretical and practical foundation in assessment, program planning, implementation and evaluation.
• Fulfil the role of the teacher in direct and indirect service delivery by assessing special needs, making referrals, analyzing assessment reports, planning individualized program plans and acting as a liaison between home, school and various agencies.
• Develop a self-directed learning contract and independently conduct research on a chosen area of focus.

Modules

Semester 1
• ECAS 5001: Effective Resource Teamwork
• ECAS 5002: Adapting Curriculum 1
• ECAS 5003: Field Practice 1
• ECAS 5004: Family Centred Practices
• ECAS 5005: Programming: Consultation and Collaboration
• ECAS 5006: Field Seminar 1
• ECAS 5016: Perspectives in Special Needs

Semester 2
• ECAS 5500: Advocacy and Community Resource
• ECAS 5501: Consultation and Case Management
• ECAS 5502: Independent Research Study
• ECAS 5503: Adapting Curriculum 2
• ECAS 5504: Resource Strategies for Special Needs
• ECAS 5506: Field Seminar 2
• ECAS 5509: Field Practice 2

Work Placement

You will be required to complete approximately 400 field placement hours within the two semesters. Placements are assigned by faculty. During that time, you may be assigned a placement in community based/government services and agencies such as a treatment centre, hospital, mental health agency, child-care centre or community association. You may have a full year placement, which allows you to become fully immersed in the agency or a different placement each semester, which ensures a variety of experiences. Each semester offers a block week for an intensive opportunity at your placement site.

International applicants are encouraged to also visit international.humber.ca to review additional requirements. Upon enrolment, international students are also required to obtain a co-op work permit in order to attend placement.

Your Career

Early learning experiences help shape children’s development and set the stage for them to be healthy, happy, productive adults. Some economists estimate that for every $1 spent on programs for children, there is a $2 social and economic benefit to Canada. Children with physical, intellectual, social and emotional challenges benefit significantly from early intervention and inclusive programming. Graduates enter employment ready to collaboratively support children with special needs and their families, applying the extensive knowledge and skills gained in the program.

Our graduates work with children with special needs and their families in both community based and government services and agencies, and have secured employment as:

• resource consultants
• early interventionists
• early childhood resource teachers
• teacher therapists
• community consultants
• resource support professionals
• educational assistants
• home support/respite workers
• early years’ specialists
• outreach workers
• intensive behaviour interventionists
• communicative assistants and infant development workers.

How to apply

Click here to apply: http://humber.ca/admissions/how-apply.html

Funding

For information on funding, please use the following link: http://humber.ca/admissions/financial-aid.html

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Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. Read more
Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. The course positions you to be a thought leader. Step beyond where you are now. Think deeply as you connect with research excellence and transform how you practice.

The course addresses learning in schools, workplaces and community. It connects research and practice to make you a stronger thinker, an engaged practitioner and an advanced specialist. You will broaden your knowledge of key learning constructs, deepen your professional learning in specialist areas and advance your capacity as a professional inquirer.

You will build your research knowledge and extend your expertise in one of the following specialisations:

- Adult learning
- Digital learning
- Early childhood education
- Educational leadership and policy
- Expert teaching practice
- General education studies
- Inclusive and special education.

In the Master of Education you can graduate with a generic, broadly applicable qualification, by choosing general leadership studies and selecting units to suit your requirements. Alternatively, you may prefer to choose one of the other specialisations and graduate with a qualification that highlights your particular leadership expertise. The flexible structure means you do not have to finalise your decision before being admitted to the course.

A flexible course delivery also allows you to continue working whilst completing the course. You can choose to engage via a fully online offering or to combine this with attendance at face-to-face workshops if you are able and interested.

Graduates pursue leadership roles in educational environments, business, and community settings.

Visit the website http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true

Overview

Please select a specialisation for more details:

Adult learning

Your qualification will be a Master of Education in Adult Learning

Do you want to develop your knowledge and expertise in adult education? If so, this specialisation is for you. It focuses on ways to lead and develop communities of learners and their learning - in workplaces, communities and in local, global and virtual spaces. It offers ideas and approaches to enable participation and learning, through formal and non-formal means, and expand and extend practice and skill development in communities.

Through engagement with contemporary theories, approaches and concepts around lifelong learning and participation, you will identify local and global trends and practices around adult education. You will develop a repertoire of strategies to design engaging learning activities for adults.

