You will take 5 core modules plus one optional module. Optional modules will be offered subject to cohort size and you may choose to take a module which relates to your overall degree choice.
Optional module choices are made in the second semester and become the last module taken.
However, you are not locked into the choice of overall course but may choose to change pathways at the end of the Foundation Year (Year 0). Alternatively, you may choose to take a Certificate of Completion and apply to another degree course, subject to entry criteria.
- Introduction to Education
- Applied Literacy, Numeracy and Science Skills for Education
- Communication and Academic Skills for Higher Education
- Personal and Career Development
- Introduction to Human development through the Lifespan
You will study 120 credits each year, in every level after your Foundation Year.
Special Needs and Inclusion and Physical Activity is a multidisciplinary degree programme that consists of 18 modules, studied over three years. Modules for the degree usually contain the following options, subject to minimum numbers opting for the modules:
An Introduction into Special Educational Needs and Inclusion Studies (20 Credits)
The aims of this module are to ensure students develop a good understanding of the issues that surround discrimination, disability and equality in our society and of the concept of inclusion with a particular focus on children, young adults and their families. The history, psychology, economic and social dimensions of these issues will be explored, along with an analysis of their impact upon individual young children and their families.
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.
Disability, Film and the Media (20 credits)
The aim of this module is to recognise the significant media impact and influence on students’ understanding of disability in contemporary society. The module will investigate disability theory as a framework for reconsidering, ‘normal’ and ‘abnormal’ and how this is portrayed 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.
Challenges and Opportunities in Managing the Inclusive Organisation (20 credits)
The aims of the module are to develop students 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, interpersonal conflict and resolution.
Global Perspectives on Special Educational Needs and Inclusion Studies (20 credits)
This module will explore global models of special educational needs and inclusion studies. The content will examine global political, ideological, economic and social factors recognising global differences and embedded global inequalities. It will explore the terms of cultural relativism and ethnocentrisms. Students will be encouraged to use their knowledge of the United Nations Conventions of Human Rights in analysing global politics of inequality.
Likely optional modules
Perspectives of Autism (20 credits)
This module aims to provide students with knowledge of the theoretical, clinical and person constructs underlying Autism. Students will become familiar with current policy and legislation and will explore through reading, direct input and discussion issues of classroom pedagogy and social inclusion. Students will identify, investigate and evaluate a range of strategies that are considered good practice to address the communicative, affective and cognitive characteristics associated with Autism.
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. The module builds upon previous knowledge about theories of learning. After developing students’ understanding of key theory and research related to typical cognitive development, the history, classification and terminology related children and young people whose cognition follows an atypical pathway will be considered.
We continually review and where appropriate, revise the range of modules on offer to reflect changes in the subject and ensure the best student experience. We will inform applicants of any changes to the course structure before enrolment.