Why study this course
Special Offer For 2021 Entry Only. Take additional free short courses that will enhance your skills in engaging children and young adults with SEND
Explore how categories of need are created through divisions within social and educational systems and learn to challenge these inequalities.
This is a forward thinking and issue-led degree which offers you the opportunity to address and debate difficult and sometimes controversial moral, ethical and philosophical issues of our time.
You'll have excellent international travel opportunities, such as India and Rome, helping you to boost your employability prospects
If you don’t have, or don’t think you will attain the normal tariff points for studying at BGU, this course will enable you to study for a degree without any UCAS points. The course is delivered over four years and includes a Foundation Year, which gives you a perfect introduction in what it means to be a university student, equipping you with the necessary skills and knowledge for effective undergraduate study. In addition, during your Foundation Year, you will study eight modules, all of which are designed to equip you with the necessary skills and knowledge to progress your studies in your chosen subjects.
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.
Whether you describe yourself as agnostic, atheist or a firm believer, if you have a passionate interest in the ethical, political, philosophical and religious issues of our time, this course is perfect for you. Here at BGU we can look back on many years of experience in teaching Religious Studies, Philosophy and Theology. We designed this degree to bring the oldest of academic subjects into the present day – combining the richness of ancient tradition with the relevance and freshness of a 21st century subject.
Mode of study
Bishop Grosseteste University
About this course
Special Educational Needs, Disability & Inclusion
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.
Special Offer For 2021 Entry Only - SENDI Short Courses
By studying any of our SENDI courses at BGU you will benefit from the opportunity to take four free short courses that will enhance your skills in engaging children and young adults with SEND. By completing two or all four of these short courses, you will build upon your practical abilities, extending knowledge and understanding from programme modules, gaining accreditation which is recognised across education and care sectors. Students studying any of our SENDI joint programmes will have the option to take the first two courses from the below list.
- Makaton Stage 1 + 2 - Learning to use core Makaton symbols and signs.
- Mental Health First Aid - This course teaches you how to identify, understand and help someone who may be experiencing a mental health issue.
- Elklan Training - A course designed to improve communication support for 0-25s with complex needs.
- Intensive Interaction - This is a communication approach aimed at developing interaction and communication abilities between children and adults with communication needs and the people in their environment.
Taking part in these additional courses is dependent upon successful progress and completion of relevant levels of the core programme.
Theology & Ethics
This course offers a different type of Theology and Ethics – we like to think of it as Theology ‘with its sleeves rolled up’. Our hands-on programme will take you beyond the classroom and will open doors that have the potential to change your life and empower you to make a difference to the world you inhabit.
Get ready to look at recent trends in theology alongside the implications of scientific discovery, exploring religious debate together with arguments for atheism and for the existence of God. You won’t stop studying world religions, however. You’ll also explore other key events and issues related to terrorism, race, gender and sexuality. Here at BGU, we have many years’ experience in teaching Religious Studies, Philosophy and Theology. We designed this degree to bring the oldest of academic subjects firmly into the present day – combining the richness of ancient tradition with the relevance and freshness of a 21st-century subject.
Throughout the course you’ll develop your curiosity and fascination about different religious cultures, learning from hands-on experience and developing research skills and critical evaluation skills.
What will you study
Students on this course currently study some or all of the following modules
In this module you will explore and consider what it means to be a successful learner at university. You’ll explore the principles of effective learning and engage with a range of tools and techniques to practice and develop strategies for your own learning. These include for example, understanding your needs as a learner, effective time management and organisational skills.
You will learn about a range of resources and practice locating and using these resources to support effective learning. These resources will include, for example, textbooks, websites, academic journals, and popular press. In addition to these key techniques, the module covers academic conventions including referencing, citation and the risks of plagiarism.
This module will allow you to learn to utilise sources in a considered and critical way. You will begin to engage effectively with literature and other sources in a meaningful manner that promotes deep learning and enables knowledge and understanding of a topic. You will also begin to differentiate qualitative and quantitative data and consider their appropriate interpretation and use.
Critical thinking is an integral part of university study. While studying this module you will define critical thinking, its importance and how it can help you in your learning. A range of critical thinking models will be utilised to demonstrate how this works in action, allowing you to recognise critical thinking and identify barriers and challenges.
The skilled use of digital technologies is an important element in university study and is used to support both the obtaining and demonstration of knowledge. This module will develop your digital capabilities and confidence, encouraging you to develop techniques for the purposeful use of a range of digital tools to support learning. These include specific tools such as the Virtual Learning Enrivonment and appropriate and effective uses of wider applications such as social media, email and the internet.
This module explores, compares and evaluates a range of communication types, giving you opportunities to combine written and spoken communication in a range of contexts and for a range of audiences. From a theoretical, sociological perspective you will explore different communication media and styles of discourse, for example, discussion, debate, enquiry and reporting.
Reflection is a powerful learning tool that enables you to consider your existing knowledge and also to plan for your future learning and professional development. The module content includes the principles of reflective learning and collaborative planning with reference to structured models. As part of this module, you will have an opportunity to attend live delivery of an ongoing degree programme which will provide a taster of discipline-specific undergraduate study.
Academic writing is an essential element of successful university study, so this module explores a range of techniques to help develop your own academic writing style. It will enable you to draw together your learning throughout the Foundation Year and reflect on the feedback you have received. You will structure a clear and effective piece of academic writing on a subject-linked topic in which you will apply standard academic conventions.
