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Masters Degrees (Special Needs)

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As contemporary societies become more heterogeneous, and as inclusive education reforms gain currency across the world, educational systems are being challenged to address some fundamental questions about teaching - learning related to the accommodation of difference. Read more
As contemporary societies become more heterogeneous, and as inclusive education reforms gain currency across the world, educational systems are being challenged to address some fundamental questions about teaching - learning related to the accommodation of difference. Likewise, the educational special needs task is being radically re-conceptualised.

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

Why Inclusion and Special Needs Education at Queen's?

◦As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;
◦ Education at Queen’s has been ranked 4th within the UK in relation to research intensity with 87% of the research undertaken within the School assessed as ‘internationally excellent or world leading’ (REF, 2014);
◦We provide a professional development opportunity for: mainstream primary and secondary teachers from the newly qualified phase of professional development onwards; and, individuals whose professional or voluntary roles are strongly associated with life in regular classrooms and schools e.g. School Governors, Learning and Behaviour Mentors and Classroom Assistants;
◦We understand the many demands on students’ time, so the content is delivered in a mixture of face-to-face and online formats and you can study one or more of our modules as a short course;
◦If you don’t want or need to study for the research dissertation, flexible exit qualifications (PG Diploma, PG Certificiate) are available.


[Programme Structure]]
The MEd in Inclusion and Special Needs Education is awarded to students who have successfully completed 120 CATS points from taught modules and 60 CATS points from a Master's dissertation.

Exit qualifications are available. Students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or an Postgraduate Certificate by successfully completing 60 CATS points from taught modules.

Short Courses

We've made it easy to study for a Masters module as a short course. If you would like to study for one of the modules in the MEd in Inclusion and Special Needs Education as a short course, please contact the Education Secretary (tel: 028 9097 5923/ 5032, ) for advice.

Core Modules

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

Assessment

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

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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

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

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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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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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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 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 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 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

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

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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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This qualification is a requirement for recently appointed special educational needs coordinators (SENCO) working in the UK. Read more
This qualification is a requirement for recently appointed special educational needs coordinators (SENCO) working in the UK. The course is also highly relevant to inclusion and special educational needs leaders and managers who wish to improve the quality of inclusion and SEND provision in their setting, whether they are working in the UK or abroad.

Developed in collaboration with academic staff and expert practitioners, the course provides an exceptional distance learning programme supported by high-quality personal tutoring. Working closely with your tutor, you will undertake a thorough self-evaluation to identify gaps in your knowledge and understanding. This will help you link your learning to your professional practice and allow you to steer the direction of your development.

A virtual learning environment will enable you to connect with your personal tutor and share your experiences with your peers. You will be encouraged to collaborate with fellow students on the course and colleagues in your school in order to refine your knowledge and get the most from the programme. You will be provided with online resources, including recorded expert presentations, and key information throughout the year to help you meet the learning outcomes for your course.

Your tutor will support you in managing your programme of study. Your portfolio of evidence will include four assignments, set at regular intervals throughout the year, and will show how you have successfully met the course requirements.

Our vision for children with special educational needs and disabilities is the same as for all children and young people - that they achieve well in their early years, at school and in college, and lead happy and fulfilled lives.

- Research Excellence Framework 2014: twice as many of our staff - 220 - were entered into the research assessment for 2014 compared to the number entered in 2008.

Visit the website http://courses.leedsbeckett.ac.uk/specialeducationneeds_pgcert

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.

Careers

You will be able to practise as a SENCO in any maintained school and develop the essential skills in SEN diagnosis and intervention, provision management, coaching and mentoring and working with outside agencies and stakeholders. You will also have the confidence to take on a high profile, leadership role in your school and successfully motivate other teachers to promote inclusion in their classrooms.

