This course allows you to study Special Educational Needs, Disability & Inclusion as a single honours degree, giving you an in-depth knowledge of the subject.
Throughout the study of Special Educational Needs, Disability & Inclusion, you will find out about special educational needs provision, tackle discrimination, and understand how to meet the needs of different groups across society. You will challenge your own beliefs and values, as well as those of others, and become an advocate for change.
|Academic School:||School of Social Sciences|
|Mode of Study:||Full-time|
|Awarding Institution:||Bishop Grosseteste University|
You will normally need 96 -112 UCAS tariff points (from a maximum of four Advanced Level qualifications). We welcome a range of qualifications that meet this requirement, such as A/AS Levels, BTEC, Access Courses, International Baccalaureate (IB), Cambridge Pre-U, Extended Project etc.
However this list is not exhaustive – please click here for details of all qualifications in the UCAS tariff.
In accordance with University conditions, students are entitled to apply for Accredited Prior Learning, AP(C)L, based on relevant credit at another HE institution or credit Awarded for Experiential Learning, (AP(E)L).
About The Course
Special Educational provision, tackling discrimination and adding to the understanding of how to meet the needs of different groups across society, is not only hugely relevant in today’s world but arguably also incredibly important. If you are ready to challenge your own beliefs and values as well as those of others, are ready to become an advocate for change, and are ready to start really making a difference in people’s lives, then there aren’t many courses more perfect for you than this.
You’ll be encouraged to increase your understanding of competing for political agendas in relation to inclusion, and you’ll study hidden inequalities in depth. The areas you study will be dynamic, with current, contemporary themes which change and develop from year to year. Throughout the course, you will complete a number of modules which take a more thematic approach where you’ll explore critical issues such as Inclusion, Equality and Entitlement. During your final year, you will explore wider issues of inclusion including policy and leadership.
The SENDI programme is carefully structured to guide you as you develop as an individual student, from broad themes in your first year to more specialised topics in later years. You will have the opportunity to examine legislation and contrast it with the reality of what is provided in educational settings, developing skills in critical analysis of current issues, and looking at how those issues impact on the individual and their learning environment. In addition, you’ll become equipped with the confidence and competence to make a difference to your own life and the lives of others.
Special Educational Needs, Disability & Inclusion can be a fascinating, challenging and emotional subject to study; it will most definitely be rewarding.
There is no one-size-fits-all method of teaching at BGU – we shape our methods to suit each subject and each group, combining the best aspects of traditional university teaching with innovative techniques to promote student participation and interactivity.
You will be taught in a variety of ways, from lectures, tutorials and seminars, to practical workshops, coursework, work-based placements or even laboratory classes. Small group seminars and workshops will provide you with an opportunity to review issues raised in lectures, and you will be expected to carry out independent study.
Placements are a key part of degree study at BGU. They provide an enriching learning experience for you to apply the skills and knowledge you will gain from your course and, in doing so, give valuable real-world experience to boost your career.
We recognise that individuals come from a wide range of backgrounds and experiences, so we use a variety of assessment strategies on our courses.
Your first year in SENDI is important. We know that you will need time to settle into university and build up your academic skills and so, we will give you detailed feedback on how you are doing and set your targets to improve your work. We use a wide range of different types of assessment throughout the course, including coursework portfolios, group discussions, multimedia technology presentations and individual projects, as well as essays and exams. You may even have the opportunity to get your dissertation research work published!
Careers & Further Study
Possible careers for SENDI graduates may include Primary or special school teaching, work as a SENDI Classroom Assistant, Youth Work, work in a Social Care Setting, or working for Private Sector Educational Providers.
Year 1 Modules
This module will enable you to identify some of the causes which impact upon learning in both educational and social settings, introducing policies and strategies adopted and adapted in response to different learning behaviours, which facilitate inclusive practice. A number of sessions will explore a range of disabilities and difficulties which are causal factors of behaviour for learning e.g. syndromes and disorders; Autism, Attention Deficit, Hyperactivity, Oppositional Defiant Disorder, Obsessive Compulsive Disorder and Depressive disorders.
You will learn how within-child factors interact with environmental factors to affect how a child develops cognitively, and will consider implications for children with learning differences and physical needs. This module will emphasise psychological and biological aspects of learning development, introducing critical examination of relationships between policies, teaching strategies and their effects upon learning in mainstream classrooms.
This module will focus upon holistic approaches in education/care/social learning which enhance social, emotional, physical and cognitive development. You will critically analyse collaborative practice (e.g. parents, professionals) in supporting holistic approaches, exploring competing and complementary psychological and behavourist theories (e.g. Piaget, Bruner, Kolb, Maslow) and social learning frameworks (e.g. Freire, Dewey, Steiner).
This module will introduce you to the field of Special Educational Needs, Disability and Inclusion (SENDI), looking at educational and social models of disability within schools and across global and national levels of society. The impacts of competing perspectives and changing legislation will be discussed and critiqued.
