Special Education Needs Inclusion Studies

BA single honours or in combination with another subject Special Educational Needs and Inclusion Studies with Foundation Year 2020/21

Year of entry

A number of our degrees are also offered with an additional foundation year (Year 0). Whether you are a school-leaver or someone considering returning to study but don’t have the entry requirements for your chosen subject, a foundation year course may be just what you’re looking for.

A foundation year is the first year of a four year programme which:

  • provides an introduction not only to study at University but also to your chosen subject
  • offers you a highly supportive environment where you can develop the self-confidence, knowledge, skills and understanding for further study.

Following the Foundation Year you will go on to explore areas including:

  • health and disability
  • physical and sensory development
  • speech and language development
  • cognition and learning difficulties 
  • local, national and global issues surrounding special educational needs and inclusion.

There is a great demand for skilled professionals who wish to nurture the lives and futures of children and young adults with special educational needs.

On the course you will explore the areas of teaching, social work and health, and gain the skills and understanding you need to enter a multidisciplinary workforce.

You will also study theories of management and leadership, enabling an understanding of professionalism and partnership working. This degree makes a significant contribution to meeting the demands of the sector and it will provide you with a broad and in­depth theoretical understanding of these issues. It will also provide an opportunity to engage in a placement experience.

The course is taught by a range of professionals providing a dynamic and engaging curriculum. The current national agenda for special educational needs and the new recommendations of the ‘Special Educational Needs and Disability 025 Code of Pactice’ (DfE and DoH, 2015) indicates a government commitment to supporting training which promotes positive quality services for all children, young people and adults with special educational needs (0­25), and their families. This requires developing newly skilled professionals to work collaboratively with education, health and social care services to support children, young adults and their families within multi disciplinary environments.

The success of the first year of the course is recognised in the External Examiner report which states: “The students have a strong sense of identity and recognise the importance of advocacy for vulnerable, children, adults and families.”

In the University’s Undergraduate Student Survey, this course received 100% satisfaction in the following areas:

  • “ Staff have made the subject interesting”
  • “ Staff are enthusiastic about teaching”
  • “Able to contact staff when I need to”
  • “I feel part of an academic community in my college or university”

Whilst studying this degree, you will engage with theory and research using a multi-disciplinary approach. Specifically, you may draw on the fields of education, health, social welfare, sociology, psychology, geography, history, human rights, social justice politics, economics, anthropology, social policy, religious studies and philosophy.

You will study a degree which recognises inclusion as an integral element of human rights and social justice. You will analyse global and international policy and consider notions of a fair society. You will examine theoretical positions and recognise the political, economic, historical and ideological variables that impact on civil and human rights and oppression in society. The course is designed to enable you to develop your own interest through a broad range of assessment strategies.

When you study this course, through the themes of social justice and human rights, you will explore the participation of vulnerable groups in society and recognise the importance of developing strategies to protect and promote the equal opportunities of all children, young adults and their families

You will examine global and national ideologies and evaluate government legislation and policy to examine barriers to participation. You will also explore these themes individually in your transition to university life and develop knowledge and understanding of professional identity. This will enable you to become part of an undergraduate body that values reflection on academic study and practical experiences to support you in developing a diverse understanding of theoretical perspectives of special educational needs and inclusion.

In addition, you will gain specialist knowledge of specific areas of special educational needs through your module choices. You will recognise the importance of social and emotional development and the notion of resilience being fundamental to health and well­being. You will develop your knowledge of strategies and professionalism when working collaboratively to support children, young adults and families with a diverse range of special educational needs.

Work experience

There is currently an optional professional placement in year two. In addition, you will be offered the opportunity to engage in employment-based activities.

The course offers a range of optional modules alongside specialist modules. These modules will enable you to acquire interdisciplinary skills and concepts to help you work across a variety of disciplines.

Year 0

You will take five core modules plus one optional module related to your degree. 