- SEN Co-ordinator
- SEN Teacher
- SEN Teaching Assistant
- SEN Support Worker

Careers advice: The dedicated Jobs and Careers team offers expert advice and a host of resources to help you choose and gain employment. Whether you're in your first or final year, you can speak to members of staff from our Careers Office who can offer you advice from writing a CV to searching for jobs.

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

Course Benefits

You will have access to our Library's extensive range of electronic resources, and support from your personal tutor will provide you with formative feedback to improve your learning experience.

Your course will enhance your knowledge and understanding of inclusion and special educational needs theory and practice. One of the most important goals of the course will be to grow your confidence so you can coordinate SEND provision effectively.

At the end of this course you will have completed the first 60 credits towards our MA Education qualification (Pathway: Special Educational Needs). For more information on this course, visit http://courses.leedsbeckett/education_ma.The learning outcomes will support you to develop a greater understanding of:

- Leadership and management.

- Pupil progress.

- Different types of special educational needs and their impact on learning.

- Intervention and provision management.

- The role of teaching assistants.

- Coaching and mentoring.

- Working with outside agencies and stakeholders.

Dr Michalis Kakos

Senior Lecturer

"I have taught in primary schools, pupil referral units, special, grammar, comprehensive and preparatory schools around the world. This diversity of experience enables me to question the effects of formal education on students' socialisation. I am currently studying students' political socialisation in the current economic and political turmoil in Greece."

Exploring citizenship and intercultural education as well as special educational needs, Michalis is well-versed in the issues concerning a wide spectrum of pupils and teachers.

Facilities

- Library
Our libraries are two of the only university libraries in the UK open 24/7 every day of the year. However you like to study, the libraries have got you covered with group study, silent study, extensive e-learning resources and PC suites.

- Headingley Campus
Our historic Headingley Campus is set in 100 acres of parkland with easy access to Leeds city centre.

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

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This Special Educational Needs and Disabilities (SEND) fulltime, campus- based programme is designed for educational and health practitioners that work with, or have an interest in working with, children identified as having special educational needs and disabilities. Read more
This Special Educational Needs and Disabilities (SEND) fulltime, campus- based programme is designed for educational and health practitioners that work with, or have an interest in working with, children identified as having special educational needs and disabilities. It provides opportunities for participants to reflect on their practice, to critique the conceptualisation of disability within culture and society, and to be analytical as to SEND practices and policies.

This course is internationally focused, and examines SEND practices around the world. Students will, however, be given opportunities to experience UK schools and to engage in research at both the UK and international level.

Awards available on the SEND programme
PG Cert – 3 modules (60 credits at M Level)
PGDip – 6 modules (120 credits at M Level)
MA – 6 modules plus a 15,000 word dissertation (180 credits at M Level)

The Special Educational Needs and Disabilities (SEND) programme will enable you to deepen and extend your knowledge and understanding of educational and social theories which are related to working with children and young people with a range of special educational and individual learning needs.

The programme utilises lectures, seminars, tutorials, school visits, practical tasks, and discussions. Lectures and seminars are facilitatedby academics who are leaders in research in the field of SEND.

The programme has been designed to allow opportunities for individualisation of content to ensure that it is relevant to your professional and personal needs. As a student on the programme, you will be expected to be self-directed in your learning, and propose projects that can be practical, theoretical, or both. If you choose to pursue the MA award, you will have the opportunity to design and implement research that will allow you to gain skills in research design and methodology.

This programme is designed to supplement professionals already working in the field, or those seeking a general introduction to topics within special educational needs and disabilities. In general, this includes educators already working with students with special educational needs and disabilities, support workers in places such as a university or workplace disability service unit, a social worker or nurse providing care for persons with disabilities, someone working for a non-governmental organization dealing with disabilities issues, or a staff member of a Ministry of Education or Ministry of Health, amongst other things. This programme is not intended to be a training programme for Special Educational Needs Coordinators (SENCOs), nor will it provide specific teacher training to directly work with students with disabilities in education or health settings.

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/postgraduate/funding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/postgraduate/visit

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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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. Read more
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.

