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MA / PG Dip / PG Cert Special Educational Needs


Course Description

The Special Educational Needs (SEN) programme investigates issues involved in the education and development of children and young people with learning difficulties, disabilities and disadvantages. Our programme is founded upon a commitment to forms of education which enable the participation, learning and development of all.

Students studying on the programme engage with aspects of theory, policy and practice relevant to international and local contexts. With its international profile, this programme brings together teachers and other professionals working directly with children and young people with learning difficulties, disabilities or disadvantages, as well as policy-makers and managers in areas of SEN and Inclusive Education.

On the MA Special Educational Needs, students choose between two distinct pathways, Inclusive Perspectives or Psychological Perspectives, which reflect different theoretical traditions and approaches to practice, provision and policy within the field of special educational needs, disability and inclusion. Both pathways are relevant to mainstream and special education contexts.

The Inclusive Perspectives pathway emphasises the application of inclusive and person-centred values and critical educational analysis. Concepts and theories such as person-centred education; participation and ‘voice’; the social model of disability and difference; and human rights and equalities are used to consider educational practice, provision, policy and systems relating to pupils experiencing difficulties in educational settings.

The Psychological Perspectives pathway emphasises the use and application of psychological theories. Concepts and theories of cognition, educational testing, and social and emotional development are central in developing psychologically informed understandings of children and young people experiencing difficulties in educational settings.

Students greatly benefit from engaging with the insights, experiences and perspectives of other course members, from a diverse range of contexts and backgrounds. The combination of their own experiences, insights gained from others on the course and the theoretical resources offered by learning within the modules, enables students to deepen their understanding of, and to be able to challenge, the barriers that hinder the learning, development and participation of children and young people with learning difficulties, disabilities or disadvantages.

The teaching provided on modules is informed by active research and scholarship in the field of Inclusive Education and SEN practice and policy. All lecturers leading modules on the programme have high level specialist qualifications, teaching and leadership experience in the field of Education, SEN and Inclusive Education.

Visit the website: http://www.roehampton.ac.uk/postgraduate-courses/Special-Education-Needs/

Course detail

All students complete a common module which takes a broad view of key perspectives and issues in SEN, it also introduces the psychological and inclusive perspectives. From here, students undertake specialist modules within the programme, depending on their chosen pathway.

Inclusive Perspectives Pathway content: Students critically explore the issues involved in children’s behaviour using sociological approaches. You will reflect on your own and society's beliefs about ‘good’ and ‘bad’ behaviour, which often relate to medical and psychological foundations of schools’ policies and practices. The social pedagogical approach is also explored as a basis for inclusive teaching and learning. A critical analysis of instrumentalist/functionalist approaches to teaching is developed with a view to enhancing holistic development and the participation of pupils as a means of addressing barriers to the inclusivity of the classroom.

Psychological Perspectives Pathway content: On this route students engage with the idea that socially and emotionally well-adjusted students perform better at school, whilst social and emotional aspects of learning have become marginalised in a highly competitive education system. The use of psychometric testing is covered, with an exploration of its appropriate uses (students can gain a Certificate of Competency in Educational Testing, accredited by the British Psychological Society, from successfully undertaking this module).

Optional modules are available to students on both pathways which focus on Dyslexia as a Specific Learning Difficulty and on Autism in Education. Students also have an option, instead of taking a taught optional module, to take a (non-taught) Independent Study module to learn about a specific issue relevant to their pathway and interests, which is not taught about in the programme.

The final module is an independent research-based enquiry (either a Dissertation or Practice-Based Research Project), which is founded upon the pathway perspective chosen, but is also subject to the student’s choice of topic.

Modules

Required modules for both routes:
• Perspectives in SEN and Inclusion
• Undertaking Social and Educational Research
• Dissertation OR
• Practice-based Research Project

Inclusive Perspectives:
• Behaviour, Inclusion and Exclusion in Education
• Teaching, Learning and Social Pedagogy: working with difference, difficulty and individuality

Psychological Perspectives:
• Assessment and Intervention in Education
• Social and Emotional Dimensions of Learning

Optional modules:
• Behaviour, Inclusion and Exclusion in Education
• Teaching, Learning and Social Pedagogy: working with difference, difficulty and individuality
• Dyslexia as a Specific Learning Difficulty
• Autism: Principles, Practices and Perspectives
• Assessment and Intervention in Education

Career options

The Programme supports and enables:
• Careers in professional practice and leadership: teaching, advisory work, SEN coordination, inclusion management, support assistance.
• Careers in policy-making, implementation and development of inclusion and SEN provision.
• Careers in research and developing the inclusion and SEN workforce in further and higher education.

Why study at Roehampton?

• All modules are taught in the evening
• Choose a specialist pathway in either Inclusive Perspectives or Psychological Perspectives
• Tailor the programme to your own needs and interests
• Gain the Certificate of Competency in Educational Testing accredited by the British Psychological Society (optional) as part of the programme or as a stand-alone module

How to apply

Apply here: http://www.roehampton.ac.uk/applying/postgraduate-entry-requirements/

Funding

For information on funding, please visit the following website: http://www.roehampton.ac.uk/Finance/Student-Funding/

Visit the MA / PG Dip / PG Cert Special Educational Needs page on the University of Roehampton website for more details!

Videos
Student Profiles
(Scholarship)

TDA funding for Masters programmes in the School of Education - 20+ Awards

Tuition fees for 2008/09 are normally £1,233 for 60 credits. Teachers who successfully apply for TDA funding for a 60-credit Postgraduate Certificate can claim up to £800 towards their fees, thereby reducing the cost to £433. Teachers who hold a degree or PGCE from Roehampton are entitled to a further 10 per cent reduction on this figure, meaning that the overall cost for three modules would be £390.Funded study must relate to one or more of the following areas:subject knowledge
special and inclusive education
working with other professionals
school leadership
school/local priorities.The School of Education’s postgraduate scheme at Roehampton University features a diverse range of areas such as Education Leadership and Management; Special and Inclusive Education; and Theory and Practice of Mentoring; as well as individual curriculum areas such as Art, Craft and Design; ICT and Multimedia; and Physical Education.

Value of Scholarship(s)

Up to £800

Eligibility

Teachers with QTS and who are resident in England are eligible to apply to Roehampton for funding to undertake their masters-level study. Significant levels of funding recently made available by the Training and Development Agency (TDA) are aimed at supporting teachers who commit to 60 credits of masters-level study during an academic year. Funding is available to teachers of pupils and students of all age groups, from the Foundation Stage through to Key Stages 1 to 4 and post-16 education.

Application Procedure


Contact details
For further information please contact Elaine Hilides (email: [email protected], tel: 020 8392 3382).

Further Information

http://www.roehampton.ac.uk/postgraduate-courses/education/tdafunding.html



Entry Requirements

You are usually expected to hold a good second-class honours degree (or above) from an approved university or college in the UK, or a recognised degree from abroad. Non-graduates with appropriate professional or other qualifications may be accepted on an individual basis by course conveners. To follow your chosen programme successfully, you will need to be fluent in written and spoken English. The guideline qualification in English regarded by the University of Roehampton as an acceptable minimum level of competence is British Council ACADEMIC IELTS at 6.5 overall with no less than 5.5 in any band.

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