You will explore how socially inclusive communities are developed and through practical case studies gain an appreciation of the transformative power of education in promoting community inclusion in global settings. You will learn how experiential learning and transformative approaches to teaching and learning can be used in community contexts to address core social issues such as poverty, racism and crime.

Graduates of this specialisation will be well positioned to manage, deliver and administer learning in workplaces, communities, tertiary and vocational sectors.

Digital learning

Your qualification will be a Master of Education in Digital Learning

Do you want to learn how to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings? This specialisation engages with the key issues and debates relating to digital technology in education and the application of effective educational technology practices for learning.

It is suited to professionals across school, tertiary, workplace and community settings, who are grappling with how best to design, facilitate and assess the use of digital technologies in teaching and learning.

You will explore current and emerging trends in digital technologies being used in education and develop your understanding of the social, political, economic, cultural and historical issues surrounding their adoption. Your expert practice will develop through engagement with contemporary theories, models and practical strategies for understanding digital technology in education and society. Key issues such as identity, cyber safety, globalisation, equity and emerging forms of social practice will be examined.

You will be immersed in a collaborative and student-centred environment as you experience, practise and critique the design of digital technologies, materials, activities and assessments. There is a special focus on online teaching and learning but instructional issues relating to emerging technologies and practices, such as social media, digital games, mobile devices, virtual worlds and augmented reality will also be explored.

The specialisation is designed for all students regardless of their familiarity with computers.

Graduates will be well positioned to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings.

Early childhood education

Your qualification will be a Master of Education in Early Childhood Education

If you want to develop your expertise and advance your career in early childhood education, then this specialisation is for you. It develops the expert practice of early childhood educators, leaders, policy makers and others interested in advancing their understanding of young children's learning, addressing the emerging need in global economies to build capacity of professionals in the early childhood sector.

It will equip you to respond to complex issues around children, their families and communities and initiate inclusive teaching and learning practices among young children.

You will develop your awareness of the features of leadership that engages critically and ethically in working with children, families and communities, and apply this to your professional practice.

You will gain an in-depth understanding of the nature of early literacy and numeracy development in the context of everyday life across families and cultures. Contemporary theories and approaches in cross-cultural mathematical and literacy development will form the foundation of a rich repertoire of strategies to promote children's early literacy and numeracy learning.

As a graduate you will be in a position to pursue senior roles in early childhood education, policy, leadership and management. The program will enhance your ability to lead educational work, innovative curriculum, teaching and policy, and professional learning in early childhood contexts.

Educational leadership and policy

Your qualification will be a Master of Education in Educational Leadership and Policy

This specialisation focuses on leadership practices and policy development within educational contexts. It is suited to those who are interested in leading educational initiatives and institutions and extending their knowledge of how to lead, manage and administer capable educational organisations.

You will explore the concept and characteristics of a capable organisation, and evaluate factors that contribute to maintaining and sustaining capable organisations including human intellect, knowledge, values, emotion, learning and organisational culture and climate.

As a result you will acquire a suite of effective leadership strategies for capability building and develop your understanding of how organisations build organisational resilience when confronted with change.

Importantly, you will add to this the capacity to assess organisational capability and develop capacity in particular contexts. Using empirical research you will evaluate the decision making process that occurs within organisations and the aspects that influence it. You will design strategies to improve problem solving and decision making processes and outcomes and enhance organisational capabilities.

Expert teaching practice

Your qualification will be a Master of Education in Expert Teaching Practice

How and what we teach and the way students learn lies at the heart of education. As such, expert teachers and expert teaching are critical ingredients in both formal and informal education. Whether your setting is schools, tertiary education, workplaces or community organisations and groups, this specialisation is designed to extend your interest and deepen your knowledge and practice of teaching and learning in various learning areas and contexts of your choice.

You will address the complexity and the artistry of teaching – advancing your understanding of how learning can be both stimulated and supported – in various learning areas and contexts of your choice.

General education studies

Your qualification will be a Master of Education

Monash understands that professionals are themselves often in the best position to decide the particular knowledge they need to acquire. This specialisation offers the opportunity to select your two specialist units from across the other specialisations.

You can tailor your unit choices to suit your own interests or needs while maintaining a strong focus on leadership. A museum director, for example, may choose a blend of organisational learning and science curriculum and pedagogy in anticipation of leading the museum's science outreach. A current or aspiring principal, planning work in a rural community, may find a Community learning unit an excellent substitute to one suggested for principals.

