If you need to get a good grounding in special educational needs, disability and inclusion at postgraduate level, this course will broaden and challenge your existing knowledge. It could be a starting point for a future career in a range of settings or help you to develop in your current role. If you are already a SENCO it will give you many skills for your role and help you develop and expand this in line with the range of special needs you may encounter.
Our course doesn’t aim to provide you with all the answers. Instead it will enable you to explore and develop new thinking and ultimately work towards expertise in your field. If you believe that pupils with special needs have untapped potential, and you want to help them explore this, then this is the course for you. Inclusive learning and teaching are at the heart of any good practice; these modules will help you explore this further and understand the important role of nurturing development in all pupils with special educational needs.
You do not need a teaching qualification to study on this course, nor do you have to intend becoming a teacher. We welcome anyone who wants to expand their understanding, knowledge and skill set in the changing world of special education and disability.
You’ll have the opportunity to explore how the education system works for special needs and disability, how it all evolved and the challenges it poses for these pupils. You’ll broaden your knowledge on the range of conditions and their impact on learning and develop new teaching skills to help pupils overcome their day to day challenges. The focus of all modules will be critical thinking, challenging and developing your knowledge to enable you to become an expert in your field.
This course is delivered by qualified lecturer practitioners from NICE – Centre for Movement Disorders, making it a unique partnership merging theory and practice.
We’re proud of our high employability rates, with 98 per cent of the School’s postgraduate students in employment or further study six months after their course (DLHE survey results 2014/15).
The course focuses on development of pupil potential and how to meet all needs to promote a more effective teaching/classroom environment.
You will develop new ways of thinking and new skills to enhance your impact on the development and learning of these special pupils.
You can use this course to put you at the forefront of professional practice in special education and more importantly explore new potential in your pupils.
This recognised qualification will help you to meet a variety of Continuing Professional Development requirements.
You can use evidence of previous study or relevant experience to claim Accreditation of Prior Certificated Learning (APCL) or Accreditation of Prior Experiential Learning (APEL).
Come along to one of our upcoming events where our staff will be on hand to answer all your questions.
If you’ve got any questions about the course, we’d love to hear from you. Please email the Course Director: Louise Lambert
Alternatively, you can register for our next postgraduate open day.
You may be able to take advantage of the government’s plans to make loans of up to £10,906 available for postgraduate study.
Applicants should have a degree or equivalent qualification, or professional experience that equates to degree level.
All suitably-qualified candidates will normally be interviewed and selection will be based on ability to benefit from and contribute to the course of study.
Exemption from some modules may be granted for appropriate prior learning, including credits gained on a PGCE course.
We welcome applications from mature students and from members of communities traditionally under-represented in higher education.
Starting: Sep 2020
Sorry, this course is not available to EU and International students.
If you're unable to use the online form for any reason, you can complete our PDF application form and equal opportunities PDF form instead. The University reserves the right to increase fees in line with inflation based on the Retail Prices Index or to reflect changes in Government funding policies or changes agreed by Parliament up to a maximum of five per cent.
Students are required to submit a personal statement as part of their application for this course.
Your postgraduate personal statement is going to shine a light on your personal experience, academic success, personal skills and any other factors that will support your application for further study.
Here are the key areas you’ll need to address:
Studying a postgraduate course usually means you want to specialise in something. So what’s driving you?
Show that you’ve researched the course offering. What is it about this particular course that appeals to you? Is it the lecturers? The modules? Etc.
Tutors want to know that you can handle postgraduate study, so show them how your undergraduate experiences or work life has equipped you for a more advanced level of study. Key areas to address are research and group work but this can vary depending on your chosen course.
Add anything relevant that relates back to your chosen course and shows how your skills will contribute towards your learning. What extra-curricular activities have you taken part in? What awards have you won? What employment or voluntary experience do you have that has helped you develop transferable skills? How do these specifically relate to the course you are applying for?
You should also mention your future plans and how a postgraduate qualification fits in. Try to look beyond your postgraduate study – do you plan to jump straight into a specific career or follow your studies with a research degree? Lastly, use plain, professional English and, where possible, utilise the language of your chosen industry.
Get more information on writing personal statements.
We offer a wide range of professionally accredited and vocational courses that require the purchase of, among other things, uniforms, equipment, subscriptions, professional body memberships and DBS checks, and may require you to pay to attend conferences or participate in placements.