Core modules

Applied English, Maths and Science Skills for Education

The aim of the module is to enable you to become more confident and competent in English, Maths and Science and to understand and use these effectively to support your academic study. You will be introduced to the application of English, Maths and Science in education and some of the conventions and ethical issues surrounding the use of social media in education.

Communication and Academic Skills for Higher Education

The aim of the module is to introduce you to ways of researching and communicating ideas in Higher Education.  You will be introduced to conventions of academic writing and ways of analysing information and presenting and evidencing your work within the context of your degree study.  

Introduction to Education

You will discuss issues related to the study of education within a current and a historical context and develop your spoken and interpersonal skills in the context of managed and focused discussion and debate, underpinned by evidence. 

Introduction to Human Development through the Lifespan

The aim of this module is to introduce students to the physical and psychological factors that can influence human development from conception to old age. It will focus on key underpinning theoretical explanations of human development and look at how these align with current understanding of individual differences.

Personal and Career Development

You will be introduced to key concepts relating to career development. Through discussion and evaluation of various presented personal narratives, you will identify the opportunities and barriers facing individuals regarding their personal development and their career choices within societal parameters.  You will consider, depict and present potential positives and issues relating to your own future.

During or at the end of your Foundation Year (Year 0) you will able to change to a different degree, subject to entry requirements. If you successfully complete and choose to leave after Year 0, you will receive a Transcript of Achievement. 

Year 1

Core modules

Orientation to Higher Education (20 credits)

This module aims to provide an orientation into Higher Education and will introduce you to research within the context of Education. You will gain understanding of university processes and procedures related to assignment submission, as well as support that is available to them more broadly.

You will learn to develop study skills, independence, and time management skills, as well as developing an awareness of university structures and support. You will be encouraged to review and build on your pre-existing generic academic study skills.

You will explore the process of and the importance of research which allows you to engage with information, to help you develop an analytical approach to their studies. You will be introduced to the concepts of critical reading and writing and the evaluation of source material. You will be encouraged to debate, discuss and analyse some of the key issues in their parent programme.

Person Centred and Collaborative Practice (20 credits)

The aims of the module are to provide a broad overview of how agencies and professionals work with each other to support children with special educational needs. The module will explore the person-centred nature of collaborative care, but also the specific difficulties that can be experienced with a multidisciplinary approach. It will enable you to gain confidence in discussing these issues and to begin to analyse and evaluate the skills that are used in working with a variety of agencies, parents/carers and voluntary groups, as well as a range of professionals including those from health, social care and education. 

Physical and Sensory Development (20 Credits)

The aims of the module are to provide a broad overview of the features of typical sensory and physical development. The module will also explore the specific difficulties that can be experienced by children and young people who experience atypical physical and/or sensory development.

Health Across the Lifespan (20 Credits)

The module aims to explore the concepts, of health and well-being of all individuals from conception throughout their lifespan. You will analyse and evaluate the contexts of health including physical, mental/emotional, environmental and social contexts including global, international, economic, political and social aspects, working towards a specific topic or area of interest within their specialist area, as negotiated with the module leader.

Optional modules

You will choose two optional modules. Likely optional modules include:

Theories of Learning (20 credits)

The aim of the module is to provide opportunities for you to develop an understanding of different theories of learning and critically explore the implications of relating theory to practice. The module will explore current brain research and the contribution of neuroscience on theories of teaching and learning. You will also examine theories of child development fundamental consideration of working with children and adults with additional needs. 

Social and Emotional Development (20 credits)

The aims of this module are to introduce you to the importance of social and emotional development. The module will examine emotions and cognitive processing, and the relationship between emotional and social behaviour. The relationship between health and social and emotional development will be critically evaluated.