Inclusive and special education

Your qualification will be a Master of Education in Inclusive and Special Education

Do you want to develop effective strategies to promote inclusion of learners with diverse needs in a range of learning contexts? If so, this specialisation is for you.

It focuses on building inclusive learning environments. You will study theories of, and approaches to, inclusion of diverse learners with particular cultural, social, cognitive and emotional needs across learning contexts. In doing so, you will discover ways in which education can be transformed to include all learners regardless of their age, sexuality, gender, class, ethnicity and disability.

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/education

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true#making-the-application

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The National Award for Special Educational Needs Co-ordination (NASENCO) is a legally required qualification for all new Special Educational Needs Co-ordinators (SENCOs). Read more
The National Award for Special Educational Needs Co-ordination (NASENCO) is a legally required qualification for all new Special Educational Needs Co-ordinators (SENCOs).

This course will support you to improve your knowledge of current legislation, theory and practice in Special Educational Needs and Disability (SEND) provision in schools/colleges and your skills in meeting those needs.

This course will assist you to fulfil your leadership role as outlined in the Special Educational Needs Code of Practice for 0 to 25 years (DfE, 2014):

• Overseeing the operation of the institution’s SEN policy
• Coordinating provision for SEND
• Liaising with the relevant designated teacher where a looked after pupil has SEN
• Advising on a graduated approach to providing SEN Support and effective deployment of the institution’s delegated budget and other resources
• Liaising with families of children with SEN, other schools and relevant external professionals/ agencies
• Liaising with potential next providers of education and consulting young people and families to ensure a smooth transition is planned
• Working with the head teacher and school governors to ensure that the school conforms to the Equality Act (2010)
• Ensuring that the institution keeps records of young people with SEN up to date.

You will be able to tailor the three assignments to fit your, and your institution’s, needs.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/education-national-award-for-special-educational-needs-co-ordinators

Course detail

• Study on a course designed for to develop SENCOs’ professional attributes and knowledge, understanding and skills, to enable you to fulfil the leadership role set out in the Special Educational Needs Code of Practice for 0 to 25 years (DfE, 2014).
• Explore course content highly relevant to mainstream and special school practitioners alike, focusing on issues related to literacy difficulties and dyslexia in schools, and how potential barriers to learning can be removed
• Develop your understanding of concepts, theories and approaches to literacy difficulties, including dyslexia, and inclusion in schools, and on your potential for influencing change
• Gain insight into the learning of dyslexic and other pupils/students who experience difficulties in literacy development/specific learning difficulties, and ways in which learning might be more effectively supported
• Benefit from a qualification that could be used as the basis for a Recognition of Prior Learning (RPL) claim into an MA Education course (Level 7).

Modules

• Introduction to special educational needs co-ordination in schools
• Further development of special educational needs co-ordination in schools

Assessment

Your individual development is assessed via six diagnostic, formative and summative assessments.

The first assessment in Unit 1 requires application of personal understanding of current legislation to individual contexts and critical reflection on the extent to which current school/institutional practice is inclusive and compliant with the law.

Assessments then focus on critical application of assessment theory to individual learning and behaviour needs, the design, development, and implementation of an individual plan linked to needs, and critical analysis of the effectiveness of this, with implications for future plans.

Assessments in Unit 2 relate to institutional level: analysis and reflection on current school/college policy in SEND and inclusive practices; analysis of areas for improvement in institutional SEND provision; the design, development, implementation, critical evaluation, and reporting on a small-scale practitioner research project focused on achieving the desired improvement.

Careers

The course is specifically designed to enable you to meet the learning outcomes for the qualification (NASENCO) that is legally required for all new SENCOs in schools. It enables you to fulfil the leadership role of SENCO in a school with greater confidence, competence and from a much better-informed position.

After graduating you will be in a good position to apply for positions of greater responsibility in schools/colleges.

The units on this course can be used as a short route to an MA Education (Special Educational Needs), providing 60 credits of recognised prior learning.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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This Postgraduate Diploma in Special Educational Needs is a recognised postgraduate qualification for teachers working in the area of special educational needs and learning support in mainstream primary and post primary schools and for teachers in special classes/units, special schools and other relevant educational settings. Read more

Overview

This Postgraduate Diploma in Special Educational Needs is a recognised postgraduate qualification for teachers working in the area of special educational needs and learning support in mainstream primary and post primary schools and for teachers in special classes/units, special schools and other relevant educational settings. The aim of the programme is to provide substantial theoretical and practical training for teachers working with pupils with special educational needs and pupils who require learning support.

