Course summary
This Masters Programme is designed to develop highly skilled, reflective practitioners who are equipped to people with special educational needs and disabilities (SEND) in the context of the Fourth Industrial Revolution. The programme focuses on fostering graduate competencies that are essential for navigating and leading in the modern educational landscape. The programme provides a critical overview of the political debates surrounding the landscape and provision for people with SEND from both national and international perspectives. It develops a critical understanding of the role of working partnerships in creating holistic support systems for people with additional needs. The programme also champions social justice and challenges the impact of societal inequalities on people with SEND. Additionally, it examines theory and evidence-based research findings that inform and drive developments in practice. Finally, the programme cultivates highly skilled, reflective practitioners who advocate for disability rights and are well-prepared to support the future needs of people with SEND. Throughout the programme, students will engage with contemporary issues and innovative practices, ensuring they are well-prepared to lead and innovate in the field of special education. By the end of the programme, graduates will be equipped to champion the rights of people with SEND and contribute to the development of inclusive educational practices. The high-quality learning experiences within the MA Special Educational Needs, Disability and Inclusion programme are designed to support students’ development, with a clear focus on developing high level academic skills and preparation for the sector, through the development of key, transferable skills. Students will learn from the acquisition of knowledge through inquiry-based learning and collaboration with peers to inform discussion, practice and co-production of knowledge. This is achieved through a two-way process, where the learning in an academic environment is applied in the workplace. Therefore, academic study informs provision and supports the development of practice. Careers are varied within the SEND sector and students may take several routes depending on their specific aspirations. Many of our graduate’s work with children and their families within education, health or care sectors, whereas others may progress into posts within local authorities which could involve the development of local strategy and policy. Many of our graduates wish to work with children and their families within education, health or care sectors, whereas others may progress into posts within local authorities which could involve the development of local strategy and policy. While DN Colleges Group does not offer PhD or EdD programmes directly, we collaborate with the University of Hull to provide pathways for our students to pursue advanced doctoral studies. We can offer guidance and support to students interested in applying to these programmes and can facilitate connections with potential supervisors and research opportunities. In previous years the AC at the University has spoken to year 2 students in trimester 2 regarding the PhD at the University of Hull.
Modules
This course includes the following core modules that all students complete: Media Representations of Special Educational Need, Disability and Inclusion Mental Health and Well-being Understanding Relationships Through Societal Agents for Inclusive Practice Global Perspectives of Disability Major Independent Study
Assessment method
This programme has been designed through the adoption of Transforming Programmes which is aligned to a competencies approach to learning ensuring graduates are fully equipped to enter a graduate workforce. Distance learning students will access weekly recorded content via the virtual learning environment (CANVAS). Weekly online discussion forums will support the students’ developing knowledge and will encourage peer collaboration, developing a community of practice. Digital technologies can consequently provide both communication and experimental environments in support of the learning process. The exploration of key points and sharing ideas within the discussion forums will enable students to understand and evaluate different perspectives. Initially this will be led by the module leader but as students’ progress, they will take the lead in developing this collaboration, students will have opportunities to initiate the on-going discussion and construct new knowledge and can access this forum in a flexible way. The combination of asynchronous and synchronous learning facilitates students accessing learning around their busy schedules, though also ensuring opportunities for meaningful discussion and the sharing of good practice. Live group tutorials will be held virtually through Microsoft Teams to support assessments. These will be delivered by the module leader and will allow all students to collaborate within their programme variant and explore ideas in greater depth, pursue their own research interests, and clarify ideas and access guidance. Live group tutorials will be recorded so students have an aide memoire to refer to. Assessment strategies reflect the inclusive, innovative and creative approach to teaching and learning within the School of Health, Education, Well-being and Sport. Assessment methods provide diversity in terms of modes of assessment and consider the diverse student body. Formative assessments, which occur throughout the programme, are aligned to summative assessments, and seek to improve student achievement of learning objectives through approaches that can support specific student needs. Formative assessments have been designed to support the development of key competencies and act as a building block of developing skills that will support in the production of a final submission. Summative assessment evaluates student learning at the end of each module, students will be provided with a range of feedback and feedforward to help improve academic writing. Newspaper Article Training package Evaluation and Reflection Intervention Plan Essay Research Proposal Dissertation
How to apply
International applicants
This course is not accepting International applicants who need a student visa.
Entry requirements
Level 6 qualification (360 credits), such as BA (Hons) degree - Minimum of 2:2 classification Applicants will be practitioners already working with children and young people, within a relevant sector. This might be in a full time or voluntary capacity. Importantly they will have at least 2 years full time equivalent experience working with children or young people prior to starting the course. All students will be required to hold an enhanced DBS.* Any applicant with criminal convictions will be considered by the DNCG Safeguarding team to establish their suitability to engage in the programme. Early disclosure is therefore highly recommended and encouraged through the rigorous application process. *Or suitable alternative We are committed to creating educational opportunities for people from a variety of backgrounds and situations. If you have been out of formal education for some time, and/or you do not have the qualifications stated, we might still be able to consider your application and offer you a range of support. We are here to help. Please get in touch to find out more. https://www.ucdon.ac.uk/courses/dhc00389-1-ma-special-educational-needs-disability-and-inclusion-distance-learning-pt/
Fees and funding
Tuition fees
| England | £3945 | Year 1 |
| Northern Ireland | £3945 | Year 1 |
| Scotland | £3945 | Year 1 |
| Wales | £3945 | Year 1 |
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
Your Tuition fees cover most costs associated with your course (including registration, tuition, and assessment).
There may be some extra costs that you might need to make, or choose to pay, for example:
• Books (you’ll have access to books from your module reading lists in the HE library, but you may wish to buy your own copies)
• Printing and photocopying
• Trips and enhancement opportunities
• As the programme requires vocational hours within a vulnerable sector, you may be required to pay for an Enhanced Disclosure and Barring Service check if you are not in possession of a current one or registered on the update service.
Provider information
DN Colleges Group
The Hub
Chappell Drive
Doncaster
South Yorkshire
DN1 2RF