Special and Inclusive Education (online) MA

 
  

Fact file

Qualification
MA Special and Inclusive Education (by web-based distance learning)
Duration
2 years part-time plus dissertation
Entry requirements
2:2 (or international equivalent) or a relevant professional qualification in education, psychology, teacher training or a caring-related discipline
Other requirements
Applicants with a degree in any other discipline must have work experience
IELTS
6.5 (no less than 6.0 in any element)

If these grades are not met, English preparatory courses are available
Start date
September or February
Campus
Jubilee Campus
School/department
Tuition fees
You can find fee information on our fees table.
 

Overview

This online course offers a comprehensive focus on contemporary debates within special and inclusive education including local, national and international policies and approaches.
Read full overview

We consider the specific needs of children with learning difficulties and disabilities, communication impairments, literacy difficulties/dyslexia, autism and SEBD/ADHD to illustrate the challenges encountered in professional practice.

Critical exploration of current theory and research inform consideration of pedagogical approaches as well as the development of effective systems and structures for working with parents/carers and different agencies.

This course is suitable if you are interested in developing your knowledge and understanding of children and young people with special educational needs, working as a teacher or associated professional in mainstream education or specialised settings wishing to extend your skills and practice, an experienced professional, or new to working with children with additional needs. It provides high-quality professional development and flexibility for you to explore areas and specialisms that interest you.

You will be supported by:

  • friendly tutors with a breadth and depth of knowledge, understanding and skills developed through experience in the field
  • interactive and collaborative teaching methods promoting shared enquiry
  • individual and group tutorials
  • emphasis on formative feedback to support you to successfully complete assessments
  • access to extensive study materials from libraries and online sources
  • a seminar programme linked to the course which you can access if you live locally
  • opportunities to discuss approaches with other experienced practitioners

Find out more about online learning with the School of Education.

All teachers should have the opportunity to attend such a course. Thank you.
 

I have found that I am trying to implement a lot of what I am learning and have found it helpful to my teaching.
 

In parts, totally different from anything I've taken part in before and therefore fascinating and enjoyable.
 

Tutors

Key facts

 

Course details

The taught element of this course is made up of four 30-credit modules, plus a 60-credit dissertation, and can be completed over two years part-time, with an eight-month dissertation. There are PGDip and PGCert exit points.

You will need to commit 12-15 hours per week for modules. In addition, you will need to complete related reading, research, reflection and contribute to discussion forums.

Assessment

Each 30-credit module is assessed by a 6,000-word reflective essay, research design or literature-based debate, or a presentation accompanied by a 14,000-word commentary. To complete the masters, you must achieve a pass of 50 on each assignment.

The 15,000-word dissertation is an original piece of work and should be related to one of the selected modules on an approved topic.

Online course materials and support

Our online materials provide an interactive learning experience and allow you to study at your own pace. You will be encouraged to interact with other course participants, and each module will involve group activities such as using blogs, wikis and discussion boards.

To ensure you have the appropriate computer requirements to enable you to study online, please view our computer specification guidance notes. Please note, if you are based in China, you may encounter restrictions on software used in some of our online modules. Please contact us to discuss this further.

Applying

To ensure your application is considered in time, please note the following dates:

Application deadlines
Start dateApplication deadlineFee year
3 September 2018 6 August 2018 2018/19
11 February 2019 21 January 2019 2018/19

Recognition of Other Learning (ROL)

If you have prior learning or experience at an appropriate level, you may apply for exemption from some of the credit requirements of the course.

 
 

Modules

Core

Debating Special and Inclusive Education

This module will explore key issues concerning the field of special and inclusive education:

  • Definitions of special needs and inclusion
  • Global perspectives on diversity and access to equality of educational opportunities
  • Understanding theoretical approaches to special needs/inclusion and models of disability
  • Understanding prevalence of need and issues concerning classification and assessment
  • Exploring the impact of policy on practice and equality of opportunity
  • Examining the evidence on effectiveness of different types of educational settings eg mainstream, resource base and special provision
  • Pedagogy and creativity
  • Balancing equity and choice through collaborative and ethical problem solving
 
Researching Special and Inclusive Education

This module considers:

  • research purposes and paradigms
  • epistemological influences on research design and practice
  • the reflective research practitioner
  • participatory approaches to research
  • criticality in reading, writing and reviewing the literature
  • advantages and disadvantages of different methodological approaches to researching special and inclusive education
  • planning and designing research projects
  • ethical codes of practice and their importance in researching special and inclusive education
  • applying research skills
 