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.
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 explores the history and beliefs of Buddhism, Christianity, Hinduism, Judaism, Islam and Sikhism, as well as some of the ways in which those beliefs and assumptions are expressed in everyday life and practice. You will be offered first-hand experience of the various faiths through visits to places of worship, meetings with faith-adherents, guest speakers and the use of various sources produced from within those faith traditions.
This module covers a broad sweep of Christian history, covering important foundation stages, personalities and concepts attached to the historical and theological development of Christianity from the Early Church, through the middles-ages and the Reformations to the modern age. It will look at the contributions to theology of some of outstanding thinkers such as Augustine of Hippo, Aquinas and Luther, as well as modern theologians such as Barth and Rahner.
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).
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 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.
Religion has not always had a positive encounter with either sexuality or racial minorities, and these encounters continue to be an area that is attached with great importance. By examining political theologies from core thinkers such as Gutierrez, Loades and Cone, this module will offer students opportunities to encounter issues of poverty, sexuality powerlessness and liberative theologies, including Latin American, Black theology, Feminist theology, Gay theology, and Green theology.
This module covers both critical approaches to understanding holocaust education and the ways in which it is delivered in contemporary society. It explores major concepts including: the relationship between perpetrators, rescuers, bystanders and victims; anti-Semitism at key points in British and European history; filmographic perspectives on Judaism, anti-Semitism and the Holocaust; the socio-political context surrounding various holocausts; wider aspects of the conflagration; and critical and pedagogic approaches to exploring holocausts in contemporary learning settings, including through the school curriculum and Holocaust Memorial Day
You will explore selected accounts of psychic and paranormal activity in the UK and elsewhere, considering popular, scientific and theological explanations for these phenomena. Historical mainstream and alternative religious teachings about angels, spirits, miracles, mystical experiences etc are explored, and a study is made of established mystery cults and sects, and the conspiracy theories which have often surrounded them.
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 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.
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.
There is no set syllabus for this module - rather, you will be introduced to a wide range of research skills including: source gathering, information gathering, analytical techniques and the preparation of a critical argument, which will allow you to undertake a project, drawing on tutors’ advice as well as your own interests and instincts. You will conduct your research through self-formulated questions, supported by the gathering of relevant information and opinion along organized lines of enquiry.
After preliminary consideration of what is meant by 'modernity', 'religion' and 'atheism', you will examine the thought of some central thinkers, theistic, agnostic and atheistic, and the implications of their thought for religious questions. Some of the most central themes in Enlightenment and post Enlightenment Western religious and atheistic philosophical debates will be examined and evaluated in order to engage students with both the history and the latest developments in core religious, philosophical and ethical issues.
Application for this course is via UCAS, although there is no formal requirement for UCAS points to access the course (normally GCSE English or equivalent is desirable). As part of your application you will have the opportunity to speak with a member of BGU Admissions staff to resolve any questions or queries you may have.
Different degree subjects may have specific entry requirements to allow you to progress from the Foundation Year. Whilst not a condition of entry onto the Foundation Year, you will need to have met these by the time you complete the first year of this four year course.
If you are asked to undertake a Disclosure and Barring Service (DBS) check as part of the conditions of your offer, this must be completed prior to the start of your course at a cost of £57.20.
The Foundation Year syllabus does not include any specific element of upskilling in English language and you are not entitled to apply for Accredited Prior Learning, AP(C)L into a Foundation Year. International applicants are not eligible to apply for an undergraduate course with a Foundation Year.
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.
During the Foundation Year, you will have opportunities to experience a range of formative and summative assessments. These include short-form writing, annotated bibliography, presentations, micro-teach, use of digital technologies, reflective journal and academic essay. Assessment strategies are designed to be supportive, build confidence and also aim to ensure you will develop the core skills required for successful study throughout your degree. Assessment strategies are balanced, comprehensive, diverse and inclusive, ensuring that you will experience a range of assessments to support your preparation for undergraduate study. All modules involve early, small and frequent informal and formal assessments, to ensure that you gain confidence in your knowledge and abilities as you progress through the Foundation Year. You will also have the opportunity for self-evaluation and reflection on your own learning progress and development of skills.
Special Educational Needs, Disability & Inclusion
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!
Theology & Ethics
On our Theology courses, we believe that we have an imaginative approach to assessment that allows us to utilise your strengths. We assess our students using a wide range of methods which include written assignments, paired and single presentations, research-based dissertations, files of work and exams. A good deal of continual assessment and easy access to our course tutors means that we are in a strong position to get the best possible results from our students.
Careers & Further study
Special Educational Needs, Disability & Inclusion
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.
Theology & Ethics
Many Theology students will pursue careers directly related to the disciplines of Theology, Ethics and Religious Studies, in education and schools. However, graduates of this course are highly skilled individuals fully prepared to pursue a wide variety of careers in other fields, such as community work, counselling, policing, librarianship, social work, work in the third sector, politics, museum work, education officers attached to religious buildings or organisations and media work. Specialised modules and the ability to choose individual routes through our programme will prepare you for whatever career might best suit your interests. As well as an in-depth understanding of ethical and theological issues, you will gain a wide range of transferable skills which will prepare you for further study or employment. Possible future careers for Theology, Philosophy & Ethics graduates may include work as an RE teacher/primary specialist, theology lecturer, social or youth work, politics and policy planning or museum work.
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.