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Home RTGs Educational Support and Inclusion Courses MA in Special and Inclusive Education

Educational Support and Inclusion - Courses

Learning Disability Studies - MA in Special and Inclusive Education

Director: Dr. Pauline Davis

About The Course

The Master's degree in Special and Inclusive Education has been developed in the light of changes in thinking and practice that are currently occurring throughout the world. Following a series of major international conferences and declarations, many countries are reviewing and developing their education systems in an effort to increase participation and learning of children and young people, focusing particularly on traditionally marginalised groups. In this country a similar process of reform is evident as Government policies focus on the twin agendas of "raising standards" and "social inclusion". These agendas are evident throughout national policy, and are reflected, for example, in the 2000 reform of the National Curriculum, in recent changes of emphasis within Ofsted's inspection guidance, Excellence in Cities, and in the development of the Index for Inclusion.

In the context of these major developments that have implications throughout the education world, the field of special education also faces deep challenges to its thinking and practices. The fields of "special" and "mainstream" education are, in an important sense, merging: children who may in the past have been served primarily by specialists in segregated settings are increasingly becoming the concern of every educator. It is, however, a major step to transform mainstream schools in ways that will increase their capacity for responding to all learners. Equally there are major implications for staff working in special schools and support service

All English LEAs and schools are expected to have policies for inclusion and special educational needs. At the same time, many nations of the world are in the process of expanding provision for previously marginalised and segregated children through policies of inclusion. Whether at home or abroad, teachers are seeking guidance and insights in effecting required changes. The changes require all educators to modify practice and the MEd Special and Inclusive Education will support educators who are seeking to operationalise policies of inclusion. It aims to provide practitioners from mainstream and special education contexts with a deeper understanding of the theoretical issues, tensions and dilemmas that underpin current developments in order to prepare them for taking on senior roles within their own education systems. In the UK context the programme is of particular importance to SENCos whose fundamental task is of "ensuring that all staff recognise the importance of planning their lessons in ways that will encourage the participation and learning of all pupils" (TTA, 1998).

TTA (1998) National Standards for Special Educational Needs Co-ordinators. London:TTA

Programme Aims

The Aim of the Programme is to provide students with the opportunity to engage critically with theory and research in the field of special and inclusive education. The programme deliberately sets out to explore a range of different perspectives. In this way the course addresses global issues of inclusion and ways in which governments, local authorities, schools and local communities can reduce barriers to participation and learning for all children.

• Develop your understanding of special and inclusive education.
• Learn about different perspectives on special needs policies and practices.
• Learn to conduct evaluations and implement developments in your place of work
• Develop useful research skills to build towards an evidence based
• Engage with the most up to date thinking in the field
• Learn in a lively and vibrant team
• Participatory teaching methods and workshops
• Quality Induction to the Programme and University

Who is the Course for?

This programme attracts a wide variety of applicants. Some students have little experience of teaching and others are experienced teachers. This is a programme for people wanting to develop research skills, and gain practical experience, as well as theoretical knowledge of the field of Education. A bachelor's degree is expected.

Mode of Study

The mode of study is flexible. You can study as a full-time or part-time student. As a full-time student you will complete the programme in one year. Part-time students complete within a two to five year time scale. Part-time students can complete the programme by attending lectures in the evening.

Units studied

Understanding the Development of Inclusive Schools, Alternative Perspectives on Special Needs, Practitioner Based Inquiry, and for students not familiar with the British Education system we offer a school placement. Participants will also complete a supervised dissertation and select a unit of their choice from the large number on offer in the Faculty of Education Masters in Education Programme.

PROGRAMME CONTENT AND STRUCTURE

SEMESTER 1:

• Understanding the Development of Inclusive Schools 1
• Practitioner Based Inquiry 1
• School Placement (optional unit). Or another option selected from the wide range of Masters units available in the Faculty of Education.

SEMESTER 2:

• Understanding the Development of Inclusive Schools 2
• Practitioner Based Inquiry 1
• Alternative Perspectives on Special Needs
• Dissertation

This programe provides students with the opportunity to engage critically with thinking and theory in the field of special and inclusive education. All core programme units are structured around a series of compulsory readings, which are used as the stimulus for discussion in the sessions. Usually, the readings are selected from academic and practitioner journals and are chosen to reflect the broad range of thinking in the field. The strong emphasis afforded debate and critical reading, and the use of a variety of participatory learning methods, alongside lectures, allow generic skills such as critical reading, critical reflection, and working with others to be developed.

Another feature of the programme's structure is the range of methods of assessment used, for instance: a reflective diary, a small group presentation and reports of practical research and evaluation methods conducted in the field, in addition to written essays. The third distinctive feature of the programme is the emphasis on preparing students to apply their understanding of the field in their place of work or to take account of the context of teaching and learning in their home country. The Practitioner-based Inquiry unit provides a thorough grounding in the theory and practical skills necessary to achieve this aim. There is an emphasis on students using research and evaluation techniques in a place of work. In addition, this unit provides an excellent grounding for students embarking on the dissertation. The practical research and evaluation element of the programme allow students to apply knowledge from the other parts of the programme.