Why study this course
Special Offer For September 2022 Entry Only. Take additional free short courses that will enhance your skills in engaging children and young adults with SEND
A free place on one of our Preparing for Teaching (P4T) courses as a part of your degree. By completing the course you'll also get a guaranteed interview to one of our highly sought after PGCE courses.
Do you want to be an advocate for change for atypical learners? Explore how categories of need are created through divisions within social and educational systems and learn to challenge these inequalities.
We are inclusive in all aspects of delivery and provide you with opportunities to have your say, to make and be the difference.
If you don’t have, or don’t think you will attain the normal tariff points for studying at BGU, this course will enable you to study for a degree without any UCAS points. The course is delivered over four years and includes a Foundation Year, which gives you a perfect introduction in what it means to be a university student, equipping you with the necessary skills and knowledge for effective undergraduate study. In addition, during your Foundation Year, you will study eight modules, all of which are designed to equip you with the necessary skills and knowledge to progress your studies in your chosen subjects.
Throughout the study of Special Educational Needs, Disability and Inclusion (SENDI) you will find out about different categories of need including; cognition & learning, social, emotional and mental health, sensory and communication needs. The course covers the broad spectrum to focus upon specific and more complex needs. On this degree will challenge your own beliefs and values, as well as those of others, and become an advocate for change.
Mode of study
Bishop Grosseteste University
About this course
This course equips you with a critical understanding of sociological, psychological and philosophical values that shape Special Educational Needs, Disability and Inclusion (SENDI). On this degree will explore policy and practice, in different educational, cultural and social settings, promoting appreciation for the need for inclusive, relevant and ever changing teaching strategies to meet diverse learning needs.
The programme challenges how we see, interpret and respond to needs in practice, seeking solutions and opportunities to become advocates for change. You will develop knowledge and understanding of different categories of need and acquire skills in meeting needs through examining theory and engaging in researchbased placements. The SENDI programme is structured to develop subject specific confidence and graduate attributes through study of broad themes initially to more specialised SENDI topics.
Special Offer For September 2022 Entry Only - SENDI Short Courses
By studying any of our undergraduate SENDI courses at BGU in Lincoln you will benefit from the opportunity to take four free short courses that will enhance your skills in engaging children and young adults with SEND. By completing two or all four of these short courses, you will build upon your practical abilities, extending knowledge and understanding from programme modules, gaining accreditation which is recognised across education and care sectors. Students studying any of our SENDI joint programmes will have the option to take the first two courses from the *indicative list below.
Makaton Stage 1 + 2 - Learning to use core Makaton symbols and signs.
Mental Health First Aid - This course teaches you how to identify, understand and help someone who may be experiencing a mental health issue.
Elklan Training - A course designed to improve communication support for 0-25s with complex needs.
Intensive Interaction - This is a communication approach aimed at developing interaction and communication abilities between children and adults with communication needs and the people in their environment.
Taking part in these additional courses is dependent upon successful progress and completion of relevant levels of the core programme.
*Courses may vary subject to interests and availability.
What you will study
Students on this course currently study some or all of the following modules:
In this module you will explore and consider what it means to be a successful learner at university. You’ll explore the principles of effective learning and engage with a range of tools and techniques to practice and develop strategies for your own learning. These include for example, understanding your needs as a learner, effective time management and organisational skills.
You will learn about a range of resources and practice locating and using these resources to support effective learning. These resources will include, for example, textbooks, websites, academic journals, and popular press. In addition to these key techniques, the module covers academic conventions including referencing, citation and the risks of plagiarism.
This module will allow you to learn to utilise sources in a considered and critical way. You will begin to engage effectively with literature and other sources in a meaningful manner that promotes deep learning and enables knowledge and understanding of a topic. You will also begin to differentiate qualitative and quantitative data and consider their appropriate interpretation and use.
Critical thinking is an integral part of university study. While studying this module you will define critical thinking, its importance and how it can help you in your learning. A range of critical thinking models will be utilised to demonstrate how this works in action, allowing you to recognise critical thinking and identify barriers and challenges.
The skilled use of digital technologies is an important element in university study and is used to support both the obtaining and demonstration of knowledge. This module will develop your digital capabilities and confidence, encouraging you to develop techniques for the purposeful use of a range of digital tools to support learning. These include specific tools such as the Virtual Learning Enrivonment and appropriate and effective uses of wider applications such as social media, email and the internet.
This module explores, compares and evaluates a range of communication types, giving you opportunities to combine written and spoken communication in a range of contexts and for a range of audiences. From a theoretical, sociological perspective you will explore different communication media and styles of discourse, for example, discussion, debate, enquiry and reporting.
Reflection is a powerful learning tool that enables you to consider your existing knowledge and also to plan for your future learning and professional development. The module content includes the principles of reflective learning and collaborative planning with reference to structured models. As part of this module, you will have an opportunity to attend live delivery of an ongoing degree programme which will provide a taster of discipline-specific undergraduate study.
Academic writing is an essential element of successful university study, so this module explores a range of techniques to help develop your own academic writing style. It will enable you to draw together your learning throughout the Foundation Year and reflect on the feedback you have received. You will structure a clear and effective piece of academic writing on a subject-linked topic in which you will apply standard academic conventions.
