These programmes are designed to address contemporary issues in inclusion/special education. If you are a teacher involved in inclusive education/special education, this programme is designed to promote your understanding of the issues and practices relevant to this area.
• Online distance learning available
• PgDip: 24 months part-time
• PgCert 12 months part-time
• Contact: [email protected]
• Our research-informed courses will help you to think about practice and policy in the light of current educational thinking and enable you to consider how an inclusive education system might operate in schools and other educational institutions.
• You will discuss recent theories related to many of the conditions and labels associated with special educational needs/additional support needs and have the opportunity to develop practice that takes account of these within an inclusive framework.
• You can tailor research projects to provide the maximum relevance and benefit to your interests and work.
Day and evening classes take place on the main campus of the University. The Distance Education programme includes structured materials and a face to face session on campus (usually a Saturday).
On the PgCert you will take three courses including two core courses and one optional course. Students who continue onto the PgDip builds will take one addtional optional course and a practitioner enquiry based research course.
• The evolving concept of inclusion
• The learner and the curriculum.
• Developing literacy
• Highly able learners
• Inclusive classrooms, inclusive pedagogies
• Identities, relationships and behaviours.
Background and Aims
The programme has been in existence since 1994 and was originally designed to provide training for teachers of learning support in mainstream and special schools in Scotland. Over the years the course has attracted an increasing number of classroom teachers and managers who express a desire to learn more about support for learning and special educational needs (additional support needs). The course also attracts students from overseas who are keen to embrace the international move towards inclusion. A highlight for both international and Scottish students is the opportunity to work together as they seek to support the learning of all pupils.
Is this programme for you?
This part-time programme is designed for those supporting the learning of children and young people who require additional support for learning. It is delivered through distance learning, out of school hours and authority based courses in addition to the regular daytime courses.
What will you get from this programme?
The aims of the programme are:
• To extend knowledge and understanding of inclusive education grounded in contemporary research, theory and pedagogy
• To enable students to analyse critically recent developments in both education and wider culture in order to interrogate assumptions underpinning concepts of inclusive education
• To enable students to analyse critically institutional, regional and governmental policies related to inclusive education and associated pedagogies
• To enable students to interrogate their own practice in the context of research, theory and policy in inclusive education
• To enable students to investigate an aspect of inclusive education using an appropriate research methodology
• To develop understanding of applying educational enquiry to inclusive education
• To deepen knowledge of the way different methods of enquiry relate to wider philosophical, ethical and social concerns relating to inclusive education
• Preparation for further academic study.
If you have a chance to do some reading before beginning this programme, the following book will be useful as background:
-Lewis, A. and Norwich, B. (2005) Special teaching for children?: pedagogies for inclusion England: McGraw-Hill International.
Accredited Prior Learning (APL)
Accreditation of prior learning is the sole prerogative of the University. Course members are encouraged to submit for accreditation courses undertaken as part of alternative postgraduate programmes within institutions of higher education. In addition, it is possible to gain accreditation of experiential learning based on a candidate's previous/present working experience. If you would like more advice on this please contact the University of Glasgow
. If, based on this advice, you wish to have prior learning accreditation considered, please enter this on your application form.
It is strongly advised that students secure accreditation prior to embarking upon the Postgraduate Programme as this will influence their negotiated pathways.
Accreditation for prior learning or prior experiential learning can be a complex procedure and may be initiated as described above. It should be noted that any claim requires to be supported by documentation detailing work undertaken and completed at postgraduate level within the past five years.
The programme will support your career development as a class teacher, lecturer, policy developer, special education professional, head teacher, education administrator or researcher.
This is a part time course primarily for Scottish teachers and those working in the field of additional support needs/educational inclusion/special education. However those with a first degree and experience of, and interest in, additional support/educational inclusion/special education will be considered. Applications from teachers from countries other than Scotland may also be considered.