This course has been developed for those who are currently working as special educational needs coordinators (SENCOs) and is mandatory for all SENCOs appointed since 2008. This course will enable you to meet the learning outcomes as prescribed by the government.
You about skills and approaches to leadership; and to develop and evaluate inclusive cultures, systems and approaches to education. These new skills help you to make a difference in your school and to the wellbeing, participation and achievement of children and young people who have special educational needs and disabilities.
You reflect on, analyse and respond to current issues of practice through professional learning in the workplace and you are supported by experienced local special educational needs and disability (SEND) professionals as well as a mentor in your own school.
You have access to current SEND practitioners and experts in the field who share up-to-date practice. Your university tutors specialise in SEND and have complementary experience across age phases and special and mainstream schools. Their expertise supports your understanding of inclusive principles and practice, using research and theory to support your reflections, enquiries and study skills.
You complete a number of assessments that are focused on the development of effective practice in your school. Assessments consist of two practice-based portfolios
Portfolio 1 – SENCO as manager
This consists of
Portfolio 2 – SENCO as leader
This consists of
For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.
12 months part-time
You attend up to ten teaching/tutorial/study days which are spread over the course duration.
This module enables special educational needs coordinators (SENCOs) to engage critically with their management role evaluating, reporting on and developing policy, systems and provision in the context of national legislation and guidance, current knowledge on effective practice and wider equality and human rights agendas.
This module enables special educational needs coordinators (SENCOs) to engage critically with their leadership role in the context of the principles of inclusion, person centred planning and working in partnership with colleagues, children and young people and their families.
Modules cover • inclusive principles and values • social and medical modules of disability • the role of the SENCO in analysing organisational needs and managing change • the national policy context for SEN and disability including the SEN Code of Practice • equality and data protection requirements • formulating and reviewing policy • accessing and interpreting school data - tracking progression and participation • provision mapping • designing, evaluating and reporting on systems and provision • lesson study and action research methods • rights and duties under equality legislation • person centred planning and partnership working • the local context for the implementation of Child Assessment Framework (CAF), school support and Education Health Care Plans (EHCPs) • leadership • role of the SENCO in leading professional learning • holistic assessment • researching and evaluatiing current knowledge and debates regarding high incidence special educational needs and disabilities • theories of learning and development • identifying needs and barriers to learning and participation • systematic evaluation in professional contexts
Portfolio 1 – evaluation and review of policy, and analysis of additional provision for children and young people with SEN.
Portfolio 2 – evaluation of partnership with stakeholders, and planning for strategic professional learning.
This course enhances your skills as a special educational needs co-ordinator so you can continue to improve the school experience for children with SENs or disability and to support the developing practice of other professionals working in your school or setting. It also develops your leadership skills, enabling you to explore whole issues and development. It is also suitable if you want to work in an advisory or support role in the area of SEND.
Academic credits gained by successfully completing this course can be used towards a masters degree.
The programme aims to develop participants' professional knowledge and critical understanding of key concepts; and debates addressed in the academic and professional literature in order to lead and co-ordinate special educational needs and disability (SEN and D) provision across an educational setting.
By the end of the programme students should be able to:
Students undertake modules to the value of 60 credits. The programme consists of two core modules (30 credits each).
6 days' attendance per module, 9.30-4.30 - usually on alternate weeks over two terms
There are no optional modules on this programme.
Teaching and learning
The programme is delivered through a combination of lectures, seminars and tutorials. Each module is delivered over six days. A Learning Log needs to be completed as the practical component. Assessment is through a practitioner enquiry assignment for both modules consisting of 4,500-5000 words each. The focus is on the practitioner as researcher within the participants’ own education institution.
Further information on modules and degree structure is available on the department website: National Award for Special Educational Needs Co-ordination PG Cert
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
Upon successful completion of this programme, students are able to transfer the 60 credits into UCL's MA in Special and Inclusive Education or MTeach in Special Educational Needs.
This programme will prepare participants for progression to employment as SEN co-ordinators or for senior leadership roles within schools in a variety of settings.
This programme is run by the Department of Psychology & Human Development - Centre for Inclusive Education, formally SENJIT (Special Educational Needs Joint Initiative for Training) at UCL, which has a national and international profile in delivering Master's programmes in special educational needs (SEN). It is delivered by specialists who currently practise in the field along with researchers with international profiles in SEN, disabilities and inclusion.
Students will get the opportunity to meet regularly with colleagues working in different local authorities in London and further afield.
The Centre for Inclusive Education (formerly SENJIT) offers research-informed and practice-orientated courses and knowledge exchange activities and fosters strong links with local authorities, academy federation trusts and teaching school alliances.