See the website https://www.maynoothuniversity.ie/froebel-department-primary-and-early-childhood-education/our-courses/postgraduate-diploma-special-educational-needs

Entry Requirements

Applicants, who should be qualified teachers, need to meet the following requirements:
Primary: Applicants should have satisfactorily completed their probationary period. They must be qualified teachers who hold:
A) a position in a sanctioned post in an area of special education or learning support, or who will be taking up such posts in September 2013.

B) a position as a mainstream class teacher and has contact with children with special educational needs

Post Primary: Applicants must be qualified teachers who hold:
A) a position in a sanctioned post in an area of special education or learning support, or who will be taking up such posts in September 2013.

B) a position as a mainstream class teacher and has at least 10 hours of contact time with children with special educational needs

Special Schools: Applicants are also invited from Special School teachers. They must be qualified teachers who hold a position in a sanctioned post in a Special School or who will be taking up such posts in September.

Other Educational Services: Qualified teachers employed by VECs as literacy and/or numeracy tutors in Youthreach and who are assigned to Learning Support work (with individuals, groups or classes of not more than 15 pupils) for a minimum of 10 hours per week. At least four class periods should be allocated to teaching individuals or groups of not more than six students.

It is particularly important that, in their schools, teachers participating in the programme are given the type/level of duties and teaching responsibilities (as required by the programme providers) which will permit them to benefit fully from the training being offered.

Course Structure

The programme runs from September until May and is delivered by a core team supported by a cohort of associate lecturers with a wide range of expertise. Issues pertaining to inclusive education and special needs will be explored and teachers are supported in implementing skills to support the learning and teaching of students with special educational needs. The programme also includes supervised work in the teachers’ own school and supported ongoing study throughout the year using a variety of modes of content delivery. In addition, it also involves online and distance learning and teachers will be required to attend lectures and workshops at Froebel Dept in Maynooth over the course of approximately 15 weekends (Friday 4pm-8pm and Saturday 9-4pm).

Career Options

Graduates of the course will be better equipped to address the ever changing challenges of the modern educational environment in mainstream or special schools. Graduates will be qualified to work as educators in the area of special education i.e. as special class teachers, learning support teachers or resource teachers.

Find out how to apply here https://www.maynoothuniversity.ie/froebel-department-primary-and-early-childhood-education/our-courses/postgraduate-diploma-special-educational-needs#tabs-apply

Find information on Scholarships here https://www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/fees-funding-scholarships

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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.

Areas 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, see the website: https://www.shu.ac.uk/study-here/find-a-course/pgce-pgce-post16-and-further-education-special-educational-needs

Further information

For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site: http://www.shu.ac.uk/teach/

Professional recognition

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

Course structure

Full time – typically 1 year. Starts September.

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.

Other admission requirements

If you already have a relevant qualification such as PTLLS or CTLLS you may be able to enter with prior credit, although you will need to complete all the specialist modules. We actively support widening participation and normally interview all applicants who demonstrate on application that they meet our entry criteria.
*GCSE mathematics and English equivalents are:
-Equivalency test from http://www.equivalencytesting.co.uk
-Functional skills English and functional skills maths.

If English is not your first language you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent. For equivalents see our English language entry requirements: http://www.shu.ac.uk/international/english-language-entry.html

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With small class sizes, your professors get to know you—an advantage when it’s time to ask for a letter of reference. You’ll also gain more from class discussions in a small-classroom setting. Read more
With small class sizes, your professors get to know you—an advantage when it’s time to ask for a letter of reference. You’ll also gain more from class discussions in a small-classroom setting.

If your goal is to make the most out of your degree in special education, the MEd in Special Education and Special Education certificate is perfect for you. In addition to learning how to create curricula to meet individual needs of students with disabilities, IUP enables you to pursue your Special Education certificate at the same time. This leads to Commonwealth of Pennsylvania certification in Special Education-all while you earn your MEd in Exceptional Persons.

In addition to offering this track in a flexible, hybrid format, both in-class and online, IUP also offers two other tracks: the MEd in Special Education, or the Special Education Certification Only track.

