Course summary
The iSENCO qualification was introduced by Real Training as an alternative to the NASENCO for those working in international settings. As a highly respected course that's highly regarded by international schools across the world, this postgraduate online qualification is designed for SENCOs, Inclusion Leads and SEN teachers who want to elevate their knowledge of inclusion. Expert tutoring is provided by SENCOs or other senior leaders responsible for inclusion in international schools. With three cohorts a year in January, May and September you can choose a start date that suits you on . You will have up to 12 months to complete the module via our online learning platform Campus Online. If you are considering taking your studies further this module will provide you with 60 credits toward a PGDip or MEd on our SEND and Inclusion programme. Here are some key reasons why you should take this module: To develop effective leadership and management skills in relation to SEND and Inclusion within an international school setting. To develop an understanding of how wider cultural, political, historical and community contexts influence SEND provision internationally. To engage with international research and evidence-based practice regarding inclusive education. To critically examine the research on interventions in the field of SEND and demonstrate both knowledge and understanding of both its applications and limitations. To develop different models of partnership within their setting, with an understanding of the place of power and ethics in listening to and understanding children, parents and carers.
Assessment method
Three Applied Practice Tasks (equivalent to 2000 words): SEND Policy analysis: Analyse the SEND/inclusion policies from your own school and your placement school to compare the language used and the approaches taken to the management of SEND and inclusion issues across the schools. Summary of SEND data management systems: Collate an overview of the SEND data tracking and monitoring systems used in your setting. include:(a) At least two pieces of evidence of your own practice at the systemic (whole-school) level, eg an anonymised section of your SEN or AEN Register or an anonymised copy of your Provision Map/other data management systems that you use at a school. You may wish to include more than two. (b) At least one piece of evidence of your data monitoring systems at the ‘individual learner’ level to demonstrate your monitoring/tracking of an individual pupil’s progress. Review of SEND provision within your setting: Summarise either in narrative or diagrammatically the different levels of SEND provision in the school and the process of how pupils level of SEND provision is reviewed and revised. Critically reflect and comment on areas of strength in your settings current model and evaluate how far the current model reflects a graduated approach to SEND provision. Three Masters Assignments: Strand 1 – M level assignment – a critical analysis of the relationship between the culture and ethos of your setting/locality and international research on inclusive educational provision for learners with SEND (3000 words) Strand 2 – M level assignment – a critical analysis, evaluation and comparison of a focus area of inclusive education within two diverse schools/working contexts/learning environments (3000 words) Strand 3 – M level assignment Either: Option A: an individual-child level case study analysis and evaluation in the format of either a written paper or a presentation (including slides and commentary) – multimedia presentations will be acceptable and encouraged – (3000 words) or Option B: Provide a critical analysis of a piece of project work undertaken in your school / consortium to support the assessment and/or provision of services for pupils with SEND (3000 words). One Reflective Learning Log: An evaluation of the impact of the whole course on the development of applied professional knowledge and leadership skills (1000 words)
Qualified teacher status (QTS)
To work as a teacher at a state school in England or Wales, you will need to achieve qualified teacher status (QTS). This is offered on this course for the following level:
- Course does not award QTS
How to apply
International applicants
This course is available online and can, therefore, be completed anywhere in the world. Please visit this page on our website - https://realtraining.co.uk/information-for-international-students - for advice on payment options and other information relevant to those studying outside of the UK.
Entry requirements
The International Award in SEN Coordination is ideal if: You completed an undergraduate degree. You work as a current or an aspiring SENCO in an international setting defined as a school that promotes international education, whether in an international or UK environment, either by adopting a curriculum such as that of the International Baccalaureate or by following a national curriculum different from that of the school’s country of residence. This course is available online and can, therefore, be completed anywhere in the world. Please contact us for advice on payment options and other information relevant to those studying outside of the UK.
Fees and funding
Tuition fees
No fee information has been provided for this course
Tuition fee status depends on a number of criteria and varies according to where in the UK you will study. For further guidance on the criteria for home or overseas tuition fees, please refer to the UKCISA website .
Additional fee information
£3,055 + VAT
Sponsorship information
We do not qualify for any sponsorships or funding but we do offer the option to pay for our modules in instalments of either 1, 3 or 10 - please note that 10 instalments require a UK bank account. Please get in touch if you would like to discuss this further.
Provider information
Real Training
Canterbury Office
70 Stour Street
Canterbury
CT1 2NZ
Course contact details
Visit our course page Contact Real Training Enquiries Team