The link below provides our estimate of the possible costs associated with key activities on specific courses. Please bear in mind that these are only estimates of costs based on past student experience and feedback. The actual costs to you could vary considerably (either greater or lower than these estimates) depending on your choices as you progress through the course. We set out where we can, based on experience, where these indicative costs are for activities that are optional or compulsory.
All our students are provided with 100 free pages of printing each year to a maximum total value of £15.
The cost of accommodation and other living costs are not included within your course fees. More information on the cost of accommodation can be found in our accommodation pages.
We offer further information on possible postgraduate financial support. This includes the type of loans, grants and scholarships available both from the government and from Birmingham City University.
Please be aware to access a postgraduate student loan you will need to study 180 credits.
Therefore, you will not be able to carry forward credits from any prior learning at level 7.
This course will develop you as an educator in your practice working with learners with disabilities and special educational needs. It will specifically focus on practical challenges that you may face on a day to day basis. The course will highlight change in policy locally and nationally and will explore underlying theoretical principles relating to policy and practice.
A PgCert requires successful completion of 60 credits at Level 7, while a PgDip requires 120. If you are carrying credit into this course through APCL or APEL, you may not be required to take as many modules, but this will be discussed on an individual basis.
Introduction to Master's-level study (CORE)
This module focuses on your transition to level 7 work. The transition is important because although a typical taught Master’s programme can look very similar to its undergraduate equivalent there are a number of important differences, such as the greater emphasis on your ability to undertake independent, self-directed study. This is true for all taught units, not just the dissertation project that concludes a typical Master’s programme; we will expect you to prepare for assignments by independently researching your particular areas of interest and experience.
SEND Policy and Practice
This module looks at the identification, assessment and provision for Special Educational Needs and Disabilities (SEND).
You will be introduced to a range of issues related to social, emotional and behavioural difficulties as we examine national and local policies in relation to definitions, legislation and guidance documents. You will develop your understanding of the concept of SEND.
The Transformative Special Needs Teacher
This module considers how, in order to be a successful pedagogue an understanding of self is as crucial as an understanding of the learner. This module will move you into a deeper level of professional self-reflection and provide a framework to help you to challenge your daily work practices to support transforming special needs pupils/students towards their full potential for learning.
Dynamic Model of Supervision in Special Education
This module is concerned with adapting and applying professional skills and underpinning understandings to new working contexts which is a cardinal feature of the development of professionalism. It aims to provide you with a broad and analytical experience of the role of the supervisor within special educational settings. The skills developed will be applicable to working with any special needs learner and will reflect the responsive and dynamic approach to the learning process generally.
Master's-Level Research (CORE)
Doing a Master’s degree involves many skills, which will be familiar from an undergraduate programme of study; however, there are some crucial differences. This core module is designed to introduce you to the principles of educational research at Masters level encouraging you to build on your experiences of conducting independent research. The module covers everything you need to know in order to conduct research effectively.
Social Learning Theories and Application to Special Education
This is the culmination of your Master’s programme. It provides you with the opportunity to develop a systematic understanding of research in relation to your chosen area, and to develop your professional practice through the processes of educational research. You will be encouraged to use self-direction and originality in pursuing your development focus through this independent piece of independent research.
The course aims to give you a postgraduate qualification, whether you are interested in early years, primary, secondary further or higher education. You do not need a relevant degree to do it if you have the appropriate experience. The course will be run part-time and is designed for those who want to study alongside their current workplace. Individual modules can be studied separately and/or combined with other MA modules from BCU as a part of a full time MA Education.
You could use evidence from previous study, which relates to this subject, to claim Accreditation of Prior Experience and Learning (APEL). This process involves mapping evidence against the learning outcomes for specific modules. You will need to speak to the Course Director first if you are considering this option.
We use a variety of teaching and learning methods on this course. You will attend regular lectures and seminars, where students can share their learning and develop an understanding of different international contexts.
You will attend some whole class and small group sessions and benefit from one-to-one support and online collaboration – using our virtual learning system, Moodle.
Our course team has a wide experience of the educational system and also in teaching, leadership and research.
We believe the development of transferable skills is a priority. It is a very important aspect when teaching at Masters level and all modules will contribute towards this.