AS A STUDENT YOU WILL

-Learn from a mix of classes and teaching field experiences designated by Pennsylvania Department of Education requirements.
-Choose between a thesis and non-thesis option.
-Select your electives working in conjunction with your advisor.
-Complete a comprehensive examination as your terminal experience in the course.

If you currently hold teaching certification and are seeking additional certification in special education, you will develop a program of study based upon your past coursework. You will be required to demonstrate competency in teaching methods, child development, and any other area of deficiency noted by the graduate program faculty.

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MA Education Special Educational Needs and Disability (SEND) is a professional and academic degree that provides an in-depth understanding of inclusive practice in education across the age range (in keeping with the 0-25 framework in the Children and Families Act 2014). Read more
MA Education Special Educational Needs and Disability (SEND) is a professional and academic degree that provides an in-depth understanding of inclusive practice in education across the age range (in keeping with the 0-25 framework in the Children and Families Act 2014). The degree is relevant from early years to post-compulsory education in a wide variety of settings. The diverse requirements of learners identified with SEND and best practice to support inclusive learning and achievement will be explored. You'll be encouraged to critically engage with relevant theory and legislation contextualised and applied in practice. The course is informed by the experiences of disabled people and based on the principles on 'nothing about us without us'.

The theoretical aspects of the programme will deepen your understanding of the application of theory to practice, the legislative context and inclusive learning.

You'll develop a particular strand of interest into the dissertation and have opportunities to disseminate your findings to the work place and throughout the course. The Centre for Educational Research has a number of ongoing disability focused research projects and hosts the Disability Equality Research Network (DERN). This provides a vibrant supportive environment for your research and ensures that course content is always research-informed.

The programme will take place at LSBU (K2 Building) or in Special Educational Needs partners' schools and be delivered by academics and experts from the Special Educational Needs sector.

See the website http://www.lsbu.ac.uk/courses/course-finder/ma-education-special-educational-needs-and-disability

National Award for SEN Co-ordinator

You can also choose to take the recognised award of 'National Award for SEN Co-ordination' or options that will further deepen your understanding of SEND.

Modules

- Leadership and management for SENCOs and Disability Services Managers(NCTL National SENCO qualification)
- Teaching and learning (SEND /Autism)
- Researching special education
- Dissertation

Plus two options from the following optional modules:
- Equality and achievement
- Equality, inclusion and citizenship
- Special Educational Needs and Disability (SEND)
- Leadership and Management for SENCOs

All modules are assessed by a mix of assignments, presentations, research projects and portfolio development.

Employability

This programme will contribute to your employability and the National SENco award may be a requirement of your workplace.

Students wishing to achieve promotion or develop a career in education benefit from having a higher degree. Progression from the MA to the EdD further enhances employability and promotion prospects, particularly in academia and research. CVs are improved by having publications in refereed journals and this is encouraged and supported on the MA as well as the Doctorate in Education.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

- direct engagement from employers who come in to interview and talk to students
- Job Shop and on-campus recruitment agencies to help your job search
- mentoring and work shadowing schemes.

Professional links

The department has wide professional links within and beyond the university and the UK. Examples include:
- The Equality Challenge Unit
- The Alliance for Inclusive Education
- Equality and Diversity Forum Research Network
- The Leadership Foundation
- Research Autism
- Theorising Autism Project
- Teacher Education for Equality and Sustainability Network (TEESNet)
- National Association of Disability Practitioners
- Commonworks (for a just and sustainable world)

Recent guest lectures have been given by disabled academics and parents of pupils who have experienced special education.

Placements

Access to the workplace (including voluntary work) is essential for most of the modules within the MA.

Teaching and learning

You'll be taught by Dr Nicola Martin who has substantial experience in the field of autism including working with Professor Baron-Cohen on the Cambridge University Autism Project. She was also formerly director of the Autism Centre at Sheffield Hallam University. Dr Martin is currently a lecturer at LSBU and is a Principal Investigator for Research Autism.

You'll also be taught by Gianna Knowles who has considerable experience of working with school staff to develop their Special Educational Needs Departments. Gianna has published a range of academic textbooks that support staff development in this area.

You'll benefit from an up to date Virtual Learning Environment via Moodle and be actively encouraged to make use of the extensive range of support services across the university. You'll have access to a supervisor during the dissertation phase.