Relationships and Behaviour

This module considers:

  • experiential learning and its relationship to reflective practice and reflexivity: exploration via a learning journal genre
  • world views and models of human behaviour
  • theoretical perspectives on behaviour: behaviourist, humanistic and postmodern approaches
  • social and emotional aspects of behaviour: mental well-being, shame, self-esteem
  • punitive and restorative justice: responding to bullying and challenging behaviour, conflict resolution and peer mediation
  • the intensity/functionality of behaviour: escalation/de-escalation, communication and crisis intervention
  • controversial issues: for example, restraint, exclusion from school, sex and relationship education
  • supporting students with ADHD
  • workforce issues: self-care, partnership working
 
Communication and Literacy

This module considers:

  • typical and atypical development of communication
  • typical and atypical development of literacy/learning including specific learning difficulties/dyslexia
  • communication and literacy/learning assessments and interventions
  • understanding autism and Autistic Spectrum Disorder
  • communication and literacy/learning for children with learning disabilities including autism, Down's syndrome and dyslexia
  • effective teaching and learning environments
 
Dissertation

This involves the researching and writing of a substantive piece of scholarship within the field of the course.

You will choose a topic in consultation with your course leader and an appropriate supervisor. The topic will normally be based on interests and skills you have developed in the course of the modules already studied.

 

Timetable

You can view an example timetable, however this is subject to changes year on year and your live timetable will be available via the various online timetable systems.

The modules we offer are inspired by the research interests of our staff and as a result may change for reasons of, for example, research developments or legislation changes. This list is an example of typical modules we offer, not a definitive list.

 
 

Funding

See information on how to fund your masters, including our step-by-step guide. Further information is available on the school website.

Government loans for masters courses

The Government offers postgraduate student loans for students studying a taught or research masters course. Applicants must ordinarily live in England or the EU. Student loans are also available for students from Wales, Northern Ireland and Scotland.

International and EU students

Masters scholarships are available for international students from a wide variety of countries and areas of study. You must already have an offer to study at Nottingham to apply. Please note closing dates to ensure your course application is submitted in good time.

Information and advice on funding your degree, living costs and working while you study is available on our website, as well as country-specific resources.

 
 

Careers

This course provides a solid grounding for a career in a diverse range of areas including classroom/learning support, special education, coordinating provision for children with special needs, leadership within special education and policy/administration.

It supports career progression through:

  • evaluating effective approaches to supporting disabled children and young people including those with moderate to severe and complex learning difficulties and/or personal, social, emotional and behaviour difficulties
  • exploring values and beliefs, policy, legislation, multi-agency working and involvement of families and disabled children and young people
  • building confidence in your professional practice skills
  • promoting personal development through reflection and critical analysis of your own beliefs and practices

Increasing your academic and research skills will support future doctorate level study including, for example, a Doctorate in education or educational psychology or PhD Special Educational Needs.

Coordinators and inclusion managers who have completed the National Award SEN Coordination can select modules from this programme to advance to a full MA qualification.

Employability and average starting salary

99.5% of postgraduates from the School of Education who were available for employment secured work or further study within six months of graduation. £22,500 was the average starting salary, with the highest being £38,000.*

* Known destinations of full-time home postgraduates 2016/17. Salaries are calculated based on the median of those in full-time paid employment within the UK.

Career and professional development

Whether you are looking to enhance your career prospects or develop your knowledge, a postgraduate degree from the University of Nottingham can help take you where you want to be.

Our award-winning Careers and Employability Service offers specialist support and guidance while you study and for life after you graduate. They will help you explore and plan your next career move, through regular events, employer-led skills sessions, placement opportunities and one-to-one discussions.

 
 
 
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Disclaimer
This online prospectus has been drafted in advance of the academic year to which it applies. Every effort has been made to ensure that the information is accurate at the time of publishing, but changes (for example to course content) are likely to occur given the interval between publishing and commencement of the course. It is therefore very important to check this website for any updates before you apply for the course where there has been an interval between you reading this website and applying.

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Contact

School of Education
The University of Nottingham
Jubilee Campus
Wollaton Road
Nottingham
NG8 1BB
 

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The University of Nottingham
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Nottingham, NG7 2NR

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