NICE is a unique charity which believes that every person with a movement disorder has both the potential and the right to specialised services which recognise their needs, desires and wishes.
We teach children and adults with movement disorders strategies to gain greater control over their movements leading to increased confidence, skills and a higher level of potential. To achieve this we use a systematic programme of conscious movement strategies called Conductive Education. We have been working in partnership with BCU since 2012 providing both undergraduate and postgraduate courses in the field of Conductive Education.
Assessment is by coursework only and participants need to demonstrate an ability to carry out in-depth critical analysis, effective research skills, critically evaluate research methodologies, have an enhanced knowledge and understanding of education and training in a special needs context and be able to critically evaluate their findings in relation to the academic literature.
This course allows those in the field of education to fulfil their continuous professional development needs by providing relevant courses for career enhancement.
Some pathways within MA Education include opportunities to undertake voluntary work experience in local schools and other educational institutions. There is also a Placement Experience module which can be used to gain credits for experiences like this as part of your studies.
This module provides opportunities for you to undertake a work experience in educational settings as part of your programme of study. You will have the opportunity to work alongside experienced teachers and other education professionals to develop your knowledge, understanding and skill in the classroom and/or the wider school environment.
It will help you understand that professionals who continue to learn themselves, recognise that continual development can positively impact their own and others learning experiences.
You can complete this module at any time during the academic year and the number of days to be completed will be negotiated with individual module tutors and the programme team.
OpportUNIty: Student Jobs on Campus ensures that our students are given a first opportunity to fill many part-time temporary positions within the University. This allows you to work while you study with us, fitting the job around your course commitments. By taking part in the scheme, you will gain valuable experiences and employability skills, enhancing your prospects in the job market.
It will also allow you to become more involved in University life by delivering, leading and supporting many aspects of the learning experience, from administration to research and mentoring roles.
There's a growing recognition of educational practitioners who have studied at Master's level. Many of our students gain career progression opportunities, having demonstrated enhanced knowledge, skills and confidence.
We are constantly investing in our estate and are currently in the process of spending £340 million on new learning facilities.
As part of these plans, the University's Education provision will join the rest of the Faculty of Health, Education and Life Sciences at our City South Campus in Edgbaston during 2018.
This is the third phase of the University's project to move all teaching and learning to two campuses, City Centre and City South. By moving our Education provision, we are creating a hub for the provision of public service contracts and professional development at City South Campus and improving the student experience with a stronger sense of community and more consistent support services and facilities.
In addition to classrooms, a lecture theatre, social learning spaces, an open access IT suite and cafe facilities, the new £41 million extension to our City South Campus offers a range of specialist teaching and learning facilities for specific subjects including science, design and technology, drama and physical education.
All our departmental facilities replicate the school learning environment.
Not only are we investing £41 million in a new building to house the laboratories and teaching spaces needed, but we also plan to open up these facilities to benefit all students and the wider community. This will complement our existing sports facilities, which already provide a base for students to compete in activities ranging from rugby to.
The Seacole library, based at City South Campus, is one of the UK's largest specialist health education libraries. The facility offers an extensive range of range of information and reference materials set out in a relaxing environment, conducive to studying. There are comfortable seating areas, group study areas, a silent study area and private study rooms.
The Seacole building houses a large open access IT Suite which comprises of 96 PCs, printers, photocopiers and scanners. Our PCs utilise the latest Intel i5 core technology, all with:
Our PCs are also designed to support students who may have difficulties with reading and writing, featuring specialised software with zooming/magnification and screen reading capabilities, which may also be customised for individual student needs.
The IT Suite offers extended opening hours and is supported by a specialist Open Access Assistant during term time. In addition to the open access PCs within the IT Suite, there are 12 networked student PCs available within Seacole library.
We have a small, dedicated team of four qualified conductor lecturers and one strategic manager. The lecturers all teach both undergraduate and post-graduate students, and have opportunity to develop their practical knowledge, as well as their teaching and theoretical knowledge.. We are a very experienced team who have worked in a number of different school settings, both in the UK and internationally.
Amanda has worked in higher, further, adult education and the voluntary sector for 30 years as a lecturer, writing developer and researcher. Her research interests include academic writing, learner development in higher education, participatory research, transition experiences in education, employment literacies, widening participation and social justice, radical methodologies, critical pedagogies, postgraduate teaching and learning.