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One of the first EdD programmes to be established in the UK and offering a range of pathways, the EdD at Exeter is offered by modular study and is specifically directed to professional development through research. Read more
One of the first EdD programmes to be established in the UK and offering a range of pathways, the EdD at Exeter is offered by modular study and is specifically directed to professional development through research. The programme is of particular relevance to experienced practitioners in education from the UK, EU or overseas and the academic tutors recognise the particular needs, interests and policy contexts of students who are also professionals in their own right.

The EdD is a ‘Professional Doctorate’ which is equivalent in level to a PhD, but includes a modular phase as well as the thesis. It is particularly suited to professionals who aim to link research closely with their existing professional practice. The PhD is more suited to those planning to become professional researchers.

The taught element of the EdD programme introduces different understandings of, and approaches to, educational research, including distinctive methodologies and methods. You can explore, in depth, a particular field of study, together with its implications for your own professional practice.

Pathways include: Generic Pathway; Special Needs and Inclusive Education (SNIE) pathway; Teaching English to Speakers of Other Languages (TESOL) pathway; and Teaching English to Speakers of Other Languages (TESOL) in Dubai pathway.

The EdD will enable you to:

- reflect on, and experiment with, new concepts and ideas, professional understandings of practice, and research skills - all within a safe but challenging environment amongst a supportive community of peers;
- review and evaluate research, theory, policy and practice; examine and challenge your own professional practice and its relationship with theory and policy;
- integrate recent and applicable theory with the latest developments in professional practice;
- make strong links between your assignments/research thesis and professional practice and service needs;
- design and carry out your own ethically-informed research;
- network and share experiences with a worldwide community of professionals and policy-makers practising in a broad range of educational contexts and fields related to education;
- increase your knowledge about other professionals and their organisations and thereby gain a wider perspective on the environment in which you work;
- potentially enhance your opportunities for career progression.

Programme structure

The programme is divided into two ‘phases’. The first ‘pre-thesis phase’ (equivalent to 1 year of full-time study or 2 years of part-time study) offers specialist research-led modules which provide access to current thinking about key issues pertaining to research in your professional field and provide the opportunity to reflect on and experiment with new concepts and ideas, professional understandings of practice, and research skills within a challenging research environment amidst a supportive community of peers. This is followed by a ‘thesis phase’ (equivalent to 2 years of full-time study or 4 years of part-time study) in which you complete a thesis that makes a substantial contribution to knowledge and/or practice within a professional field.

The Doctor of Education programme offers specialisms in the following fields: Teaching English to Speakers of Other Languages (TESOL); Special Needs and Inclusive Education (SNIE); Generic Route, suitable for professionals and policy-makers from across public and private sectors

Generic pathway

The generic EdD route brings together professionals and policy-makers from across sectors that have traditionally been, and mostly remain, separated.
These include:
• early childhood education and care
• schools and further education colleges
• adult and community education
• higher education
• medical education
• health and social care

It encourages the growth of a community of professional scholars with varied but complementary interests in exploring theories, policies and practices associated with education, training, teaching and learning at different stages in the life course, together with the complex, overlapping roles of professionals engaged in these processes. http://www.exeter.ac.uk/postgraduate/research-degrees/education/eddoctoral/generic/

Special Needs and Inclusive Education (SNIE) pathway

The EdD Special Needs and Inclusive Education focuses on professional and theoretical knowledge and understanding in the area of special and inclusive education. You join a research community of professional and academic scholars and peers with varied but complementary interests in exploring theories, policies and practices associated with special and inclusive education at different stages in the life course and in different contexts. Past and current doctoral students include teachers, school leaders, university lecturers, speech and language therapists, other health professionals and medical educators.

Our international community of researchers has an excellent record of winning external funding, and our research centres provide structure and support, promoting collaboration and impact. The Centre for Special Educational Needs and Disability (http://socialsciences.exeter.ac.uk/education/research/centres/specialeducationalneeds/) is interested in educational aspects (in widest sense) of children and young people with special educational needs and disabilities (in various senses of these terms). http://www.exeter.ac.uk/postgraduate/research-degrees/education/eddoctoral/snie/

Teaching English to Speakers of Other Languages (TESOL) pathway

The EdD TESOL aims to provide experienced senior professionals within the field of language teaching with an opportunity to study at advanced level for a doctoral degree by means of a taught programme plus a thesis. The course involves an in-depth examination of issues related to language learning and teaching and language teacher education. It also provides a solid grounding in research methodology appropriate for undertaking research at doctoral level within these fields.