Degree information

By the end of the programme students should be able to:
-Contribute to contemporary debate in the fields of both special education as well as inclusion and disability studies.
-Produce and communicate reasoned and informed reflective argument, both in writing and orally.
-Carry out a focused practitioner inquiry relating to the role of the SENCO, supported by relevant literature sources.
-Improve professional practice through greater knowledge, skills, understanding and awareness.

Students undertake modules to the value of 60 credits. The programme consists of two core modules (30 credits each). There are no optional modules on this programme.

National Award for SEN Co-ordination Postgraduate Certificate

Core modules
-Special Educational Needs Coordination: Improving Teaching and Learning
-Special Educational Needs Coordination: Leading and Managing Change

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.

Careers

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.

Employability
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.

Why study this degree at UCL?

This programme is run by the SENJIT (Special Educational Needs Joint Initiative for Training) centre 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.

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.

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The Primary PGCE with SEN. Special Schools is designed to support trainees in developing the skills, values, knowledge and understanding required to meet the Teachers’ Standards. Read more
The Primary PGCE with SEN: Special Schools is designed to support trainees in developing the skills, values, knowledge and understanding required to meet the Teachers’ Standards. The programme will do this in the context of east London schools where it is paramount that teachers have the ability to support learning in a multicultural, multilingual urban environment. The Primary PGCE with SEN: Special Schools aims to equip trainees with additional expertise in working and developing practice in special schools.

If you choose to study Primary with Special Educational Needs: Special Schools at UEL you will:
• develop your knowledge, skills and understanding of what it means to be a professional in school;
• engage in practical and theoretical enquiry as a key element in your development as a teacher;
• reflect on and take responsibility for your own professional development;
• have the necessary experiences to meet the Teachers’ Standards;
• acquire the skills, knowledge and understanding to develop additional expertise in supporting pupils with EAL;
• be able to respond proactively and positively to change and thus enabled to make informed contributions to education;
• develop your ability to read and write critically at Masters Level.


Primary PGCE at UEL
The Primary PGCE with SEN: Special Schools is a partnership programme, written and developed in collaboration with schools. Much of your time will be spent in schools, observing learning and teaching, exploring the interface between theory and practice and working with pupils in a range of classroom settings. You will be an active participant in a diverse community of students. Inclusion, personalisation, and pupil voice are some of the key themes and values underpinning the programme. You will engage with research at Masters level.

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This programme is mainly aimed at qualified teachers who want to gain a deeper knowledge of special educational needs (SEN) to develop effective teaching and learning strategies. Read more

This programme is mainly aimed at qualified teachers who want to gain a deeper knowledge of special educational needs (SEN) to develop effective teaching and learning strategies.

You’ll choose whether to focus on SEN issues in England or internationally so you will either study areas such as inter-agency working under Every Child Matters or how SEN provision compares between different countries. You will expand on this knowledge when you choose from our optional modules, allowing you to focus on topics that interest you or are relevant to your career.

You could study developmental disorders and inclusive provision, and you’ll benefit from sharing the ideas and experiences of teachers from around the world as well as the local area. This programme will give you an understanding of the latest concepts approaches to effective, inclusive approaches, while equipping you with the skills to analyse the evidence that informs them.

You’ll be taught by members of the Childhood and Youth research group, which has a long-established, international reputation for research. The course distils the expertise within the team and draws on research that we have conducted, funded by agencies such as the ESRC, Action Research, and private and charitable UK organisations that work with children.

We offer students a vibrant intellectual and academic experience. Not only will you benefit from weekly research-led teaching, but you’ll have the chance to attend seminars with leading academics, hosted by the School of Education or other departments.

You can also apply for the PGCert in Provision for Children with Developmental Disorders that allows you to study the modules on developmental disorders from the MA Special Educational Needs. If you decide to move on to this MA programme afterwards, you can use the credits gained from the PGCert to count towards your MA.

