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Masters Degrees (Special Needs)

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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. Read more

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.

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/special-needs-and-inclusion.aspx

Course detail

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.

Content

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.

Assessment

A variety of assessment methods, including essays, reports, case studies, presentations and professional discussions.

What can I do next?

Following the successful completion of your MA Special Needs and Inclusion there is the opportunity to study a Doctorate in Education (SEN) of PhD.

How to apply

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

Fees and Funding

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

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



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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. 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 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.

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

Core Modules

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.

Assessment

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.



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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. Read more

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.

What's covered in the course?

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.

Why choose us?

  • This course is delivered by qualified lecturer practitioners from NICE – Centre for Movement Disorders, making it a unique partnership merging theory and practice.
  • We’re proud of our high employability rates, with 98 per cent of the School’s postgraduate students in employment or further study six months after their course (DLHE survey results 2014/15).
  • The course focuses on development of pupil potential and how to meet all needs to promote a more effective teaching/classroom environment.
  • You will develop new ways of thinking and new skills to enhance your impact on the development and learning of these special pupils.
  • You can use this course to put you at the forefront of professional practice in special education and more importantly explore new potential in your pupils.
  • This recognised qualification will help you to meet a variety of Continuing Professional Development requirements.
  • You can use evidence of previous study or relevant experience to claim Accreditation of Prior Certificated Learning (APCL) or Accreditation of Prior Experiential Learning (APEL).


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This course is designed for teachers or other professionals who have an interest in increasing their knowledge and skills in the field of special needs. Read more
This course is designed for teachers or other professionals who have an interest in increasing their knowledge and skills in the field of special needs.

The course contains both taught and experiential elements. It covers the theoretical aspects of each area, practical strategies and aspects of self-development. The course is also supplemented by seminars and workshops about study & research skills as well as additional needs such as sensory impairments, speech and language difficulties, and severe learning difficulties.

Students also have the opportunity to volunteer at local schools to gain greater experience via the University’s Active Communities programme. (http://www.nottingham.ac.uk/active-communities/)

Course Content

This course comprises four core 30-credit modules and dissertation.

The current modules covered by the MA are:

Understanding and Supporting Students with Reading Difficulties/Dyslexia
Personal, Social and Emotional Development
Behaviour and Relationship Management: from theory to practice
Understanding and Supporting Mental Health

Please note that all module details are subject to change.

Assessment

Two modules are assessed by a written assignment of 5,000-6,000 words, one module via a reflective journal and one module by a paper presentation.

The dissertation is an original piece of work and should be 12,000 – 15,000 words (or their equivalent) in one of the selected modules or an approved topic.

Course Structure

The MA in Special Needs can be completed over 1 year of full-time study or 2 to 4 years of part-time study.

We also offer a Postgraduate Diploma and Postgraduate Certificate in Special Needs.

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This specialist education pathway seeks to investigate the complexities around the concept of inclusion. Study is focused on those who might experience marginalisation in society, particularly in educational contexts. Read more

This specialist education pathway seeks to investigate the complexities around the concept of inclusion. Study is focused on those who might experience marginalisation in society, particularly in educational contexts.

There is a strong emphasis on finding ways to develop inclusive curricula to meet the needs of all learners including, for example: those defined as having special educational needs; travellers; those from challenging backgrounds; and ethnic minorities.

MA in Education, Inclusion and Special Needs can be studied one year full-time, or up to five years part-time.

Study information

You study three core modules:

  • Contemporary and Critical Perspectives in Education
  • Research Methodologies in Education
  • International and Intercultural Education

And a specialist module focused on inclusion and special needs. 

You then complete a 60 credit dissertation which will allow you to identify and examine a topic of interest to you.

You may leave the programme after stage 1 with a Postgraduate Certificate in Education or after stage 2 with a Postgraduate Diploma in Education if you have earned sufficient credits.

* All modules are subject to availability.

Future prospects

Our Masters students explore a range of current educational practice, looking at key issues and policy.

Graduates leave with reflective and practical skills and the knowledge they need to contribute to their chosen learning community.



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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.

About this degree

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), and either two optional modules (60 credits) and a dissertation (60 credits) or three optional modules (90 credits) and a research report (30 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:

  • Autism: 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 a 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.

Further information on modules and degree structure is available on the department website: Special and Inclusive Education MA

Funding

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.