We are committed to and actively engaged in undertaking research into a number of different aspects of TESOL and our students have published in a wide variety of journals. We are a very multicultural course, with students from over 30 countries including Bosnia-Herzegovina, Bahrain, Botswana, Cameroon, Cayman Islands, Canada, China, Cyprus, Dominican Republic, England, Finland, France, Greece, Holland, Iraq, Ireland, Japan, Kuwait, Lebanon, Mexico, Norway, Oman, Pakistan, Poland, Qatar, Saudi Arabia, Scotland, South Africa, Sudan, Taiwan, Thailand, United Arab Emirates, United States of America and Wales. (http://www.exeter.ac.uk/postgraduate/research-degrees/education/eddoctoral/tesol)

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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. Read more
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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This MA is designed for practising professionals, or those interested in research, in special educational needs and disability (SEND) – usually in schools, the lifelong learning sector and universities. Read more
This MA is designed for practising professionals, or those interested in research, in special educational needs and disability (SEND) – usually in schools, the lifelong learning sector and universities.

Its modular structure allows you to personalise your choice of units and progress at a pace that best suits you, with a final phase focused on educational research via a dissertation.

The MA Education engages you with key issues in education and aims to encourage your evidence-based practice, as you make direct and meaningful connections between the course and your own experiences and aspirations.

The course helps you to broaden your knowledge educational ideas and research findings, as you identify and justify recommendations for further action. This places you in a better position to develop your work as a classroom practitioner or school leader.

Intermediate qualifications available:

• Postgraduate certificate – 60 credits at Masters level
• Postgraduate diploma – 120 credits at Masters level

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/education-special-educational-needs

Course detail

• Study on a modular course designed for professionals in Special Educational Needs and Disabilities (SEND), that allows you to accumulate credit at a pace that suits you, with assessments based around needs specific to your role in your educational organisation
• Explore the process of teaching, learning support and/or educational leadership, focusing on personal, academic and vocational interests relevant to your educational context
• Develop your understanding of assessment formats with a negotiated focus in support of both individual and organisational needs
• Gain from undertaking primary research that informs your current practice, as well as acquiring the necessary research skills to engage in future research and progress to a PhD or EdD programme
• Benefit from a course that provides a clear progression route following completion of your Initial Teacher Education (ITE) course, develops both you and the organisation within which you work and could be used as the basis for further study at doctoral level (PhD and EdD).

Modules

Units on offer include:

• Meeting Diverse Needs
• Understanding Pupil Behaviour in Schools or Understanding difficulties in literacy development and dyslexia (these are distance learning units)
• Leading change in Education
• Enhancing Practice in Educational Contexts
• Research Methods in the Workplace
• Dissertation (Special Educational Needs)
• Educational Leadership in Context
• Analysing Policy: Children’s Voice
• Exploring Coaching and Mentoring
• Early Years Education and Care

You will receive guidance on the units that are most appropriate for your career aspirations and interests

Assessment

You will complete a range of assessments, many of which you can tailor to your existing or developing interests and experience.

You will do a number of oral presentations, which not only improve your ability to present information in a professional and coherent way but also enable the sharing of research and experience amongst the group.

Written assessments include portfolios, case studies, essays and literature reviews.

You will develop your research skills throughout the course and apply them to a final applied project or dissertation

Careers

This Master’s qualification will enhance your chances for promotion and for employment in other contexts. Master’s study supports promotion to senior positions in the field of education.

The course is designed to help you engage, study and critique key issues in education as well as to be able to identify and justify recommendations for further action.

As a Master’s graduate, therefore, you will have the confidence, knowledge and critical skills to prepare and present a strong application to senior posts in the field of education.

Previous graduates have gone on to take up enhanced roles within their organisation; some have undertaken PhD study.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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The MA Education is designed to enhance your professional practice and help you make improvements which will make a positive difference either within the classroom or your particular work environment. Read more

Overview

The MA Education is designed to enhance your professional practice and help you make improvements which will make a positive difference either within the classroom or your particular work environment.

Highly flexible, it caters for educators with a diverse range of experience, development needs, and study requirements. It is suitable for teachers, those in leadership or policy-making roles, and other practitioners working in education or related settings.

