Real Training

Degree level: Postgraduate
Awarded by: Middlesex University

International Award for SEN Coordination (iSENCO) (Taught)

Course options

There are other course options available which may have a different vacancy status or entry requirements – view the full list of options

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Course summary

The iSENCO qualification was introduced by Real Training as an alternative to the NASENCO qualification for those working in international settings. With 3 cohorts a year in January, May & September you can choose a start date that suits you. 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 programme. Here are some key reasons why you should take this module: To develop effective leadership and management skills in relation to SEND coordination 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.

Course details


The International Award in SEN Coordination is divided into four units. These units cover the following: Strand 1: The context for inclusive education within international settings. The aims of this unit are to explore the range of wider cultural, political, historical and community contexts influencing SEND provision internationally. To equip delegates with a comprehensive understanding of the complexities of identifying SEND needs for pupils with English as an additional language and how these affect pupils’ learning and development. Strand 2: Developing strategy and policies for inclusive education. The aims of this unit include allowing delegates to draw on a wide range of evidence, policy and resources and work with others to positively influence the strategic vision and commitment for the delivery of inclusive education. This unit requires each delegate to undertake a placement of up to 2 days in another international school identified and nominated by the delegate. The placement school will be one in which an area of applied professional practice can be compared, contrasted and critically analysed with the same area of practice in the delegate’s own school, leading to developmental outcomes for the SENCO to implement. Strand 3: The development, planning and application of inclusive practice. The aim of this unit is to allow an in-depth analysis of a particular issue in the workplace, drawing on theory, evidence, local practice and external sources of support to design, implement and evaluate a local intervention aimed at enhancing the outcomes for one or more SEND pupils. Strand 4: Collaboration and leadership. The aims of this unit are to enhance skills in collaboration, leadership and staff management, by fostering an understanding of the SENCO’s key role in leading sensitively within a multicultural context, emphasising the essential nature of interpersonal relationships for effective planning and delivery of interventions, and how to enhance their own and others’ personal and professional development.

Assessment method

To successfully complete this course delegates will need to complete the following: 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) Students will also take part in self-assessment exercises as part of their engagement with the course materials. They will also complete reflective learning activities. Students will be asked to record their experiences at various points during the course in ‘reflective learning logs’. Learning logs will be reviewed by tutors and they will offer their feedback on them, but they are primarily designed as a structured way for students to record their practical experiences and use these to develop their practice. Delegates, should they wish to and where a word equivalence option is given, will be encouraged to produce a portfolio of evidence including the use multimedia approaches where suitable but will not be penalised for using text-based submissions.

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 - - for advice on payment options and other information relevant to those studying outside of the UK.

Entry requirements

Have an undergraduate degree You must be the current or aspiring SENCo in your setting and have the full support of your headteacher Be based 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.

Fees and funding

Tuition fees

No fee information has been provided for this course

Additional fee information

£2750 + 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.

International Award for SEN Coordination (iSENCO) at Real Training - UCAS