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 and disabilities directly. Graduates can also be found working as staff in specialist services for children and young people with special educational needs and/or disabilities.

Recent career destinations for this degree

  • Behavioural Co-ordinator, The National Autistic Society
  • Mathematics Teacher, Skills for Growth
  • Special Educational Needs (SEN) Teacher, Special School of Piraeus
  • Special Needs Support Assistant, The UCL Academy

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

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, 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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Primary. Have satisfactorily completed their probationary period. Be qualified teachers who hold. A) position in a sanctioned post in an area of special education or learning support, or taking up such posts in September. Read more
Primary: Have satisfactorily completed their probationary period. Be qualified teachers who hold
A) position in a sanctioned post in an area of special education or learning support, or taking up such posts in September.
B) position as mainstream class teacher and has contact with children with special educational needs

Post Primary: Must be qualified teachers who hold
A) position in a sanctioned post in an area of special education or learning support, or taking up such posts in September
B) position as mainstream class teacher and has at least 10 hours of contact time with children with special educational needs

Special Schools: Special School teachers. Qualified teachers who hold a position in a sanctioned post in a Special School or are 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.

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

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.

How To Apply

Online application only http://www.pac.ie/maynoothuniversity



As part of the application process you will be required to upload the following:

Transcripts

Evidence of Garda Clearance

Evidence of Teaching Council registration

Two references

Letter from your Principal confirming that you meet the minimum required contact hours with students with SEN (10 hours) and that you are on a fixed contract or in a permanent position.

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

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The University of Birmingham is a Department for Education and National College for Teaching and Leadership (NCTL) approved provider for the National Award for SEN Co-ordination. Read more

The University of Birmingham is a Department for Education and National College for Teaching and Leadership (NCTL) approved provider for the National Award for SEN Co-ordination.

It has been running accredited (Masters level) professional development programmes for special educational needs co-ordinators (SENCos) for over 15 years. Over a thousand SENCos have successfully completed their training over this period and given excellent course feedback!

The University runs partnership versions of the National Award for SEN Co-ordination course with the following Local Authority partners: Birmingham; Dudley, Sandwell & Wolverhampton (combined cohort); Staffordshire (Entrust). 

Within these Local Authority areas teachers wishing to apply for a place on the course work in a range of maintained mainstream schools, maintained nursery schools, academy and free schools, and pupil referral units (PRUs).

SENCos working in other neighbouring Local Authority areas may also be able to join one of the partnership courses (in 2014-2015 for example, SENCos from Derbyshire, Herefordshire, Solihull, Telford and Wrekin and Warwickshire were participating in versions of the course).

This Masters level course (60 credits) has been updated to reflect changes to the NCTL learning outcomes framework. It is also closely aligned to the changes taking place to special educational needs and disability policy, provision and practice in England including the changes to SEN Code of Practice (2015).

We are currently recruiting to this programme. The programme is inviting applications for the following cohorts.  

  • Birmingham and Black Country based programmes starting September 2018. 
  • Staffordshire based programmes starting January 2019. 

Course details

The National Award is a mandatory qualification, 60 Credit Masters level course which all SENCos who are new in role must undertake. The course meets the requirements of the SEN Code of Practice (2015 Section 6.86).

The Special Educational Needs and Disability Regulations (2014) states:

(1) The appropriate authority of a relevant school must ensure that the SENCO appointed under section 67(2) of the Act meets all of the requirements in either paragraph (2) or (3). 

(2) The requirements in this paragraph are that the SENCO:

  • is a qualified teacher;
  • if required to complete an induction period under regulations made under section 135A of the Education Act 2002, has satisfactorily completed such an induction period; and
  • is working as a teacher at the school. 

(3) The requirement in this paragraph is that the SENCO is the head teacher or acting head teacher (or equivalent in the case of an Academy school) of the school. 

(4) Where a person becomes the SENCO at a relevant school after 1st September 2009, and has not previously been the SENCO at that or any other relevant school for a total period of more than twelve months, the appropriate authority of the school must ensure that, if the person is the SENCO at the school at any time after the third anniversary of the date on which that person becomes a SENCO, that person holds the qualification. 

The training courses are 12 months in duration; however, SENCos have up to three years from the point at which they are designated as a SENCo in which to complete the award. Final responsibility for ensuring the school’s compliance lies with the school’s governing body.

