Why study this course
Special Offer For September 2022 Entry Only. Take additional free short courses that will enhance your skills in engaging children and young adults with SEND
A free place on one of our Preparing for Teaching (P4T) courses as a part of your degree. By completing the course you'll also get a guaranteed interview to one of our highly sought after PGCE courses.
Do you want to be an advocate for change for atypical learners? Explore how categories of need are created through divisions within social and educational systems and learn to challenge these inequalities.
We are inclusive in all aspects of delivery and provide you with opportunities to have your say, to make and be the difference.
Throughout the study of Special Educational Needs, Disability and Inclusion (SENDI) you will find out about different categories of need including; cognition & learning, social, emotional and mental health, sensory and communication needs. Modules cover the broad spectrum to focus upon specific and more complex needs. You will challenge your own beliefs and values, as well as those of others, and become an advocate for change.
Mode of study
Bishop Grosseteste University
About this course
This course equips you with a critical understanding of sociological, psychological and philosophical values that shape Special Educational Needs, Disability and Inclusion (SENDI). You will explore policy and practice, in different educational, cultural and social settings, promoting appreciation for the need for inclusive, relevant and ever changing teaching strategies to meet diverse learning needs. The programme challenges how we see, interpret and respond to needs in practice, seeking solutions and opportunities to become advocates for change. You will develop knowledge and understanding of different categories of need and acquire skills in meeting needs through examining theory and engaging in researchbased placements. The SENDI programme is structured to develop subject specific confidence and graduate attributes through study of broad themes initially to more specialised SENDI topics.
What will you study
Students on this course currently study some or all of the following modules
This module will introduce students to the field of Special Educational Needs and Inclusion (SENI). It will act as a foundation for future study within the subject area. The module will look 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. Students will be expected to reflect upon their own experiences and perceptions of Special Educational Needs and Disabilities (SEND). The introduction and induction to study skills will be integral to this module including engagement with VLE.
The module will introduce different theories as to how learning develops from birth to 25 years, in terms of biological factors and physical maturation. Students 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. Learning theories of development will be linked to principles of basic pedagogical practice, which students will explore and critique whilst on placement. They will be supported to carry out small scale and guided classroom-based participant observations in addition to other tasks related to the functioning of 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 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.
This module will build and expand upon issues considered in SEN131 From Excluded to Included: A Century of Change. Students will critically consider effective practice in a range of diverse settings and demonstrate increased knowledge and understanding of how individual needs are met. This module will also extend understanding of ideologies with particular reference to human rights of inclusion. Exploration and consideration of differing international practices will be undertaken.
The module will examine a range of diverse needs, considering cause and impact upon learning. By the end of the module, students will be able to reflect upon the impact of legislation and practice in meeting the learning needs of a range of disabilities. This module will contribute to an understanding of leading and managing (level 6).
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 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.
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.
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.
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 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.
This module will consider a range of factors, which can often impact upon learning and may potentially go unnoticed. Students will consider different impacts of psychological, social and emotional disruption upon learning. This will range from prejudices, global and local social exclusion to mental well-being.
By the end of the module, students will recognise how a range of issues can affect individual learning needs and have an understanding of how different support networks and interventions can enable positive learning and life experiences for those who face hidden inequalities. Students are encouraged to engage in determining the module.
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 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 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 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.
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.
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 Recognition of Prior Learning, RP(C)L, based on relevant credit at another HE institution or credit Awarded for Experiential Learning, (RP(E)L).
How you will be taught
Please note that due to COVID-19 our delivery methods may be subject to change in 2021. You will be informed of any changes at the earliest opportunity.
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 and work-based placements. 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 within many courses 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.
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 a timed assessment (year 3). You may even have the opportunity to get your dissertation research work published!
Careers & Further study
You will be supported throughout your study by opportunities to explore different career aspirations, working with our specialist team at BGfutures. Guest speakers share their professional experiences which can open new ideas for you. Progression has included graduate employment, teaching, social work, creative therapies, speech and language therapy, senior education managers and residential care. Progression to further study at Master’s level is a further choice. This degree offers a range of possibilities which we are happy to discuss with you at any time.
Interested in a career in teaching?
As an Undergraduate student at BGU, you'll be offered a free place on one of our Preparing for Teaching (P4T) courses as a part of your degree (currently exclusive to BGU students).
Led by our team of teacher training experts, the course is designed to prepare you to apply for a place on a PGCE programme. It covers topics such as:
- How to apply
- What to expect at an interview
- The realities of teaching and much more
Not only will you gain essential skills that will support you in your future career, by completing the course you'll also get a guaranteed interview to one of our highly sought after PGCE courses.
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.
Undergraduate course applicants must apply via UCAS using the relevant UCAS code. For 2021 entry, the application fee is £20 for a single choice, or £26 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.