This module will introduce students to the field of Special Educational Needs and Inclusion (SENI). It will act as a foundation for future study within the subject area. The module will look at educational and social models of disability within schools and across global and national levels of society. The impacts of competing perspectives and changing legislation will be discussed and critiqued. Students will be expected to reflect upon their own experiences and perceptions of Special Educational Needs and Disabilities (SEND). The introduction and induction to study skills will be integral to this module including engagement with VLE.
This module will focus upon holistic approaches in education/care/social learning which enhance social, emotional, physical and cognitive development. You will critically analyse collaborative practice (e.g. parents, professionals) in supporting holistic approaches, exploring competing and complementary psychological and behavourist theories (e.g. Piaget, Bruner, Kolb, Maslow) and social learning frameworks (e.g. Freire, Dewey, Steiner).
The module will introduce different theories as to how learning develops from birth to 25 years, in terms of biological factors and physical maturation. Students will learn how within-child factors interact with environmental factors to affect how a child develops cognitively, and will consider implications for children with learning differences and physical needs. This module will emphasise psychological and biological aspects of learning development, introducing critical examination of relationships between policies, teaching strategies and their effects upon learning in mainstream classrooms. Learning theories of development will be linked to principles of basic pedagogical practice, which students will explore and critique whilst on placement. They will be supported to carry out small scale and guided classroom-based participant observations in addition to other tasks related to the functioning of classrooms.
This module will enable you to identify some of the causes which impact upon learning in both educational and social settings, introducing policies and strategies adopted and adapted in response to different learning behaviours, which facilitate inclusive practice. A number of sessions will explore a range of disabilities and difficulties which are causal factors of behaviour for learning e.g. syndromes and disorders; Autism, Attention Deficit, Hyperactivity, Oppositional Defiant Disorder, Obsessive Compulsive Disorder and Depressive disorders.
This module will build and expand upon issues considered in SEN131 From Excluded to Included: A Century of Change. Students will critically consider effective practice in a range of diverse settings and demonstrate increased knowledge and understanding of how individual needs are met. This module will also extend understanding of ideologies with particular reference to human rights of inclusion. Exploration and consideration of differing international practices will be undertaken.
The module will examine a range of diverse needs, considering cause and impact upon learning. By the end of the module, students will be able to reflect upon the impact of legislation and practice in meeting the learning needs of a range of disabilities. This module will contribute to an understanding of leading and managing (level 6).
You will be introduced to a range of social, emotional and well-being difficulties that impact upon individuals at different stages of their learning journey. You will be expected to critically reflect on issues associated with social and emotional development, which can lead to mental health concerns. The impacts of mental health and how these present themselves will be investigated and topics might include; attachment disorders, eating disorders, depression, anxiety, and/or post-traumatic stress.
This module explores impacts of atypical cognition upon learning and development, and how this knowledge informs practice. You will develop an in-depth understanding of how developing neurological research shapes and informs perception of learning ability or potential, exploring the impacts of different brain injury, considering the place of education in promoting development.
The module examines differences, which some children or adults may experience in their learning, which has been interrupted through medical or social causation and labelled as SEND. You will consider the learning environment and the assessment of individual learner needs and the role of the wider stakeholder groups including parents and carers in maximizing learner participation in the educational process.
This module provides you with an experience of the world of work in the form of a placement or work experience or a project with employer involvement. It enables you to apply knowledge and skills in a real-life context offering a valuable experience to draw on when you present yourself to employers or selectors upon graduation. This module is deliberately structured in an open-ended way to allow placements and/or projects to be developed which are most suited to your potential future career.
This module explores a range of difficulties encountered by learners at different stages of their educational journey. You will critically reflect on challenges and opportunities experienced by children and young adults with sensory and /or physical needs e.g. autism, cerebral palsy, dyspraxia and coordination disorders, and hearing and visual impairments problems.
This module will allow you to understand and critically examine differing theoretical perspectives and methodological approaches to qualitative and quantitative research. You will develop skills in collecting, analysing and treating data, along with identifying different research methods and developing skills in applying these methods for your future independent study.
This module identifies the processes involved in communication and interaction, and investigates a wide range of communication difficulties and how these impact upon the child. You will look at strategies to promote memory, language skills; vocabulary and expressive language development, along with exploring ways to meet the needs of children with communication difficulties including speech, reading and writing.
This module will consider a range of factors, which can often impact upon learning and may potentially go unnoticed. Students will consider different impacts of psychological, social and emotional disruption upon learning. This will range from prejudices, global and local social exclusion to mental well-being.
By the end of the module, students will recognise how a range of issues can affect individual learning needs and have an understanding of how different support networks and interventions can enable positive learning and life experiences for those who face hidden inequalities. Students are encouraged to engage in determining the module.
This module will address the principles of educational leadership and management with emphasis on the roles and responsibilities of professionals in schools and other educational settings in relation to provision for SEND/Inclusion (e.g. headteacher, SENDCO, class teacher, special needs support assistants). Consideration will be given to the role of the SENDCO and the national Standards for SENDCOs and implementation of the Special Needs Code of Practice.