The course is designed to support a SENCo’s professional development, giving them an opportunity to reflect upon and improve their practice whilst learning more about the coordination of special educational needs, leadership and management, policy and supporting the individual needs of children and young people.

Learning and teaching

The course content is related to local and national contexts and the teaching and learning opportunities are delivered by local and nationally based experts such as experienced teachers, Educational Psychologists, school leaders, Inspectors, therapists and service leads.

The National Award covers: 

  • the role of the SENCo & the statutory framework for SEND (including relevant policy requirements) 
  • effective approaches to identification, assessment and intervention (principles and practice; differentiation – quality first teaching, waves of intervention, individualised education planning)
  • responding to diversity (areas of need) – cognition and learning; communication & interaction; social, emotional and mental health, sensory and/or physical needs 
  • pupil participation, parent partnership & inter-service collaboration 
  • inclusive provision management (effective use of human resources and interventions, and evidence based practice) 
  • developing and sustaining effective SEND leadership (preparation for inspection; whole-school initiatives such as Achievement for All) 
  • Professional development to improve practice. 

The teaching takes place over ten face to face days during term-time. The days are evenly spread over the school year and sessions are taught in local authority/school centres and at the University of Birmingham. In addition, all students have access to the online virtual learning environment and full library facilities to support their learning.  

Assessment

The assessments have been designed to meet the requirements of the course and enhance school self evaluation procedures.

Specific assignments - course participants all need to complete three 4000 word written assignments at Masters Level:

  • An evaluation: focusing on specific course content and aspects of the SENCo’s role and school based SEN procedures. 
  • A case study:  focusing on in-depth work with a young person and their family.
  • A professional development project presented as a brief ‘research report’ focusing on an aspect of professional development carried out by the SENCo in her/his school or setting.

Employability

This course will enable SENCos to meet essential requirements for undertaking the role in English schools. These requirements are set out in regulations and state that:

Governing bodies of maintained mainstream schools, maintained nursery schools and the proprietors of Academy (including Free Schools) must ensure that there is a qualified teacher designated as SENCo for the school.

The SENCo must be a qualified teacher working at the school. A newly appointed SENCO must be a qualified teacher and where they have not previously been the SENCo at that or any other relevant mainstream school for a total period of more than twelve months , they must achieve the National Award in Special Educational Needs Coordination within 3 years of appointment.



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This is a flexible course for those interested in, or already working in, the further education and skills sector. Teachers working in further and adult education, schools, private and voluntary training providers can access a range of courses to meet their needs, whether they are new or existing professionals. Read more

This is a flexible course for those interested in, or already working in, the further education and skills sector. Teachers working in further and adult education, schools, private and voluntary training providers can access a range of courses to meet their needs, whether they are new or existing professionals.

You can choose to take an initial Award (20 credits level 4), a Certificate (40 credits level 4) or Diploma course (120 credits level 4&5) or Professional Graduate Certificate in Education (ProfGCE level 6) or any of these courses with a specialism in English or Mathematics or Teaching Learners with Special Needs.

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

Course detail

AWARD IN EDUCATION AND TRAINING

For those interested in a teaching career in further and/or adult and community education and trainers in the public and private sector. You do not have to be in a teaching role to undertake the course. The short course consists of one module of 20 credits at level 4, and you may use this short course as credit should you decide to join the Diploma course at a later stage.

Duration: short course, variable to suit partner colleges but usually three hours per week over one term.

CERTIFICATE IN EDUCATION AND TRAINING

For teachers undertaking a more limited teaching role in any of the further education and skills sector institutions. The short course consists of two x 20 credit modules at level 4 and you may use this short course as credit should you decide to join the Diploma course at a later stage

Duration: short course, variable to suit partner colleges but usually three hours per week over two or three terms.

DIPLOMA/ProfGCE IN EDUCATION AND TRAINING

Designed to meet the needs of teachers in a substantial role in further and/or adult and community education, trainers in the public and private sector as well as those working with 14­19 year olds in schools, academies and vocational settings.

The course consists of six modules taken over two years or a one year fast track option is available at one of our partner colleges. Successful completion allows you to apply for Qualified Teacher Learning and Skills (QTLS) status.

Duration: modular over one year full­time with six hours per week tuition in class or two years part­time usually three hours per week tuition in class; plus self-study time and teaching time.

