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  Master of Education (MEd) SEND and Inclusion


Online Real Training (Education)    Postgraduate Programmes

Part time See Course Other 2-5 years
Education (11)

FindAMasters summary

The MEd Special Educational Needs & Disability (MEd SEND) programme is a part-time qualification designed for individuals working in education settings with children, young people, or adults. Delivered by Real Training and quality assured by Middlesex University, this programme offers a Middlesex University award upon completion. With a flexible online learning platform, you can study at your own pace and integrate your learning into your working day. The programme provides practical skills, access to resources, and tutored learning from experienced professionals. By completing 180 credits, you will obtain your MEd and develop the confidence and competence to effectively support vulnerable and complex learners.

About the course

Our SEND and Inclusion programme enables you to achieve a PostGraduate CertificatePostGraduate Diploma, or the full Masters of Education by studying a variety of modules to enhance your understanding of Special Educational Needs and Disabilities (SEND).

Tailor your programme of study to suit your interests and your setting’s particular needs with our wide range of skills and knowledge modules, such as Autism Spectrum ConditionsSpeech, Language and Communications Needs, and more!

Whether you’d like to gain a PGCert, a PGDip, or the full MEd SEND, we can help you to achieve a highly respected qualification through flexible study that works around you.

Read more about this course

Entry Requirements

To join the SEND and Inclusion programme, you will need:

an undergraduate degree
already be working in an education setting
if you are not already working in education, you will need to get written permission from a senior member of staff to regularly access a setting, enabling you to carry out our learning activities in your chosen setting.

As part of this process, you will also need to complete a Disclosure and Barring Service (DBS) check.

This course is available online and can, therefore, be completed anywhere in the world. Please visit the programme website for full details


 Course Content

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Student Profiles

Priya Shah

Graduated in 2020

On both a personal level and a professional level, acquiring an M.Ed in SEND after 22 years as a teacher has really raised my confidence in general, whether it be listening for the sake of listening to gain all perspectives of an idea or argument, or responding after critically analysing the information.

The online platform was easy to use and the readings and videos were relevant to my work, thus the experience of learning was pleasant and interesting yet very rigorous. The amount of work to be done was vast but manageable once one gets organized.

I have used the skills of administering standardized tests and writing reports for external exam boards from the CPT3A course and the students have thus benefitted from exam access accommodations.

I have utilized the knowledge and skills from the NASENCO course for my role as the Learning Support Case Manager of grade 11 and 12 and as the untitled team leader of our Learning Support department in the high school and work very closely with the Student Support Services Coordinator of the school as well as the grade level leaders who manage the Response to Intervention framework.

The Social, Emotional Learning course was a great learning experience and the knowledge gained has enhanced my skills as a teacher and advisor. It has been particularly useful in these unusual times of COVID-19 when we went virtual.

The Enquiry-based research module was excellent as I got exposure to action research and got to investigate the efficacy of an online math intervention in terms of raising mathematical resilience of students with needs in an international setting using the RADIO framework. This has helped me as a co-teacher in math classes.

My personal goal next academic year is to develop Social Emotional Learning in all my work in school, especially as we return to the school building on September 1st after the virtual learning environment since March 23rd. I have already started a virtual Meditation course for students for our optional summer school. As a lifelong learner, I am learning more and more about meditation and how it helps both professionally as a teacher and in my personal life as well.

Sophia Biegon

Graduated in 2020

Sophia has been studying with us since 2015 and is due to complete the final module of her MEd in SEND in August 2021. We met up with Sophia to discuss how she found her time studying with us and how the programme’s flexibility has helped her to manage to study, work and raising a family over the past 5 years.

Thanks to the courses I have gained a greater understanding of my students – seeing them not as a reflection of one single aspect of their learning or behaviour, but rather understanding them holistically. Working to the strengths of my students, working ‘outside the box’ when it comes to helping them access their learning is something that I feel proud about. Another important mindset that I have picked up through my studies is an improved understanding of seeing SENDs from a parental perspective. I hope that I am a better practitioner because of it; I certainly feel that it has helped my own parenting skills! I ultimately hope to help my school create a learning environment that allows all types of learners to feel included – that they feel that they can achieve wonderful things without needing to fit into a one-size-fits-all box.

Campus Online has been really easy to use, with useful and accessible resources, such as EBSCO. Alongside this, their strong IT team has been really useful for me as I am not the most technically savvy! TheTeam was always easy to reach and happy to help, which put me at ease. In regard to tutor support – I cannot fault my tutors. They provided a challenge and got back quickly with knowledge and solutions. I was initially concerned about all the communication solely over email, however, I soon became comfortable with this. Studying online did actually help me ensure the flexibility I wanted and allowed me to manage my personal life, work commitments and studies.

Taneisha Pascoe Matthews

Graduated in 2020

Taneisha has a special interest in Autism, she is a mother of two boys who are both autistic and she uses her knowledge and social platforms to advocate for children with Autism whilst also working in a London Secondary school. Taneisha began her studies with us in May 2015. She completed her full Master of Education in SEND here at Real Training. Taneisha completed the National Award, Autism Spectrum Conditions module, CPT3A and Enquiry to achieve her full Masters. After 4 years of study over a variety of modules, here is her journey through our MEd SEND programme and her thoughts on studying with Real Training.

I completed the NASENCO course in 2016 and by 2017 I was hired in my current school as Head of Learning Support. I have received some lovely comments from staff about the impact on their teaching based on CPDs I have led. While completing the Enquiry-based project I did an investigation into the ability of staff to make reasonable adjustments for autistic pupils. This has become part of my advocacy on social media platforms. I host a Facebook page called One of Many Autism Voices, providing strategies and UpToDate information for families and educators. As a school, we are known to be a school making reasonable adjustments to SEND learners.

The courses I have completed have developed my SEND knowledge to expert level and provided the skills to complete my job with the level of competence that is needed to make a difference for young people. I have been promoted to Assistant Headteacher in the past year and have spoken at several educational conferences both locally and internationally (via Zoom). I am now the specialist assessor for exam dispensations at my school.

Maria Pantoulia

Graduated in 2021

Maria works at an international secondary school in Luxembourg where they study the British curriculum. Her daily role at school is Academic Support Assistant. When asked whether or not she has any special interests in SEND, Maria highlighted Dyslexia and concentration difficulties. Hence her decision to study our Dyslexia: Leadership & Intervention, Skills & Knowledge module. Below, Maria explains how she found her time studying with Real Training.

The choice to study with Real Training came from a recommendation by the school SENCO, where I currently work. I loved the learning experience and particularly the fact that I could adjust studying to my personal needs and time. The flexibility of the course together with the support from the course leader and tutor made this experience valuable and stress-free at the same time

Through the Dyslexia: Leadership & Intervention course, I have learned how to design a professional presentation on dyslexia for training purposes. That experience has allowed me to train the rest of my team and also to prepare some whole staff training for September. Moreover, I have suggested a new template for the student profiles which again I have learned to design through my time studying with Real Training.

The course has helped me to understand better dyslexia learners’ needs and find the appropriate interventions for each case. I now feel more confident about how to support students with their learning. I am hoping for this course to be the beginning of my future career as an SEN teacher or SENCO.

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