The MA Special Needs and Inclusion is a distinct, multi-professional award designed for international and UK students. This course meets the growing need for professionals to have the skills and theoretical understanding necessary to work in different fields and across the life span.
Underpinned by a strong values base, it emphasises social justice and inclusive principles, whilst acknowledging and critiquing the many different perspectives in policy and practice.
Full time students will study three 20 credit modules each term, with sessions taught either during the day, twilight or occasionally at weekends.
Part-time students’ sessions will take place during the evening and on one Saturday each term.
All students are encouraged and supported to work collaboratively and to explore their individual interests. Blended learning materials are available to support all students.
To achieve the MA Special Needs and Inclusion award you'll need to complete 3 core (compulsory) modules and 3 optional modules, plus a dissertation.
Some of the modules you could study:
• Critical Issues (Core)
• Research Methods (Core)
• Perspectives on Special Needs and Inclusion (Core)
• Contemporary Issues in Special Needs and Inclusion (Optional)
• International Perspectives in Special Needs and Inclusion (Optional)
• The Psychology of Special Needs (Optional)
• Multi-professional Working (Optional)
• Inclusive and Assistive Technology (Optional)
• Negotiated Project (Optional)
Following the successful completion of the 3 core modules and 3 other modules you'll carry on to complete a Dissertation. This is your own particular research into a topic of interest to you, identified in conjunction with your tutor.
A variety of assessment methods, including essays, reports, case studies, presentations and professional discussions.
Following the successful completion of your MA Special Needs and Inclusion there is the opportunity to study a Doctorate in Education (SEN) of PhD.
For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx
See our postgraduate fees and funding page to discover the loans, scholarships and bursaries available.
If you need to get a good grounding in special educational needs, disability and inclusion at postgraduate level, this course will broaden and challenge your existing knowledge. It could be a starting point for a future career in a range of settings or help you to develop in your current role. If you are already a SENCO it will give you many skills for your role and help you develop and expand this in line with the range of special needs you may encounter.
Our course doesn’t aim to provide you with all the answers. Instead it will enable you to explore and develop new thinking and ultimately work towards expertise in your field. If you believe that pupils with special needs have untapped potential, and you want to help them explore this, then this is the course for you. Inclusive learning and teaching are at the heart of any good practice; these modules will help you explore this further and understand the important role of nurturing development in all pupils with special educational needs.
You do not need a teaching qualification to study on this course, nor do you have to intend becoming a teacher. We welcome anyone who wants to expand their understanding, knowledge and skill set in the changing world of special education and disability.
You’ll have the opportunity to explore how the education system works for special needs and disability, how it all evolved and the challenges it poses for these pupils. You’ll broaden your knowledge on the range of conditions and their impact on learning and develop new teaching skills to help pupils overcome their day to day challenges. The focus of all modules will be critical thinking, challenging and developing your knowledge to enable you to become an expert in your field.
As contemporary societies become more heterogeneous, and as inclusive education reforms gain currency across the world, educational systems are being challenged to address some fundamental questions about teaching and learning related to the accommodation of and respect for difference.
Underpinning the movement for inclusion is a concern for social justice and wellbeing. Meeting the diverse needs of learners within today's schools, colleges and universities, is one of the most challenging and important tasks facing education today.
This thoroughly revised Master's degree is unique not only because of the disciplinary approaches it employs, but also because students study and apply an approach to wellbeing that has been developed by some of the world’s leading thinkers.
This is an approach that is internationally recognised by, for example, the UN, and whose principles are increasingly found in government policy on education and SEN, namely the Capability Approach. We are one of the very few institutions in the UK to offer this practical and ethical approach to assessing issues of SEN, equality and inclusion.
The skills you will develop include critical thinking skills and how best to be an inclusive practitioner. Importantly, this is a professionally based degree which means that you will apply what you have learned to your own professional practice whether you are a classroom assistant, SENCO or university lecturer.
◦As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;
◦ Education at Queen’s has been ranked 4th within the UK in relation to research intensity with 87% of the research undertaken within the School assessed as ‘internationally excellent or world leading’ (REF, 2014);
◦We provide a professional development opportunity for: mainstream primary and secondary teachers from the newly qualified phase of professional development onwards; and, individuals whose professional or voluntary roles are strongly associated with life in regular classrooms and schools e.g. School Governors, Learning and Behaviour Mentors and Classroom Assistants;
◦We understand the many demands on students’ time, so the content is delivered in a mixture of face-to-face and online formats and you can study one or more of our modules as a short course;
◦If you don’t want or need to study for the research dissertation, flexible exit qualifications (PG Diploma, PG Certificiate) are available.
The MEd in Inclusion and Special Needs Education is awarded to students who have successfully completed 120 CATS points from taught modules and 60 CATS points from a Master's dissertation.