Course content

From the start of the programme, you’ll build your understanding of the context of SEN education. You’ll complete one core module, allowing you to focus on SEN provision within England and worldwide, and consider issues such as inclusive education, how schools and local authorities interpret national education policy, and the ways that SEN provision differs between countries.

This lays the foundations for the rest of your studies, which will allow you to choose from a range of optional modules. You could focus on developmental disorders, or complete a directed study on a topic relevant to your interests and experiences.

Throughout the year, you’ll develop sophisticated skills in research and analysis that you’ll apply to your critical study – an independent piece of research you’ll submit by the end of the programme, on a topic of your choice which may be related to the needs and priorities of your school.

If you choose to study part-time, you’ll study over a longer period and take fewer modules in each year.

Course structure

Compulsory modules

  • Dissertation 60 credits
  • Special Educational Needs: Inclusive Approaches 30 credits
  • Special Educational Needs: Inclusive Curriculum 30 credits

Optional modules

  • Developing Teaching and Learning Through Evidence-based Practice 30 credits
  • Directed Study in Education 1 30 credits
  • The Context of Deaf Education 30 credits
  • Deafness and Development 30 credits
  • Design and Evaluation of Digital Learning Environments 30 credits
  • Developmental Disorders I: Dyslexia and Developmental Coordination Disorder 30 credits
  • Developmental Disorders II: Attention Deficit Disorder and Autistic Spectrum Disorder 30 credits
  • Children's family and personal relationships 30 credits

For more information on typical modules, read Special Educational Needs MA Full Time in the course catalogue

For more information on typical modules, read Special Educational Needs MA Part Time in the course catalogue

Learning and teaching

We use a range of teaching and learning methods. For this course, most modules are taught with a combination of lectures, seminars and tutorials, which will take place in the evening. However, independent study is crucial to this degree as it allows you to build your skills, prepare for lectures and pursue your own interests more closely.

Assessment

These are no exams on this course. Instead, assessment works through written coursework such as essays, case studies and other assignments.

Career opportunities

Teachers and specialists take this qualification at different points in their career and their motivations and ambitions vary.

For some teachers, it helps them to critically reflect on classroom activities and enhance their teaching practices; for others, it provides the foundations for moving into a more specialist role or opens up the opportunities for progress onto doctoral studies.

We encourage applicants who are not in full-time work to undertake some volunteer placements to help them to contextualise their studies and strengthen their CV.



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Taught at our Riverside Campus in Chester, our MA in Special Educational Needs and Disability will provide you with the knowledge, skills and understanding needed to become an advanced practitioner and leader in your setting. Read more
Taught at our Riverside Campus in Chester, our MA in Special Educational Needs and Disability will provide you with the knowledge, skills and understanding needed to become an advanced practitioner and leader in your setting.

The MA in Special Educational Needs and Disability is a postgraduate course designed in response to a changing agenda for special education. It aims to provide you with the knowledge, skills and understanding needed to become an advanced practitioner and leader in your setting.

You can receive credit on the Special Educational Needs and Disability course at three different levels.

You may wish to undertake a Postgraduate Certificate in Special Educational Needs and Disability. The Postgraduate Certificate comprises three specialist special educational needs (SEN) modules from the course (60 credits). If you wish to undertake a Postgraduate Diploma, you can then add three more specialist modules from the SEN options, including Autism, Dyslexia or Dyscalculia (another 60 credits). Your final 60 credits would then be your Dissertation based around a topic within SEN. Successful completion of all of these would then give you a full MA in SEN.

The MA takes as its ideology the notion that person-centred, inclusive thinking that foregrounds individual interests and needs of children, young people and adults with SEN and/or disabilities is at the heart of all practice. It is based on the premise that parents and carers are equal partners in securing achievement, progress and well-being, and that value-free understanding of social and familial contexts is crucial in responding to a child, young person or vulnerable adult.

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