Year 2

Core modules

Exploring Research: Methods, Methodologies, and Implications for practice (20 credits)

The module aims to provide you with the knowledge to be able to design and conduct a small-scale research project with or about children, young people or adults. Appropriate data collection and data analysis methods will be introduced in addition to methodological constructs and concepts and ethical considerations within research. You will also formulate research questions and hypotheses where appropriate, and recognise particular methodological issues such as researcher reflexivity.  You will consider the ethical approaches involved in their chosen setting considering the participants’ right to voice and agency. Additionally, this module will develop understanding of how research methods and investigative research projects can support career development.

Nothing About Us and Without Us (20 credits)

This module aims to build on you understanding of person­centred approaches to inclusive practice in order to support the embedding of the approach within current and/or future practice. The theoretical basis of the person­centred approaches will be explored, alongside the links with the human rights agenda, social justice, political, historical, economic and ideological factors that impact on vulnerable individuals, groups or communities nationally and globally. The impact of the ‘Nothing About Us Without Us’ campaign on policy and practice-based developments across education, health, social care, third sector and commercial organisations will be considered. The ethical considerations and evidence base for a person­centred approach, and emancipatory practices, will be explored to help you to develop knowledge and practice skills that will enhance employability by preparing you for the complexities of working with children, adults and families with particular needs within a range of professions.

Perspectives in Mental Health and Well Being (20 credits)

The aim of the module is to consider and explore the different perspectives of mental health and well-being and the impact this has on children and adults in everyday life. The module builds upon previous knowledge about the Physical, Mental/emotional, Environmental and Social dimensions of health and how these relate to well-being. The module will develop your understanding of key theory, policy and research related to the identification and strategies to support mental health and well-being within a multi-professional environment.

Representation of the Media (20 credits)

The aim of this module is to recognise the significant media impact and influence on students’ understanding of diversity and Inclusion in contemporary society. The module will investigate disability, race, gender and sexuality through theory and media as well as the discussions surrounding the portrayal of all social diversities through media and film.  Through an examination of media and film the module will identify fundamental issues arising from portrayal impacting on stigma, participation, access and representation.

Optional modules

You will choose two optional modules. Likely optional modules include:

Professional Placement (20 credits) (work-related experience may require a DBS check)

The aim of the module is to provide you with practical experience of working with children with additional needs and their families, to develop and underpin your knowledge of theory and literature. You will primarily focus on the issues surrounding provision for children and families in a wide range of contexts within the placement setting. Examples of placement settings our students have been on include children's homes, children's hospital wards, special schools and shadowing a speech and language specialist.

Physical Activity and Sport (20 credits)

The aim of the module is to introduce you to the issues of inclusion in physical activity and sport with reference to how this concept is applied and used within the field of coaching. The module aims to combine a theoretical approach with practical engagement to challenge you to consider and experience a full range of issues related to inclusion, special educational needs and adapted physical activity. 

Curriculum Policy and Practice (20 credits)

The main aim is to develop your knowledge and understanding of curriculum models within an historical, political and ideological context. You will consider the historical progression of government policies and statutory curriculum models, alongside theoretical models of how children learn to identify and examine what constitutes an appropriate pedagogical approach. 

Speech and Language Development (20 credits)

This module aims to enable you to increase your understanding and awareness of typical and atypical development of speech, language and social communication. It will consider the differences between language delay and disorder.

Perspectives of Autism (20 credits)

This module aims to provide you with knowledge of the theoretical, clinical and person constructs underlying autism. You will become familiar with current policy and legislation and will explore through reading, direct input and discussion issues of classroom pedagogy and social inclusion.

Voluntary Action in Education (20 credits) (work related experience, may require a DBS check

The module provides an in-depth examination of the relationship between voluntary activity and education. It will explore two central themes of activity; the practical role of voluntary action in children’s education and the how voluntary activity helps us construct our ideas of morality.

