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.
By the end of the programme, students should be able to: -Contribute to contemporary international and national debate in the field of special education and inclusion and disability studies. -Produce and communicate evidence-informed, reasoned argument in writing and orally. -Demonstrate how concepts, theories and evidence can inform an understanding of issues and practice. -Carry out a focused special, and inclusive education inquiry into educational practice. -Enhance professional practice through greater knowledge, skills, understanding and awareness.
Students undertake modules to the value of 180 credits.
The programme consists of two core modules (60 credits), optional modules and either a research report (30 credits) or a dissertation (60 credits).
Core modules -Concepts and Contexts of Special and Inclusive Education -Research Design and Methodology
Optional modules - in addition to the two core modules students take at least one module from the following: -Autrism: Research and Practice -Inclusive Pedagogy: Changing Practice through Action Research -Language Development -Psychology for Special Needs -Social, Emotional and Behavioural Development -Understanding SpLD (Dyslexia)
Students choose either one or two further options from the list above or, subject to the Programme Leader's approval, from elsewhere at the UCL Institute of Education.
Dissertation/report All students undertake an independent research project which culminates in a 10,000 to 12,000-word dissertation or 6,000 to 7,000-word report.
Teaching and learning The MA is taught through lectures, group discussions, small group one-to-one tutorials, and computer lab classes. Compulsory and optional modules are assessed by range of assessment strategies including presentations and a 4,000-5,000 word written assignment; students may choose from a range of assessment titles. In addition, students may choose to write either a report (6,000-7,000 words) or a dissertation (10,000-12,000 words).
NB: this MA is not a teacher training programme and does not aim to train students via school-based training and teaching placements.
Graduates of this programme are currently working across a broad range of areas. Some are working as managers in mainstream and special schools and other educational settings, while others support those with special educational needs (SEN) and disabilities directly. Graduates can also be found working as staff in specialist services for children and young people with SEN and/or disabilities.
Top career destinations for this degree: -Secondary School Teacher (IT), Langley Park School -Special Educational Needs (SEN) Teacher, Special School of Piraeus -Special Educational Needs (SEN) Teaching Assistant, Grange Primary School -Special Needs Support Assistant, The UCL Academy -Behavioural Co-Ordinator, The National Autistic Society
Why study this degree at UCL?
This programme provides students with the opportunity to study in one of the country's leading specialist departments in special educational needs and disability (SEND), and educational psychology, working with internationally-recognised tutors who have published widely in the areas of special education, inclusion and disability studies, and who contribute to Master's and doctoral programmes worldwide.
The programme team is committed to creating an intellectually challenging context in which students are encouraged to discuss practical knowledge, experience and ideas in order to extend their understanding of special and inclusive education.
This programme attracts students with rich and varied professional and personal experience, both nationally and internationally, and fellow students provide a valuable networking resource.