SPECIALIST PATHWAYS IN ENGLISH, MATHEMATICS AND TEACHING LEARNERS WITH SPECIAL NEEDS

For teachers of English (ESOL, literacy, functional skills) or maths (numeracy, functional skills) or working with learners with special needs, the Diploma, ProfGCE, Certificate and Award can also be taken as subject specialist qualifications.

To join the pathway qualification in the Certificate or Diploma, you need to have 50% of your teaching in the specific subject specialism. You will attend two modules in a subject specialist group at one of our partner colleges and benefit from working with subject specialists as well as learning about specific pedagogy for your subject.

QUALIFIED TEACHER STATUS LEARNING AND SKILLS

These teaching qualifications do not automatically confer ‘Qualified Teacher Learning and Skills’ (QTLS), so you will need to apply for this status post qualification. The process is currently under review so please check the Education and Training Foundation (ETF) website for current guidance.

Suitability

This is a course for those interested in, or already working in, the further education and skills sector. Teachers working in further and adult education, schools, public or private training organisations.

You will need to be in a paid or voluntary teaching role to undertake all except the initial Award in Education and Training which is for those who wish to get into teaching but currently have little or no teaching.

Content

-Award-

• Module 1 Introduction to Teaching and Learning

-Certificate-

As above, plus:

• Module 2 Planning and Assessing

• Module 3 Applying Theory to Practice

-Diploma and ProfGCE-

As above, plus:

• Module 4 Reflecting on Practice

• Module 5 Curriculum

• Module 6 Professional Practice

Format

You will be given access to a wide range of learning and teaching strategies. Modules may include seminars, lectures and group discussions and projects, with many utilising individual and peer presentation format.

Given that the course is primarily for staff already working in the further education and skills sector, maximum use of student experience and expertise is made, including student led sessions aimed at sharing examples of good practice with colleagues.

Modules include self-directed study activities, investigations and e-­based learning.

You will be required to have a minimum of 100 hours teaching for the Diploma/ProfGCE.

For the Diploma/PGCE students are required to undertake eight teaching observations. These provide the opportunity for you to apply your knowledge and understanding, to improve subject specialist teaching and to receive practical advice.

Assessment

Assessments for each module are based on observations of teaching practice, individual reflections, entries in a progress log and academic essays/assignments.

What can I do next?

If you are appropriately qualified, on successful completion of the Diploma in Education and Training you can apply for a place on the BA (Hons) Education and Professional Training.

How to apply

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

Fees and Funding

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

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



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

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

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

Programme structure

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

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

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

Careers

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

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This 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. Read more

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 develop

  • a critical understanding of the values, principles and dilemmas of inclusive practices and policies
  • a specialist knowledge base enabling you to obtain, evaluate and communicate current information regarding special educational needs and disabilities.
  • an active community of practice with SENCOs and experienced SEN professionals supporting your leadership of change
  • the skills and practices of reflective practice to develop effective partnership working with pupils, families and colleagues
  • the skills and practices of professional enquiry to enable you to evaluate the impact of practice

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

  • an evaluation of school policy relating to special educational needs and disability in relation to current national policy and guidance. This involves engaging with parent's in order to inform policy.
  • an evaluation of the school’s additional provision for children and young people with special educational needs. This includes an analysis of school data and lesson study to inform effective provision mapping

Portfolio 2 – SENCO as leader

This consists of

  • developing the role of SENCO as leader through evaluating and developing effective partnerships with other stakeholders
  • engaging with pupil voice in order to inform professional learning developments and to support colleagues in making effective provision for children with particular SEN or disability

Further information

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

Course structure

12 months part-time

You attend up to ten teaching/tutorial/study days which are spread over the course duration.

Core modules

  • SENCO as manager: evaluation and developing policy and provision

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.

  • SENCO as leader: people, principles and partnerships

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

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

Assessment

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.

Employability

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.