Year 3

Core modules

Independent study (20 or 40 Credits) or Research in Action: Social Action, Advocacy and Participation (20 credits)

In year three you have the opportunity for an in-depth specialism. In both the 20 and 40 credit routes you will investigate an educational issue of your choice. Taking the 40 credit Independent Study route provides you with the opportunity to write a full dissertation on a topic of your interest and passion. You will have a supervisory tutor to guide you through this. Alternatively, for those interested in the third sector you can choose to design and implement a research project in partnership with charities, voluntary organisations and community groups.

Therapeutic Services: Creative and Expressive Arts (20 credits)

The aim of the module is to consider and explore the benefits of using the creative and expressive arts in special needs and mental health setting and the benefits to wellbeing on both adults and children.  This module builds on the Perspectives in Mental Health and Wellbeing. This module will develop your understanding of the growth of the use the arts in health (as distinct from therapeutic arts) and will look at key theory, policy and research which underpins this growth area.

Global Perspectives on Special Educational Needs and Inclusion Studies (20 credits)

This module will examine global political, ideological, economic and social factors recognising global differences and embedded global inequalities.

Developing the inclusive organisation (20 credits)

The aims of the module are to develop your understanding of the issues surrounding diversity and inclusion in a variety of private and public sector organisations. These include, but will not be limited to, legislation and best practice and organisational analysis and change.

Optional modules

You will choose two optional modules. Likely optional modules include:

Supporting Speech, Language and Communication Needs (20 credits)

This module aims to explain the range of Speech, Language, and Communication Needs, which may be experienced by individuals across the lifespan. It aims to enable you to identify the SLCN of individuals, and explore practical ways to support individuals in a variety of contexts. A range of strategies will be presented that may be used to support individuals with communication needs. The implications for social inclusion will also be addressed.

Perspectives on Dyslexia and Neurodiversity (20 credits)

This module aims to support you in developing a critical understanding of theories and research underpinning contemporary understanding dyslexia and its assessment, including examining cause, effect and impact on wider developmental domains. You will develop their knowledge of specialist teaching evaluation of pedagogical approaches and programmes of study. Fostering inclusive principles and practices for individuals with dyslexia in educational settings will be examined as well as understanding how policy and legal issues may impact upon practices and professionals working with learners with dyslexia.

Cognition and Learning Difficulties (20 credits)

This module aims to give insight into the complexities of human cognition and learning and the impact of atypical cognition upon learning and development. It builds upon previous knowledge about theories of learning. After developing your understanding of key theory and research related to typical cognitive development, you will consider the history, classification and terminology related to children and young people whose cognition follows an atypical pathway.

You could go onto employment or further study upon completion of this course. You will be able to apply to a range of postgraduate courses including postgraduate qualifications in teaching. You could also explore relevant Masters level courses including: Special Needs and Inclusion, Social Work, Early Years, Education Studies and Health. In addition, there are also opportunities for you to work at doctoral level within education (including special educational needs and inclusion pathways).

The course may lead to a range of employment opportunities including teaching, social work, health promotion, children centres, charities, therapeutic services, local government, adult services, play work, youth work, inclusion management, consultancy work and advocacy posts.

Fees

The 2020/21 annual tuition fees for this course are:

  UK / EU Overseas
Full-time - Foundation Year 0 £7,050 £9,910
Full-time - years 1-3 * £9,250 £13,000

Tuition fees for all courses are payable on an annual basis, except where stated.

* The tuition fee of £9,250  / £13,000 relates to 2020/21 only. Please read the 2020/21 Tuition Fee Statement for further information regarding 2020/21 tuition fees and mid-course year on year fee increases.

Additional course costs

Although we aim to minimise any additional costs to students over and above the course tuition fee, there will be some additional costs which students are expected to meet.

