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 to what it means to be a university student and prepares you for effective undergraduate study. In your Foundation Year, you will study eight modules, all of which are designed to equip you with the necessary academic skills and knowledge to progress successfully in your chosen subject. You will also engage in a series of bespoke subject sessions delivered by experts, designed to introduce you to your chosen subject area.
Throughout the study of Special Educational Needs, Disability and Inclusion (SENDI) you will examine theoretical arguments in relation to opportunities and challenges for different groups in society. The course offers placements where you can engage with practice and develop an understanding of 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 you will explore policy and practice, in different educational, cultural and social settings, promoting appreciation for the need for inclusive, relevant and ever changing 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 research based 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.
What you will study
As a student on this course, you may study some or all of the modules listed below.
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 practise 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 practise 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 Environment 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.
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 enable you to identify some of the causes which impact upon learning in both educational and social settings. You will be introduced to policies and strategies adopted and adapted in response to different learning behaviours, which facilitate inclusive practice. The module will explore and promote an understanding of the how these barriers can be removed in practice, examining strategies to support pupils with complex learning needs and behaviours. You will examine theories related to motivation and engagement. Several 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. Consideration will be given to the seeming increase in numbers of children identified with these syndromes and associated learning needs.
The module will introduce different theories as to how learning develops from birth to 25 years, in terms of biological factors and physical maturation. You 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 you will explore and critique whilst on placement. You 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 focus upon holistic approaches in education/care/social learning which enhance social, emotional, physical and cognitive development. Consideration will be given to how related theory informs approaches and their significance in meeting individual needs. You will critically analyse collaborative practice (e.g., parents, professionals) in supporting holistic approaches. Competing and complementary psychological and behavourist theories (e.g., Piaget, Bruner, Kolb, Maslow) and social learning frameworks (e.g. Freire, Dewey, Steiner) will be explored. You will compare holistic approaches with more traditional approaches to development and learning, deepening their understanding of the relationship between theories and practice. Discussion and analysis of how children and Young people are supported in current practice will be undertaken including reflection upon the value of multi-agency/stakeholder collaboration.
This module will introduce you to the field of Special Educational Needs and Inclusion (SENI). 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. You will be expected to reflect upon your 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 build and expand upon issues considered in Level 4 module, From Excluded to Included: A Century of Change. You 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 reference to human rights of inclusion. Exploration and consideration of differing international practices will be undertaken. You will examine a range of diverse needs, considering cause and impact upon learning supported by up to 48 hours placement. By the end of the module, you 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).
This module explores a range of issues encountered by learners at different stages of their educational journey and critiques policy in meeting needs. It 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. Two main themes run through the module which are consideration of individual needs and the reality of provision supporting these needs. The module will also explore the impact of sociological changes upon learning, for example cultural changes in relation to new arrivals to the country, both at the level of the individual learner and the wider issues for the family. 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. You will explore reports and guidance in order to appreciate the role of evidence and its application within the learning environment.
This module will provide you with an experience of the world of work in the form of a placement or a project with employer involvement. It will enable you to apply knowledge and skills in a real-life context offering you a valuable experience which captures the challenges, and uncertainties of situated work-based learning. 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 and to respond to opportunities presented by employers, providing experience to draw on when you present yourself to employers or selectors upon graduation. Taught elements of reflective practice, professional conversation and career planning provide a theoretical and practice related foundation to apply directly to the experience of placement. Primarily an application and skills development module drawing on an experiential learning model, it will be linked to the Graduate Attributes Award.
This module will enable you to understand and critically examine differing theoretical perspectives and methodological approaches to qualitative and quantitative research. You will be introduced to a range of research methods used within, but not exclusive to, the Social Sciences, primarily focusing on research in SENDI. You will develop skills in collecting, analysing and treating data. You will identify different research methods and develop skills in applying these methods for your future independent study.
This module will introduce you to arange of needs exploring differences and difficulties that impact upon individuals during stages of their learning journey. You will be expected to critically reflect on issues associated with categories of need identified in the Code of Practice for Special Educational Needs (2015), which can impact upon development and achievement. The impacts of issues and how these present themselves will be investigated and topics might include attachment disorders; eating disorders; mobility; sensory processing disorders; and others. Causes of problems will be explored e.g., neurological and or environmental. Emphasis will be placed on developing a reflective understanding of the nature of support that may be provided, examining how professional practice can be developed across categories of need.