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This is an advanced professional development programme for psychology and social science graduates and professionals. Through this programme you will undertake analysis of issues appertaining to the care and progression of individuals with developmental disabilities. Read more

This is an advanced professional development programme for psychology and social science graduates and professionals. Through this programme you will undertake analysis of issues appertaining to the care and progression of individuals with developmental disabilities. You will assess different types of interventions and will have the opportunity to engage with disability service providers and users. You will gain detailed knowledge and understanding of:

  • definitions and epidemiology of intellectual disability
  • cognitive, communicative and social characteristics of people with intellectual disabilities
  • biological, social and environmental causes of intellectual disability
  • behaviour analysis
  • challenging behaviour and other special needs
  • ideology, policy and service development
  • definition and measurement of service quality
  • the relationships between service organisation and quality
  • research methodology and basic statistical analysis

Course structure

Coursework is taught through a mixture of web-based resources, directed reading, videos, lectures, seminars and practical sessions, supported by a number of workshops, where you work with skilled professionals and have the opportunity to share ideas and experiences with fellow students. You will also undertake practical work placements which are assessed by written reports as well as having the opportunity to complete a piece of original research with your Research Project.

Modules

The following modules are indicative of those offered on this programme:

  • Social psychology of intellectual and developmental disabilities
  • Behaviour analysis and intervention
  • Service issues in intellectual and developmental disabilities
  • Research methods

Knowledge and understanding

You will gain knowledge and understanding of:

  • definitions and epidemiology of intellectual disability
  • cognitive, communicative and social characteristics of people with intellectual disabilities
  • biological, social and environmental causes of intellectual disability
  • behaviour analysis
  • challenging behaviour and other special needs
  • ideology, policy and service development
  • definition and measurement of service quality
  • the relationships between service organisation and quality
  • research methodology and basic statistical analysis 

Transferable skills

You will gain the following transferable skills:

  • communication: the ability to organise information clearly and respond to written sources
  • numeracy: if you are doing the statistical element of the research methods module, you will make sense of statistical materials and integrate quantitative and qualitative information. You will also become familiar with ways of summarising and presenting data
  • information technology: the ability to produce written documents, undertake online research
  • working with others: the ability to work co-operatively on group tasks both within the virtual learning environment and during the residential workshops
  • improve your own learning: the ability to explore your strengths and weaknesses, time management skills and review your working environment
  • problem-solving: the ability to identify and define complex problems, explore alternative solutions and discriminate between them.

Dynamic centre of expertise

This programme is taught by the University's renowned Tizard Centre. An annual seminar series runs at which staff or guest lecturers present the results of research or highlight recent developments in the field of social care. The Jim Mansell Memorial Lecture invites public figures or distinguished academics to discuss topics that could interest a wider audience. The Centre also publishes the Tizard Learning Disability Review (in conjunction with Emerald Publishing) to provide a source of up-to-date information for professionals and carers.

The Tizard Centre provides consultancy to organisations in the statutory and independent sectors, both nationally and internationally, in diversified areas such as service assessment, person-centred approaches, active support and adult protection..

Careers

Our postgraduate courses improve employability prospects for both those with established careers and new entrants to the field. Many of our students already work with people with intellectual and developmental disabilities in professional, management or supporting capacities.

Our programmes support their continuing professional development and enhance their opportunities for career advancement. Other students, who are at the beginning of their careers, move on to a range of professional roles in health and social care including working as psychologists in learning disability or behavioural specialists in community learning disability teams; service management of development roles; clinical psychology training or a PhD.

Career destinations include working as a consultant behaviour analyst, carer co-ordinator, service care manager, special needs teacher, quality officer, ABA tutor and research assistant in various health care organisations such as Dimensions UK Ltd, Care Management Group, Consensus Support Services, Mencap and Ambitious About Autism.

Why study at the University of Kent

We offer inspirational teaching and supervision alongside first-class library and IT facilities. You also benefit from our high-impact research in all subjects. Whatever you are looking to study, Kent provides a dynamic and challenging environment for your postgraduate studies.

  • Kent was awarded gold, the highest rating, in the UK Government’s Teaching Excellence Framework
  • Kent is ranked 21st in the Times Higher Education (THE) ‘Table of Tables’ 2017
  • Kent is ranked 25th in the Complete University Guide 2018
  • Kent is ranked 22nd in the Guardian University Guide 2018
  • 42% of our academics are from overseas and we have students representing 158 nationalities
  • In the most recent research rankings, 97% of research at Kent was found to be of international quality (REF 2014)
  • Kent is ranked 17th in the UK* for research intensity and research output (REF 2014)

Find out more: https://www.kent.ac.uk/courses/postgraduate/why-kent/

* of 122 universities, not including specialist institutions



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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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