Costs applicable to all students

CategoryDescription
Text books Own purchase text books
Travel to other sites Where travel to other sites is required, this will be payable by the student
Library Fees and Fines Where students fail to return loaned items within the required time they will be responsible for the cost of any Library Fees and Fines applicable
Printing & Photocopying The cost of printing and photocopying undertaken by students to support their individual learning are payable by the student
Graduation ceremonies It is free for the student to attend the ceremony itself. Guest tickets and robe hire / photography are additional costs payable by the student

Course specific costs

CategoryDescription
Field Trips

You may have the opportunity to undertake a field trip abroad.  Field trips are non-credit bearing and entirely voluntary. You will be advised of availability and costs by your programme director.

DBS check

You will need to pay for a Disclosure and Barring Service (DBS) check if you undertake an activity that requires one. 

General principle policy

The University’s general principles policy for additional course fees are set out here

CategoryIs the cost Included in the tuition fee?Is the cost an additional cost to students?
Field trips (including trips abroad and trips to museums, theatres, workshops etc) The costs of Field trips are not included in the Tuition fee unless the trip is a compulsory element of the module. Yes, unless the Field trip is a compulsory element of the module.
Travel and accommodation costs for placements  This varies depending on the Course - please refer to individual course webpages for further information about additional costs of travel and accommodation for placements.

This varies depending on the Course - please refer to individual course webpages for further information about additional costs of travel and accommodation for placements.

Purchase of own text books

No – students are expected to purchase their own text books. Yes – students are expected to purchase their own text books.

Data & Barring Service (DBS) Checks

This varies depending on the Course - please refer to individual course webpages for further information. This varies depending on the Course - please refer to individual course webpages for further information.

Occupational Health Checks

This varies depending on the Course - please refer to individual course webpages for further information. This varies depending on the Course - please refer to individual course webpages for further information.
Professional Body registration No - students are expected to pay for their own Professional Body registration, if applicable. Yes - students are expected to pay for their own Professional Body registration, if applicable.
Travel to other sites No – students are expected to pay for the cost of any travel to other University sites, however a mini bus service is provided free of charge between Old Sessions House and Polo Farm / Hall Place in Canterbury. Visit the shuttlebus webpage for more information. Yes - students are expected to pay for the cost of any travel to other University sites, however a mini bus service is provided free of charge between Old Sessions House and Polo Farm / Hall Place in Canterbury. Visit the shuttlebus webpage for more information.
Clothing / Kit Yes, where the clothing / kit is essential for Health & Safety reasons the cost is included in the tuition fee (a maximum of one set of clothing provided per student). Further information can be found on course webpages. Yes, where the clothing / kit is essential for Health & Safety reasons the cost is included in the tuition fee (a maximum of one set of clothing provided per student). Further information can be found on course webpages.
Learning materials Essential learning materials (excluding text books) in connection with the course are included in the Tuition Fee. Specific course related information can be found on course webpages. Students must pay for additional materials beyond the standard provision essential for the course, or where the costs are determined by the student’s area of interest and the outputs are retained by the student. Specific course related information can be found on course webpages.
Library fees and fines Yes – all Library fees and fines are an additional cost payable by the student. Yes – all Library fees and fines are an additional cost payable by the student.
Printing and photocopying A £15 print / photocopying credit is provided to all students each academic year on their University Smartcard. Any additional print / photocopying costs must be paid for by the student. A £15 print / photocopying credit is provided to all students each academic year on their University Smartcard. Any additional print / photocopying costs must be paid for by the student.
Social events The tuition fee does not include the cost of any social events, unless the event forms an essential part of the course. Yes, the costs of social events are an additional cost payable by the student unless the event forms an essential part of the course.
Graduation ceremonies IThe cost of the Graduation ceremony itself is included in the tuition fee for the student to attend the ceremony. However, guest tickets and robe hire/ photography are additional costs payable by the student or their guests. The cost of the Graduation ceremony itself is included in the tuition fee for the student to attend the ceremony. However, guest tickets and robe hire/ photography are additional costs payable by the student or their guests.

The foundation year is designed to provide you with the grounding you need to progress on to the degree course.   

The degree course will consist typically of 120 credits per level.  