You may choose an individually constructed programme, or follow a specialist route which may be reflected in your degree title. You may study full-time or part-time, and choose to study on campus or via blended or distance learning. You may also study single modules through our Professional Development in Education programme (http://socialsciences.exeter.ac.uk/education/graduatestudies/masters/professionaldevelopmentineducation/ ) .

Whichever route you choose, you will be taught by academics with considerable experience as practitioners, and whose research sets the agenda, influences policy and leads to innovation in the classroom.

Programme structure

The modules you take will depend on whether you are undertaking an individually constructed programme or wish to graduate with a named specialism within your degree title.

Learning and teaching

Delivery: campus-based/distance learning/blended learning:

As a Masters level student you will become part of the research-intensive Graduate School of Education, studying with some of the leading scholars in their disciplines. Depending on the modules you choose, the following options are available:
- Campus-based (entirely at our St Luke’s Campus)
- Distance learning (online only)
- Blended learning (mixture of campus-based, mostly Saturdays, and online learning)

Learning methods include lectures, seminars, workshops, peer-led activity, and online resources and interaction. Some modules also involve studio and classroom work, field trips, and school visits. Visit the web pages for each specialism to find out more.

Specialist pathways include:

- Individually constructed programme
- Creative Arts in Education
- Language and Literacy
- Mathematics Education
- Science Education
- Special Educational Needs
- Technology, Creativity and Thinking

Individually constructed programme

The main reason our students undertake postgraduate study is because they want to become better teachers and practitioners so they can help their students realise their potential. This programme gives you the flexibility to improve various aspects of your professional practice and to choose a course of study most suitable to your role, employer’s priorities, career-stage or interests (http://www.exeter.ac.uk/postgraduate/taught/education/educationma/individual/ ).

Creative Arts in Education

The creative arts provide opportunities for developing creative and aesthetic understanding, finding a personal and communal voice within different cultural contexts, and are linked to improvements in academic achievement.
This specialism will help you encourage creativity via the arts, understand the variety of roles the arts in education might take, and consider how arts teaching can benefit other areas of the curriculum and promote inclusion. Unique in integrating approaches to drama, music, dance and visual art, this MA includes visits to schools and venues such as galleries, as well as interactions with key cultural organisations. You may also specialise in a particular art form. (http://www.exeter.ac.uk/postgraduate/taught/education/educationma/creativearts/ )

Language and Literacy

The ability to read and write well is fundamental to a learner’s prospects and ultimate career ambitions. This specialism will help you better understand the requirements of your students and to develop strategies to improve their language and literacy skills and assessment outcomes. (http://www.exeter.ac.uk/postgraduate/taught/education/educationma/languageliteracy/ )

Mathematics Education

Many learners struggle with mathematics, and yet numerical ability is essential both in the workplace and every day life. This specialism will give you the tools to improve your own professional practice and adopt the latest innovations to help your students excel. (http://www.exeter.ac.uk/postgraduate/taught/education/educationma/mathematics/ )

Science Education

Students with good scientific knowledge and related skills such as problem-solving, are not only equipped to better understand the world around them but also to excel in the jobs market. So why is it so difficult to get some students engaged? This specialism will help you develop strategies to get learners excited by science, and to improve your teaching techniques to get better results in the classroom. (http://www.exeter.ac.uk/postgraduate/taught/education/educationma/science/ )

Special Educational Needs

This MA will enable you to explore concepts, approaches and issues relevant to the teaching and learning of students with special educational needs and disabilities. It is suitable for educators working with learners of all ages in specialist or mainstream education. One module includes practical school visits and a two-week experiential placement. (http://www.exeter.ac.uk/postgraduate/taught/education/educationma/sen/ )

Technology, Creativity and Thinking

Digital technology offers teachers new opportunities to help students learn and work together more effectively. Investigate how the teaching and learning needs to adapt to meet the needs of future learners. Explore new digital technologies and current approaches to teach creativity and thinking skills. This programme can be studied on campus or via distance learning. (http://www.exeter.ac.uk/postgraduate/taught/education/educationma/tct/ )

Careers

The flexibility of this programme means it is ideal for students from a range of subject, professional and career backgrounds including teachers, lecturers, administrators, education advisors, or other related professions. This degree also offers excellent progression to a professional doctorate.

Graduate destinations

The University has an excellent reputation with graduate recruiters and our students compete very successfully in the employment market. Our graduates have gone on to a range of careers in the UK and overseas.

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