Year 2 Modules
This module identifies the processes involved in communication and interaction, and investigates a wide range of communication difficulties and how these impact upon the child. You will look at strategies to promote memory, language skills; vocabulary and expressive language development, along with exploring ways to meet the needs of children with communication difficulties including speech, reading and writing.
This module will allow you to understand and critically examine differing theoretical perspectives and methodological approaches to qualitative and quantitative research. You will develop skills in collecting, analysing and treating data, along with identifying different research methods and developing skills in applying these methods for your future independent study.
This module explores a range of difficulties encountered by learners at different stages of their educational journey. You will critically reflect on challenges and opportunities experienced by children and young adults with sensory and /or physical needs e.g. autism, cerebral palsy, dyspraxia and coordination disorders, and hearing and visual impairments problems.
This module provides you with an experience of the world of work in the form of a placement or work experience or a project with employer involvement. It enables you to apply knowledge and skills in a real-life context offering a valuable experience to draw on when you present yourself to employers or selectors upon graduation. This module is deliberately structured in an open-ended way to allow placements and/or projects to be developed which are most suited to your potential future career.
The module examines differences, which some children or adults may experience in their learning, which has been interrupted through medical or social causation and labelled as SEND. You will consider the learning environment and the assessment of individual learner needs and the role of the wider stakeholder groups including parents and carers in maximizing learner participation in the educational process.
This module explores impacts of atypical cognition upon learning and development, and how this knowledge informs practice. You will develop an in-depth understanding of how developing neurological research shapes and informs perception of learning ability or potential, exploring the impacts of different brain injury, considering the place of education in promoting development.
You will be introduced to a range of social, emotional and well-being difficulties that impact upon individuals at different stages of their learning journey. You will be expected to critically reflect on issues associated with social and emotional development, which can lead to mental health concerns. The impacts of mental health and how these present themselves will be investigated and topics might include; attachment disorders, eating disorders, depression, anxiety, and/or post-traumatic stress.
This module will examine a range of diverse needs, considering cause and impact upon learning supported by up to 48 hours placement. By the end of the module, you will be able to reflect upon the impact of legislation and practice in meeting the learning needs of a range of disabilities.
Year 3 Modules
The module will equip you with the transferable and practical skills required for ethical research in pedagogical and professional settings, such as education, social care, health and social work. Lectures and seminars will focus on the nature of educational and social research, including: undertaking ethical research; research paradigms; research methods and design; the use of literature in guiding and informing research; and the presentation, interpretation and communication of findings.
This module requires you to devise and undertake a substantial independent study on a subject of interest to you, and to apply your developing research skills to define, investigate and answer a specific research problem within the topic of Inclusion or Special Educational Needs. You are expected to practice and develop the research skills introduced in previous modules, applying them in a more independent manner, and in line with ethical research practice.
This module will be dynamic in the sense that themes will be contemporary and develop from year to year. Examples of issues may be the contested concept of disability (considering scholars such as Allan, Norwich and Tomlinson) as a social construct and how this relates to current initiatives. An understanding of the principle reasons that create challenge and concern in meeting needs and lead to individuals becoming disengaged from education will be considered.
This module will focus on different syndromes and offers you an insight into the nature, aetiology and extent of various types of disabilities and learning difficulties. It will also explore the impact of complex needs at different stages of learning – you will be encouraged to demonstrate a critical knowledge and understanding of the individual needs, reflect on practice and compare professional contexts reflecting international research and practice.
This module will address the principles of educational leadership and management with emphasis on the roles and responsibilities of professionals in schools and other educational settings in relation to provision for SEND/Inclusion (e.g. headteacher, SENDCO, class teacher, special needs support assistants). Consideration will be given to the role of the SENDCO and the national Standards for SENDCOs and implementation of the Special Needs Code of Practice.
This module will consider a range of factors, which can often impact upon learning and may potentially go unnoticed. You will consider the different impacts of psychological, social and emotional disruption upon learning, ranging from prejudices, global and local social exclusion to mental well-being.
Studying at BGU is a student centred experience. Staff and students work together in a friendly and supportive atmosphere as part of an intimate campus community. You will know every member of staff personally and feel confident approaching them for help and advice, and staff members will recognise you, not just by sight, but as an individual with unique talents and interests. We will be there to support you, personally and academically, from induction to graduation.
Fees & Finance
A lot of student finance information is available from numerous sources, but it is sometimes confusing and contradictory. That’s why at BGU we try to give you all the information and support we can to help to throughout the process. Our Student Advice team are experts in helping you sort out the funding arrangements for your studies, offering a range of services to guide you through all aspects of student finance step by step. Click here to find information about fees, loans and support which will help to make the whole process a little easier to understand.
Undergraduate course applicants must apply via UCAS using the relevant UCAS code. The application fee is £12 for a single choice or £23 for more than one choice. For all applicants, there are full instructions at UCAS to make it as easy as possible for you to fill in your online application, plus help text where appropriate.