If you study a single honours pathway, you will take 120 credits per year. There may be optional modules to choose in your second and final years.

If you choose to study a combined honours degree pathway you will take 60 credits in Special Eduational Needs and Inclusion in your first year and then you can choose to stay combined (60 credits), or major (80 credits) or minor (40 credits). You will need to take the remaining credits in your other subject, so that in total you will take 120 credits each year.

You may be offered optional modules. The modules available will be subject to a minimum group size and timetabling restrictions. Additional modules may be offered to respond to student feedback and developments in the special educational needs field.

Your contact hours are allocated within each module of study and equate to approximately 50 hours of tutor time for each 20 credit module. You will be expected to engage in self-study time of 150 hours per 20 credit module. The Specialist Research module is a 40 credit module and you will receive four hours individual supervision to support your learning.

Teaching and learning may comprise of, but not be limited to lectures, seminars, workshop, personalised tutorials, guided learning, independent study, email or discussion forums, student groups, field activities and individual project supervision.

Academic input

You will be taught by a course team with dynamic and diverse backgrounds including policing, education, social care, health, psychology, local authority, third sector workers, charities and other agencies. This gives you a rich learning environment and opportunity. 

Assessment methods include presentations, essays, artefacts, rationales, posters, portfolios, online tasks, and specialist research.
You will explore your immediate environment: local parks, museums and Canterbury Cathedral to investigate access and inclusion for children and adults with special educational needs or a disability.
We have links with the Higher Education Academy (HEA) because we have accredited staff members. 

“It’s a very diverse course with a wide range of academic discussion about the current political environment. It enables you with a wide range of skills such as analytic and academic.”
Lauren, Special Educational Needs and Inclusion Studies student

‘Studying Special Educational Needs and Inclusion as a mature student I thought would be hard. Yet everyone in our group is so supportive, we work together. The lecturers are approachable and helpful. Each module works well together and I absolutely love this course and have learnt so much. It confirms how much I want to work with autistic children.”
Karen, Special Educational Needs and Inclusion Studies student

“Special Educational Needs and Inclusion Studies is such an enjoyable course, the modules are interesting and you learn a variety of new subjects. The programme directors always offer support and they change the programme to suit the students. It gives you an insight into the careers you can head into once you’ve completed your degree.’
Kayley, Special Educational Needs and Inclusion Studies student

“Although the programme is relatively new, every student is engaging fully.  Today’s society is facing huge issues in the areas of special educational needs and inclusion in terms of health, care and education. The tutors are doing a great job in addressing those issues and teaching us ways to deal with them as professionals. The programme itself is extremely diverse, but every student is getting the support they need”
Rafaella, Special Educational Needs and Inclusion Studies student

UK/EU

Full-time study

Apply via UCAS

International

Full-time study

Need some help?

UK

For advice on completing your application please contact the Course Enquiry Team:

Email:  courses@canterbury.ac.uk
Tel: +44 (0)1227 928000
Tel:+44 (0)1227 928000  (0)1227 928000

EU/International

Contact our International Team

Fact file

UCAS course code

  • X364 Special Educational Needs and Inclusion Studies with Foundation Year

UCAS institution code

  • C10

Length

  • 4 years full-time including a Foundation Year

Starts

  • September 2020

Entry requirements

  • Applicants should normally have 32 UCAS Tariff points. We will also welcome applications from students with few or no formal Level 3 qualifications who wish to return to education and applicants may be asked to attend an interview.

    Candidates must be motivated to benefit from study at this level

    A Disclosure and Barring Service (DBS) check is not an entry requirement, however, if you take part in work-related experience, visits or placements to settings where you are undertaking regulated activity, the setting may determine that a DBS check is required. You will be required to undergo a DBS check and arrange this through the university before undertaking the activity.

Location

School

Last edited 19/12/2019 15:15:00

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Last edited: 19/12/2019 15:15:00