Course summary

This course will appeal to teachers, literacy coordinators, inclusion managers and school leaders who would like to develop their skills and knowledge in order to promote and lead on strategies related to educational inclusion. It is aimed at practitioners working in both early years/primary and secondary school settings. You will select from one of two named pathways: MA Educational Inclusion (Mental Health and Wellbeing) MA Educational Inclusion (Language and Literacy) - details are on this page. Choose the one most appropriate to your continuing professional development. Our Language and Literacy pathway is designed for educational professionals with an interest in literacy. The course aims to develop your expertise in inclusive education enabling you to enhance practice and contribute to policy debates and policy improvement at local, national and international level. This is underpinned by a rights-based approach to education that is holistic, evidence based and inclusive. Which pathway: Language and Literacy or Mental Health and Wellbeing? This page focuses on the Language and Literacy pathway, but you can also read details of the Mental Health and Wellbeing pathway. Each pathway offers a unique and detailed focus on educational inclusion. Students on both the 'Mental Health and Wellbeing' and 'Language and Literacy' pathways complete four core modules. These include: Educational Inclusion: An Introduction to Theories and Concepts Leadership and Management for Educational Inclusion Research Methods for Educational Inclusion Project module. Learning outcomes Each pathway is designed to enable you to: develop strategic and critical thinking facilitate the development of innovative and sophisticated approaches/policy responses hone your skills as a reflective practitioner effectively applying theory to practice with a clear focus on evidence based practice. About the Language and Literacy pathway You will gain a detailed understanding of the modern theories of language and communication development and evidence-based interventions to support individual verbal, non-verbal and written communication needs in the context of the inclusive classroom. You will also be equipped with the expertise to lead on literacy development, provide effective SEND support and work effectively in multi-lingual settings with students with EAL.