This module will introduce you to a critical consideration of global perspectives in SEND and inclusion. The module will draw on wider aspects of comparative education to identify a theoretical framework for you to critique specific elements and approaches such as differing national approaches to the management of learners with SEND, the development of national policies and practice and reflections upon the way systems within the UK have responded. You will have the opportunity to develop your own interest through researching SEND beyond the UK in a country of your own choice. Enrichment will be sought through the development of international links where appropriate.
This module will consider a range of factors, which can often impact upon learning and may potentially go unnoticed. You 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 and academic progress. By the end of the module, you will recognise how a range of issues can affect individual learning needs and understand how different support networks and interventions can enable positive learning and life experiences for those who face hidden inequalities. You will be encouraged to engage in determining the content of the module.
This module introduces you to a critical evaluation of issues associated with the leadership and management of policy and practice in SEND and inclusion. The syllabus will include 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(2015). Other key issues introduced will be cultural, contextual nature of being a leader and the importance of inter, and intrapersonal skills in creating change. Consideration will be given to the emotional impacts in roles of leader and follower and, how this is enacted at different levels across society. By the end of the module, you will demonstrate the ability to reflect on your own abilities to support and/or drive organisational change and policy implementation at a level appropriate for those completing an undergraduate degree programme.
This module introduces you to spectrums and kaleidoscopes of complex needs and disabilities and their affects upon learning and behaviour. You will have the opportunity to explore in depth the autistic spectrum disorder (ASD) and develop knowledge and understanding of current thinking, policy, approaches and strategies to supporting individuals with complex needs in education and social settings. The module explores the relationship between autism, neurodiversity and its co-existence with other disabilities. Much like a kaleidoscope, the presentation of comorbidity differs between individuals and you will gain further insights into environmental and external factors which complicate learning trajectories at different stages of development. You will be encouraged to demonstrate a critical knowledge, and understanding of the complexity of autism, reflect and compare national and international research and practice.
You will engage in critical analysis of contemporary issues in Inclusion exploring impacts upon the individual and their learning environment.
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 social and educational initiatives. An understanding of the principal reasons that create challenge and concern in meeting needs and lead to individuals becoming disengaged from education will be considered.
You will participate in determining the module content, sourcing relevant reading and leading discussion. Use of data, local, national and international will be analysed to support or contest issues discussed.
The module will equip you with transferable and practical skills required for conducting ethical research suited to a range of pedagogical and professional settings e.g., 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. This module will require you to select and devise a capstone project in relation to Inclusion and/or Special Educational Needs and Disability (SEND) using one of the following designs: 1-Primary research (you will define a specific research problem and devise a research plan to collect and analyse primary data); 2-Secondary research (you will define a research problem and devise a plan to collect and analyse secondary data); 3-Creative project (you will provide an evidence-based rationale for a creative project that is designed to support learning, inclusion or wellbeing of an individual or group with SEND. Examples include writing literature; designing a game; designing a workshop); 4-Community/Work-based project (you will propose an evidence-based activity that is designed for a community or work-based setting and that elicits new information about a problem, or is designed to support learning, practice, or inclusion in community or work-based setting. Examples may include service evaluation; professional development; training to colleagues or service-users, developing online learning resource).
This module requires you to implement, evaluate and present your chosen research-informed project on the topic of Inclusion or Special Educational Needs and Disability. You will practice and develop the research skills introduced in previous modules, applying them in a more independent manner, and in line with ethical research practice. You will use your research skills to either 1-collect and analyse primary or secondary data to answer a research problem; or 2-to implement and evaluate a practical creative or work-based project. You will deepen your knowledge of SENDI and offer insights, through the construction of substantial enquiry, into a contemporary contested concept. There is no formal syllabus for this module, but you will be invited to attend taught sessions as offered. You will proactively manage the development of your conceptual ideas and related arguments, to present your work in a manner suited to your individual project e.g., traditional dissertation, a multimedia presentation and a mini viva or other. There is no placement associated with the module, however, you may arrange your own visits to professional settings to implement projects and gather data, if appropriate.
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 bibliographies, presentations, digital technologies, reflective journals, and academic essays. All modules involve early, small, and frequent informal and formal assessments so as to be supportive and build confidence, while ensuring development of the core academic skills required for successful study throughout your degree. Assessment strategies are balanced, diverse, and inclusive, ensuring that you will experience a range of assessments to support comprehensive preparation for undergraduate study. You will also have the opportunity for self-evaluation and personal 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.
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