Education - Special Educational Needs and Disability (SEND) MA
The MA in Education - SEND is relevant to a wide variety of settings and across the age range from early years through to post compulsory education in college, university and other contexts. There is a strong focus on social justice and inclusion and the opportunity to reflect on your own professional practice throughout the courses.
MA in Education SEND is designed for people with an interest in autism and critical disability studies and for practitioners across the age range into post compulsory education. Based on the principles on 'nothing about us without us' content is informed by the experiences of people who identify personally with autism and /or SEND.
You'll develop a particular strand of interest into the dissertation and have opportunities to disseminate your findings to the work place and throughout the course. The Centre for Educational Research has a number of ongoing disability focused research projects and hosts the Disability Equality Research Network (DERN). This provides a vibrant supportive environment for your research and ensures that course content is always research-informed.
The programme will take place at LSBU (K2 Building) or in Special Educational Needs partners' schools and be delivered by academics and experts from the Special Educational Needs sector. Evening and weekend taught sessions are complemented by an extensive virtual learning environment and delivered on campus or elsewhere by arrangement. Students, wherever located, become part of diverse and stimulating LSBU community and the vibrant Centre for Education Research.
National Award for SEN Co-ordinator
You can also choose to take the recognised award of 'National Award for SEN Co-ordination' or options that will further deepen your understanding of SEND.
All modules are assessed by a mix of assignments, presentations, research projects and portfolio development.
Taught modules will differ from year to year, so please get in touch with Sophie Mackay to further discuss the course and modules.
Students take two of the optional modules list below in year 1:
- Special educational needs and disability This module will not simply provide you with a toolkit for educational interventions. The notion of inclusive practice is relevant to all learners in all settings, across the age range into adulthood. While the focus of this module is on disability the content has broader application in relation to positively engaging with diversity. It is necessary to understand before attempting to intervene therefore you will be expected to think deeply (at M level) and engage with theory and policy which underpins practice to enable disabled and disadvantaged pupils /students to achieve in their learning.
- Teaching and learning: The needs of learners with special needs, autism and disability This module will focus on the implications of developments in teaching and learning and changing beliefs about curriculum and assessment – within the school and its local and national context – which have accompanies them. A central aim is that discussion, planning and development, both within the school and across related common modules, will be both encouraged and informed by a shared critical understanding of such changes in practice. Furthermore, this activity will take place within an agreed framework.
- Understanding autism and learning Participants will gain an evidence-based understanding of ways in which people on the autism spectrum learn at all ages with a view to developing effective interventions. Insights directly from people with lived experience of autism will facilitate appreciation of individuality and strengths as well as challenges associated with autism. Critical disability studies theory will underpin the module and this will involve gaining understanding of societal barriers to social inclusion of people with autism. Participants will combine understanding of characteristics associated with autism alongside environmental considerations with a view to creating learning environments which minimise barriers and potentially maximise learning
- Autism individuality and identity Participants will develop evidence-based understanding of autism at all ages (into adulthood) via insights from individuals on the spectrum. Transitions are notoriously problematic for people with autism therefore the focus will be on developing effective mentoring skills (informed by an understanding of individuality and identity) in order to empathically mentor through transitions within / beyond education. Participants will: appreciate the wide diversity of autism and potential impact of labelling, reflect on barriers to participation including restrictions arising from stereotyping and environmental /societal factors, focus on gender and life span, consider conditions conducive to success in education, relationships and work reflect on mentoring for effective transition
- Part 1 SENCO National Award This module aims provide students with the skills, knowledge and understanding to enable children and young people with SEND to successfully achieve in their learning. It is the first of two modules that, on successful completion will provide the student with the National Award for SEN Co-ordination. The module focuses on the identification of SEND and the teaching and learning strategies needed to improve learning outcomes for children and Young People with SEND. The module explores why pupils with SEND are more likely to underachieve, experience bullying and barriers to learning. The module’s content includes examination of current relevant legislation, working with the voice of pupils, pupils’ families and working in a multiagency environment. The module content and learning outcomes have been designed to enable students to meet the learning outcomes for the NCTL National Award for SEN Co-ordination.
- Part 2 SENCO National Award This module builds on the previous module, developing the content explored previously in the context of becoming a leader and manager of SEND provision in an educational setting. The aim of the module is to enable students to achieve the National SENCO award particularly in relation to the standards relating to Leadership and Management. In particular it enables students to develop and demonstrate the personal and professional qualities and leadership they need to shape an ethos and culture based upon person-centred, inclusive, practice in which the interests and needs of children and young people pupils with SEN and/or disabilities are at the heart of all that takes place.