This module will focus on different syndromes and offers you an insight into the nature, aetiology and extent of various types of disabilities and learning difficulties. It will also explore the impact of complex needs at different stages of learning - you will be encouraged to demonstrate a critical knowledge and understanding of the individual needs, reflect on practice and compare professional contexts reflecting international research and practice.
This module will be dynamic in the sense that themes will be contemporary and develop from year to year. Examples of issues may be the contested concept of disability (considering scholars such as Allan, Norwich and Tomlinson) as a social construct and how this relates to current initiatives. An understanding of the principle reasons that create challenge and concern in meeting needs and lead to individuals becoming disengaged from education will be considered.
This module requires you to devise and undertake a substantial independent study on a subject of interest to you, and to apply your developing research skills to define, investigate and answer a specific research problem within the topic of Inclusion or Special Educational Needs. You are expected to practice and develop the research skills introduced in previous modules, applying them in a more independent manner, and in line with ethical research practice.
The module will equip you with the transferable and practical skills required for ethical research in pedagogical and professional settings, such as education, social care, health and social work. Lectures and seminars will focus on the nature of educational and social research, including: undertaking ethical research; research paradigms; research methods and design; the use of literature in guiding and informing research; and the presentation, interpretation and communication of findings.
Application for this course is via UCAS, although there is no formal requirement for UCAS points to access the course (normally GCSE English or equivalent is desirable). As part of your application you will have the opportunity to speak with a member of BGU Admissions staff to resolve any questions or queries you may have.
Different degree subjects may have specific entry requirements to allow you to progress from the Foundation Year. Whilst not a condition of entry onto the Foundation Year, you will need to have met these by the time you complete the first year of this four year course.
If you are asked to undertake a Disclosure and Barring Service (DBS) check as part of the conditions of your offer, this must be completed prior to the start of your course at a cost of £57.20.
The Foundation Year syllabus does not include any specific element of upskilling in English language and you are not entitled to apply for Accredited Prior Learning, AP(C)L into a Foundation Year.
How you will be taught
There is no one-size-fits-all method of teaching at BGU – we shape our methods to suit each subject and each group, combining the best aspects of traditional university teaching with innovative techniques to promote student participation and interactivity.
You will be taught in a variety of ways, from lectures, tutorials and seminars, to practical workshops, coursework and work-based placements. Small group seminars and workshops will provide you with an opportunity to review issues raised in lectures, and you will be expected to carry out independent study.
Placements are a key part of degree study within many courses at BGU. They provide an enriching learning experience for you to apply the skills and knowledge you will gain from your course and, in doing so, give valuable real-world experience to boost your career.
During the Foundation Year, you will have opportunities to experience a range of formative and summative assessments. These include short-form writing, annotated bibliography, presentations, micro-teach, use of digital technologies, reflective journal and academic essay. Assessment strategies are designed to be supportive, build confidence and also aim to ensure you will develop the core skills required for successful study throughout your degree. Assessment strategies are balanced, comprehensive, diverse and inclusive, ensuring that you will experience a range of assessments to support your preparation for undergraduate study. All modules involve early, small and frequent informal and formal assessments, to ensure that you gain confidence in your knowledge and abilities as you progress through the Foundation Year. You will also have the opportunity for self-evaluation and reflection on your own learning progress and development of skills.
Your first year in SENDI is important. We know that you will need time to settle into university and build up your academic skills and so, we will give you detailed feedback on how you are doing and set your targets to improve your work. We use a wide range of different types of assessment throughout the course, including coursework portfolios, group discussions, multimedia technology presentations and individual projects, as well as essays and a timed assessment (year 3). You may even have the opportunity to get your dissertation research work published!
Careers & Further study
You will be supported throughout your study by opportunities to explore different career aspirations, working with our specialist team at BGFutures. Guest speakers share their professional experiences which can open new ideas for you. Progression has included graduate employment, teaching, social work, creative therapies, speech and language therapy, senior education managers and residential care. Progression to further study at Master’s level is a further choice. This degree offers a range of possibilities which we are happy to discuss with you at any time.
What Our Students Say
Discover what life is like at Bishop Grosseteste University from our students.
Studying at BGU is a student-centred experience. Staff and students work together in a friendly and supportive atmosphere as part of an intimate campus community. You will know every member of staff personally and feel confident approaching them for help and advice, and staff members will recognise you, not just by sight, but as an individual with unique talents and interests.
We will be there to support you, personally and academically, from induction to graduation.
Fees & Finance
A lot of student finance information is available from numerous sources, but it is sometimes confusing and contradictory. That’s why at BGU we try to give you all the information and support we can to help to throughout the process. Our Student Advice team are experts in helping you sort out the funding arrangements for your studies, offering a range of services to guide you through all aspects of student finance step by step.
Undergraduate course applicants must apply via UCAS using the relevant UCAS code. For 2022 entry, the application fee is £22 for a single choice, or £26.50 for more than one choice. For all applicants, there are full instructions at UCAS to make it as easy as possible for you to fill in your online application, plus help text where appropriate.