Special Educational Needs, Disability and Inclusion MA

Course structure

Your progress will be assessed through written assignments, including an MA Thesis or Practitioner Enquiry project. The assignments are written flexibly to allow you to focus on your areas of interest within your assessed work. Throughout your end of course research project, you will have one-to-one support from academic staff.

Compared to an undergraduate course, you will find that a masters degree requires a higher level of independent working.

When you complete the MA SEND, your optional modules may be taught on-campus (one evening per week) or via a hybrid learning approach.

If you have studied modules at masters level previously, e.g. through a PGCE or NASENCO award, then you may be able to transfer some of these credits to the MA SEND course. The credits must be less than 5 years old and must demonstrate that you have met a range of learning outcomes in relation to SEND in order to be transferred to this course

You will be able to choose from a range of SEND- focused optional modules on this course. These are subject to change each academic year.

You will need to complete 180 credits to achieve the full MA award as follows:

Core modules:

• Research Methods (30 credits)

Explore the principles and practice of conducting educational research, including research design, research paradigms, data collection, management and analysis, as well as the politics and ethics involved in educational research. Develop your own research knowledge and ability, through engaging with a variety of relevant critical literature. Consider a range of approaches to educational research through case studies of current and recent research projects.

• An Introduction to Criticality (30 credits)

Grow your knowledge of critical thinking and explore the importance of this in the broader context of education. Develop skills in self-assessment, mental flexibility, creativity, interpretation and argument. Draw on various theoretical approaches that can then be applied to very different educational contexts. 

• MA Thesis or Practice-Based Enquiry Project (60 credits)

Complete a substantial piece of research within your chosen field of study or professional practice, with the support of an allocated supervisor. Gain an in-depth understanding of your specialist area by answering a research question, the proposal for which will have been examined in the Research Methods in Education module.

Optional modules may include:

• Inclusive Education: From policy to practice (30 credits)

Examine a selection of ideological standpoints in relation to the inclusive education of a range of learners. Investigate the background to current inclusion debates, contextualised within the current legislative framework. Discuss a range of issues pertaining to inclusive education and, in particular, how the concept of ‘Inclusion’ is conceptualised.

• Supporting Social, Emotional and Mental Health needs (30 credits)

Explore the impact of supporting and working with children, young people, families and stakeholders in the area of social, emotional and mental health. Examine models of mental health and wellbeing in relation to diagnosis and treatment directions, and the impact on life outcomes. Undertake a critical examination of the rights and needs of children with SEMH difficulties, including childhood adversity, and the impact of school policies and procedures in supporting participation and learning and preventing school exclusion.

• Gender and Diversity (30 credits)

Explore the concept of gender diversity in relation to inclusive and representative education for all pupils- including transgender and cisgender children. Learn about gender diversity and develop the reflective and analytical ability to be adaptive and flexible in response to a dynamic and fast evolving field. Develop contemporary knowledge of the topic, as well as the skills to foster an inclusive, representative and supportive pedagogical approach and learning environment for all students.

• Causes and Implications of Barriers to Learning for those with Special Educational Needs and Disabilities (30 credits)

Critically explore the cause of the barriers to learning that SEND needs can engender, including the impact of Government policy, adverse childhood experiences and day-to-day practice within a range of health, education and care contexts. Examine the impact of evidence-based staff knowledge, understanding and skills and the importance of prompt identification and assessment of SEND. Consider the importance of co-production with caregivers, learners with SEND and professional organisations to improve participation and outcomes across the life-course.

Entry requirements

We usually require applicants to hold at least a second class honours degree (usually a 2:1) or equivalent.

We also expect you to have experience of working in education; this may be as a teacher or in another capacity in the field of education. A recognised teaching qualification is desirable but not essential.

Applicants whose first language is not English must achieve a minimum IELTS band score of 6.5, with 6.5 in writing, and no less than 6 in Reading, Speaking and Listening.

After 6 April 2015 you must take your IELTS exams at one of the test centres listed on the UKVI website. If you took your IELTS exam before 6 April 2015 this does not apply, and your qualification is still valid regardless of which test centre you used.

The deadline for international applications is Friday 12 August 2022.