Teaching Institution: Institute of Education, University of London

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1 PROGRAMME SPECIFICATION MA in Special and Inclusive Education Awarding body: Institute of Education, University of London Teaching Institution: Institute of Education, University of London Name of final award Master of Arts (MA) Postgraduate Diploma Postgraduate Certificate Programme title Special and Inclusive Education UKPASS code: P Criteria for admission to the programme The programme has been designed for teachers and other professionals who have experience in the education of children, young people and/or adults who are described as having special educational needs (SEN) or who wish to enter such a profession. Applicants are expected to have a good honours degree (2.2 or above) or equivalent. European or international applicants are expected to have qualifications at an equivalent level. Those who do not meet these criteria will be considered on the basis of their Personal Supporting Statement, part of the application process. Guidance on how this can be most effectively written is available via the web, Applicants who do not meet the entry criteria might further be asked to demonstrate their ability to meet the demands of the programme through a qualifying assignment which consists of an essay and a critical review of a research paper. Applicants will normally have some related professional experience. Applicants whose language is a language other than English may be required to provide evidence of their English language proficiency. If you are in one of the following categories then you will normally be exempt from having to prove your English language level, however that will be at the discretion of the programme leader and the admissions team: Hold a degree from an English speaking country, Hold a degree where the medium of delivery was English, Hold a degree that was recently taught in the UK. If you do not fall under one of the categories stated above then we will expect you to prove your English language by taking an approved English language test, usually

2 IELTS. The overall required score is 7.0 (and a minimum of 6.5 for reading and 6.0 for writing). Other English tests are accepted, however you would need to check with the admissions team to see if they are applicable. The Institute of Education is committed to admitting and supporting participants with disabilities and welcomes applications from them. We provide support for students with a range of conditions which have a long-term and adverse effect on studying such as: Sensory (visual / hearing / speech) impairments Mental health issues Mobility or dexterity impairments Asperger's Syndrome or other autistic spectrum disorders Chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.) Specific learning difficulties (e.g. dyslexia, dyspraxia). Disability and Wellbeing Support will also advise people who have a temporary mobility / dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery. Every person is treated as an individual, and we invite you to contact us as early as possible so that we can consider your needs and tailor our support to meet them. This applies to all students home, EU and international. Aims of the programme In the field of Special and Inclusive Education, the programme aims to develop: Knowledge and understanding of key concepts and selected issues addressed in the academic and professional literature; Understanding of a range of disciplinary and theoretical perspectives and their relationships to practice; The ability to analyse, evaluate and synthesise evidence, theory and practice; Capacity for critical self-reflection; Independence of thought; Application of conceptual and theoretical frameworks to an understanding of professional policy and practice. Programme aims, intended learning outcomes and curriculum content are informed by: Existing knowledge, understanding and values in the field of education generally and special and inclusive education specifically; Legislation, guidance, government and other initiatives relevant to children, young people and/or adults with special educational needs. Both national and international perspectives are considered. Programme outcomes By the end of the programme, students should be able to: Contribute to contemporary debate in the fields of both special education as well as inclusion and disability studies;

3 Produce and communicate reasoned and informed argument, both in writing and orally; Demonstrate how concepts, theories and evidence can be used in constructing an understanding of issues and practice; Carry out a focused inquiry into educational practice related to special and inclusive education by exploiting relevant literature sources and/or conduct an empirical study; Plan, implement and evaluate their own learning; Improve professional practice through greater knowledge, skills, understanding and awareness. Evidence for the achievement of these aims and intended learning outcomes include: Written assignments for assessment purposes; Discussion and debate in lectures, seminars and tutorials; Student presentations; Critical reflection and self evaluation of outcomes of the exercises. Teaching, learning and assessment strategies to enable these outcomes to be achieved and demonstrated Different modules are taught in different ways. In some modules a conventional lecture-based approach predominates, whilst other sessions are supplemented by a variety of activities; for example, group/pair discussions, case study analysis, role play, the use of simulations etc. There are opportunities for all students to contribute in a variety of ways, including giving short presentations or seminar papers or leading group discussions. The prior experiences of students and the diversity of their cultural experiences are taken into account by academic staff as far as possible during sessions and in setting assignments. Compulsory and optional modules are assessed by a 4,000-5,000 word written assignment. Case studies and use of case examples from the students own institutions are encouraged, where possible and appropriate. Students may choose from a range of assessment titles. In addition, students may choose to write either a Report (6,000-7,000 words) or a Dissertation (10,000-12,000 words). Dissertations and Reports will usually include empirical work but alternative formats are possible, at the discretion of the supervisor. All assignments are independently marked by two staff members, who meet to discuss and reconcile the marks and comments for each individual. Assignments are graded from A to D, with D being a failing grade. Participants who fail an assignment may be re-assessed in that element of their programme of study on one further occasion only, within the deadline specified by the Programme Leader. An external examiner is appointed by Senate and plays an important role in monitoring the quality of the programme and evaluating the effectiveness of the teaching and support provided for the programme participants and the reliability of the judgements made in assessing them.

4 Further details about assessment regulations can be found on the Student Life web pages. Programme structures and requirements, levels, modules, credits and awards The programme is divided into study modules and each unit counts for 30 credits. The dissertation counts for 60 credits and the report for 30 credits. For a Master's degree to be awarded, successful completion of a minimum of 180 credits is required. (The Institute of Education uses the European Credit Transfer and Accumulation System (ECTS), as a guide to support periods of study undertaken abroad and to assist student mobility. Currently it is assumed that two UK credits equate to one ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits.) Students who for academic or personal reasons are unable to successfully complete the 180 credits required for the Master s award may exit with the completion of 60 or 120 credits and be awarded a Postgraduate Certificate or Postgraduate Diploma, respectively, in the subject area. The programme comprises: Two compulsory modules (total 60 credits) And either: Two optional modules (60 credits) and a dissertation (60 credits) Or Three optional modules (90 credits) and a report (30 credits) The two compulsory modules are (30 credits each): Concepts and Contexts of Special and Inclusive Education Research Design and Methodology One option module has to be chosen from the following set: Language Development Inclusive Pedagogy Psychology for Special Needs Understanding Specific Learning Difficulties/ Dyslexia Autism: Research and Practice Social, emotional and behavioural development in children with speech, language and communication needs Remaining option modules can be chosen from a range of modules offered across the Institute. Suitable modules might include the following: Reading and Spelling Difficulties Literacy Development Atypical Development (for students with a first degree in Psychology) Cognitive Development and Learning (for students with a first degree in Psychology) Developing SEN Coordination: modules 1 and 2

5 Aims and intended learning outcomes are specified for all individual modules and can be found in the programme handbook. A diagram of the structure of the programme is given below. Year 1 Concepts & Contexts of SIE Core Module 30 Credits Two Option Modules 2 x 30 Credits Year 2 Research Design & Methodology Core Module 30 Credits Report + one option module OR Dissertation 60 Credits Mode of study The programme is designed to be completed in one year (full-time) or two years (part-time). Entry is in October. Language of study The Institute of Education teaches and assesses students through the medium of the English Language. Competence in English is required of all applicants. You will be required to meet a minimum level of English to be able to enter your course. Date of completion of specification November 2014

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