- Research Methods (compulsory) Teaching is an evidenced-based profession and the Researching Education Module concentrates on the research practices and data collection methods that are commonly used in educational research. Most of the teaching on the MA is research-based, so students will have been introduced to reading research within the other modules. In this module we further develop skills in reading research and go beyond that, to start designing and carrying out small-scale educational research projects, building on the skills developed through coursework for the MA programme.
In addition to one of the modules listed above
- Dissertation (compulsory) The dissertation provides you with an opportunity to probe deeply into educational issues that are of concern or interest to you. The dissertation will require you to make use of methods of research and collection of evidence that apply to education; methods to which, for the most part, you will have been introduced within the contexts provided by earlier modules.
MA Education Special Educational Needs and Disability (SEND) is designed to deepen your understanding of working with pupils /students in any educational setting, across the age range into adult education. It is therefore relevant to employment in school, college, alternative education settings and to work with disabled students at university. Content is applicable to teachers and staff in non- teaching roles, such as mentor, disability officer or learning support assistant. The content is also relevant to staff in strategic and operational leadership roles.
It is a professional and academic degree that provides an in-depth understanding of inclusive practice in education across the age range (in keeping with the 0-25 framework in the Children and Families Act 2014). The degree is relevant from early years to post-compulsory education in a wide variety of settings. The diverse requirements of learners identified with SEND and best practice to support inclusive learning and achievement will be explored. You'll be encouraged to critically engage with relevant theory and legislation contextualised and applied in practice.
This programme will contribute to your employability and the National SENco award may be a requirement of your workplace.
Students wishing to achieve promotion or develop a career in education benefit from having a higher degree. Progression from the MA to the EdD further enhances employability and promotion prospects, particularly in academia and research. CVs are improved by having publications in refereed journals and this is encouraged and supported on the MA as well as the Doctorate in Education.
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Access to the workplace (including voluntary work) is essential for most of the modules within the MA.
Sophie Mackay is a senior lecturer in Education studies in the Department of Education. Her main areas of interest are citizenship, identity, children's literature and childhood studies.
Fabienne Benoist is the course director for the BA (Hons) Education Top Up programme and a Senior Lecturer in the Centre for Education and School Partnerships.
Gianna is an Associate Professor in Education Studies. She has over 12 years experience of teaching in primary schools in London and the Midlands. Gianna has written widely about inclusion, diversity and social justice.
Nicola has a PhD focussing on inclusive practice with autistic university students. She has 35 years’ experience in education working with disabled pupils and students from nursery age to adults in FE and HE and an international research profile in the field.
Martha is a qualified teacher in sociology, with an established research profile in the area of beliefs and values in education.
Teaching and learning
You'll be taught by Dr Nicola Martin who has substantial experience in the field of autism including working with Professor Baron-Cohen on the Cambridge University Autism Project. She was also formerly director of the Autism Centre at Sheffield Hallam University. Dr Martin is currently a lecturer at LSBU and is a Principal Investigator for Research Autism.
You'll also be taught by Gianna Knowles who has considerable experience of working with school staff to develop their Special Educational Needs Departments. Gianna has published a range of academic textbooks that support staff development in this area.
You'll benefit from an up to date Virtual Learning Environment via Moodle and be actively encouraged to make use of the extensive range of support services across the university. You'll have access to a supervisor during the dissertation phase.
An honours degree (2:2 or above) or equivalent. Please discuss your qualifications with the admissions tutor if you are unsure.
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- Goodley, D (2010): Disability Studies: An Interdisciplinary Introduction. London, Sage
- Knowles G and Lander V (2011). Diversity, Equality and Achievement in Education. Sage.
- Hodge, N and Runswick-Cole, K (2013) "They never pass me the ball": exposing ableism through the leisure experiences of disabled children, young people and their families. Children's Geographies 11(3):311–325.
- Martin, N (2011): The Long View: Disabled children become adults.
- O'Keefe, J (Ed) 2011 'Towards a Positive Future: stories, ideas and inspiration from children with special educational needs, their families and professionals' 97-100 J & R Press
- Runswick-Cole, K. and Hodge, N. (2010) Educational Rights:challenging the discourse of special education. British Journal of Special Education, 36 (4) 198–203.
- Watson, N (2012) Theorising the Lives of Disabled Children: How can Disability Theory Help?, Children & Society, Volume 6, pp.192-206
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