Exit qualifications are available. Students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or an Postgraduate Certificate by successfully completing 60 CATS points from taught modules.
We've made it easy to study for a Masters module as a short course. If you would like to study for one of the modules in the MEd in Inclusion and Special Needs Education as a short course, please contact the Postgraduate Secretary (tel: 028 9097 5923/5032, [email protected]) for advice.
Core Modules (compulsory, all 20 CATS points):
An Introduction to Research Methods: Children, Young People and Education (online)
This module will provide you with an understanding of differing perspectives that underpin quantitative and qualitative methodologies and is required preparation for your research dissertation.
Reimagining Special Needs Education: Inclusive Pedagogy
We will focus on deconstructing Special Needs Education and Inclusion by exploring how some popular approaches and behavioural theoretical models have influenced our understanding of SEN. Much of the ‘knowledge’ of special education is, arguably, misconceived and promotes inequality, rather than addresses it. In examining the consequences of, for example, labeling, we will consider a powerful rationale for inclusion based on theories of social justice.
Special Needs Education and Issues of Equity
We will examine how stereotyping and prejudice contribute to forms of ‘epistemic injustice’ whereby what certain groups of people know is given less credibility and weight simply because of their disability, sex, class or ethnicity. The testimony of members of stigmatized groups is likely to be discounted because of prejudicial beliefs and attitudes, which can magnify the effects of injustice as well as create others. Our judgments, as we will learn, are likely to be affected by implicit biases even when we think we’re making judgments of scientific or argumentative merit. The effects of such epistemic injustice is the marginalisation and exclusion of already vulnerable such as the disabled, the working class, women, and people of colour.
Social Justice in Special Needs Education and Inclusion
We will explore some of the complexities of understanding equality in education and sketch some of the flaws with popular approaches to, and conceptions of disability and SEN. While all systems across the world espouse equal entitlement to education, the precise content of this goal is difficult to determine and agree upon. One approach which has emerged with considerable power and application is the Capabilities Approach (CA). The CA is an evaluative framework that entails two core normative claims: first, the claim that the freedom to achieve well-being is of primary moral importance, and second, that freedom to achieve well-being is to be understood in terms of people’s capabilities, that is, their real opportunities to do and be what they have reason to value.
Two optional modules may be chosen from the Educational Studies (MEd) degree.
There are no written examinations. Modules are assessed through a written assignment of 3000 words that is informed by the student’s own professional practice and experience.
The MA in Inclusive Special Education offers you an opportunity to develop a greater understanding and critical appreciation of the trends and developments in the education of children and young people who have a special educational need and/or disability. In this programme there is a strong emphasis on promoting equality of opportunity, valuing diversity and issues of social justice.
You will study for your MA in Inclusive Special Education at our Bognor Regis Campus. Over the past few years, we have redeveloped both of our campuses so that you have the best facilities available for your degree. We pride ourselves on the quality of the learning environment we can offer our students.
At the Bognor Regis Campus there is an integrated approach to the provision of learning resources and support. We offer a substantial collection of books, journals and other materials to help you further your research.
A range of study areas for group and quiet study including Wi-Fi areas for laptop use are available, or you can use our open access PC and Mac areas. We use an electronic learning environment with an expanding portfolio of online library resources from anywhere at any time.
Our brand new award winning Learning Resource Centre is at the heart of the campus hosting a modern library service with areas for quiet and silent study on both floors. Also situated in the LRC is the Support and Information Zone, Costa Coffee and over 80 open access work stations.
An equipment loans centre offers laptops, tablets and other electronic devices for short and long term loans. The campus also offers purpose built classrooms for the teacher training courses, as well as lecture and seminar rooms.
There will be two modules in each academic year and you will be able to begin the dissertation in either Semester 1 which starts in September or in Semester 2 which starts in February. While the course content in each module will cover a range of topics you will be encouraged and supported to develop your research in your specific area of interest in SEND and inclusive practice.
The MA is based at the Bognor Regis Campus in Bognor Regis, West Sussex. Taught sessions will take place on alternate Tuesday evenings and one Saturday in each semester.
The MA in Inclusive Special Education can normally be completed in 3 years on a part-time basis, as follows: two years (four semesters) with one module per semester, plus a further year (two semesters) for the dissertation.
We appreciate that circumstances can change and part-time students are helped by having flexible study arrangements. To that end, you will be able to intermit from the programme for a maximum of 2 years over the whole programme, provided that you return and complete the MA within five years.
A module (30 credits) is a unit of up to 24 hours taught delivery, typically over one semester with its own discrete assessment. Modules consist of taught sessions, seminars, and one Saturday workshop each semester. Sessions will normally be delivered on alternate Tuesdays between 5.30pm - 8.00pm and 10am – 4pm on the Saturday.
The MA in Inclusive Special Education draws on a range of assessment methods including practitioner research projects; 6,000 word essays and presentations. The dissertation is in two Parts: Part 1 (6000 words) is research proposal including a literature review and a discussion on the methodology for your chosen topic and Part 2 (6000 words) is a small scale research project prepared for publication.
To gain an MA in Inclusive Special Education you will need to complete four modules (4 x 30 credits) and the dissertation (60 credits), giving a total of 180 credits. You can exit the programme at any time and gain an interim award. After successful completion of two modules you would be awarded a Postgraduate Certificate in Professional Practice (60 credits) and after four modules you would be awarded with a Postgraduate Diploma in Professional Practice (120 credits).
Special Care Dentistry provides a theoretical foundation and develops appropriate clinical skills for the care of patients needing special care with particular emphasis on the use of behaviour management techniques, analgesia, sedation and general anaesthesia. Also covers training in research methods and their practical application.
Provides a theoretical foundation and develops appropriate clinical skills for the care of patients needing special care with particular emphasis on the use of behaviour management techniques, analgesia, sedation and general anaesthesia. It also covers training in research methods and their practical application. You will also undertake a research project. Research focus is on the management of individuals requiring special care and the impact of providing this service for the community.
For clinicians working in general practice, community, hospital and/or university departments who wish to become specialists and leaders in this area of dental care. To increase knowledge about dental care for individuals with special needs and the impact of providing this service for the community.
Modular programme consisting of 180 credits, as follows:
As we are seeking to identify your suitability for this clinical environment, we expect our interviewees to adopt the dress code required of clinical dental students at King's. Further information will be given should you choose to apply. Entry to the programme is strictly dependent upon occupational health clearance that you are able to conduct exposure prone procedures (EPPs) before you start clinical work. This will assess your hepatitis B surface antigen and hepatitis C antibody status, HIV and TB status following the completion of a health questionnaire and a further health check before or at enrolment.
If offered a place on the course, overseas students are advised to be tested locally and send the results of these checks with the questionnaire, prior to a separate full test in the UK at the College's Occupational Health Department before term begins. All offers of a place on a programme are made subject to a satisfactory criminal conviction disclosure. If you are from overseas or have never lived in the UK before, you should contact the relevant authorities in your home country to arrange for the equivalent check to be conducted and/or a certificate of good conduct to be issued.
Gain the qualification you need to teach in the area of special educational needs in Post-16 and Further Education, previously known as Post-Compulsory Education and Training (PCET), and including 14-19 provision.
It is suitable whether you are new to teaching and need us to find you a placement, or if you are already working as a teacher or trainer within the SEN context and want to become qualified.
The course maps to the national framework for teaching qualifications in Post-16 and Further Education, the new Diploma in Education and Training for Disabled Learners (DET, previously DTLLS). The course is recognised by the professional body, currently the Institute for Learning (IfL) and sector body the Education and Training Foundation (EtF). It enables you to apply for Qualified Teacher Learning and Skills (QTLS) status for Post-16 and Further Education, which is equivalent to Qualified Teacher Status (QTS) in schools. QTLS is currently awarded by IfL who charge a fee for membership and QTLS registration. An employer may be willing to pay the fee for you.
On the course, you
You apply the course theory through your teaching practice. This consists of at least 120 hours teaching over either one year or two. During the course, University staff and your placement or workplace mentor assess your teaching practice eight times.
Key areas covered include • planning and preparing to teach • assessment for learning • teaching methods • behaviour for learning • using technology in teaching and learning • progression against the professional standards • understanding your wider professional context.
Settings of Post-16 and Further Education and Training include • further education colleges • school sixth forms • higher education institutions • adult and community learning providers • private training companies • public services • 14-19 educational providers.
After successfully completing the course, you gain a level 7 qualification equivalent to DTLLS or the new Diploma in Education and Training, but at masters level, and you can use these 60 credits towards a masters course.
We have partnerships with a range of settings across the Post-16 and Further Education sector, who provide you with a wide range of placement opportunities.
If you do not have an undergraduate degree or equivalent and need an initial teaching qualification, you can study our CertEd Post-16 Education and Training. This route is not available with the special educational needs specialism.
For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.
The course is recognised by the Education and Training Foundation (EtF).
We have an excellent graduate employment record. On average 95% of our PGCE graduates are teaching or in further study within six months of graduating.
Previous students have gone on to teach in • further education colleges • sixth form colleges • schools • public services • private training organisations • voluntary sector.
Others work as educational development officers or similar for local education authorities, non-governmental organisations and charities.