Education (Special Educational Needs and Disabilities (SEND) and Inclusion) BA(Hons)

Start date

22 September 2025

Duration

4 years part-time

Entry requirements

UCAS - 112

See full entry requirements

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About the course

Reasons to study

You could progress your career in special education in a range of organisations and educational settings.
Teaching typically takes place on Saturdays to fit in with your existing work in a school, college or childcare setting.
Your personal tutor will be on hand to help ensure you have a positive learning experience.

Children and young people with special educational needs and disabilities (SEND) have the right to educational support that values and respects them as learners, and takes account of their individual requirements. This course is aimed at those who work or volunteer in a relevant role and is designed to fit alongside this existing employment. Whether you want to progress your career in special and inclusive education contexts, mainstream schools or business and non-governmental organisations, this course could be for you.

Why Education (Special Educational Needs and Disabilities and Inclusion)?

You'll examine how policy and legislation have contributed to our understanding of children and young people with SEND. You’ll also investigate theories of development and learning, and consider how these can be used to underpin practice in supporting these learners.
Your place of work forms a key element of the course allowing you to put theory into practice. To ensure flexibility and access for those working within schools, colleges and other childcare settings during the week, teaching on this course typically takes place on Saturdays, approximately 8 per academic year.
While you're here, you'll learn from professionals with a wealth of experience in a range of educational and SEND contexts, and have the opportunity to reflect on how your learning can be applied to practice, with placements in different settings across the course.
Whether you are interested in pursuing a career in teaching, support work, the charitable sector, within Local Authorities, early years, further education or many other possibilities, this course will equip you with the knowledge and practical experience you need.

Course detail

Year 1

Core modules:

Theories and Strategies for Learning

This module encourages the development of the academic study and communication skills necessary for successful study at degree level. Assessment typically includes preparing an essay considering issues or theories related to your course of study and a portfolio of evidence of your developing research and academic skills.

Perspectives on Learning and Development

You’ll be introduced to the theories and research that underpin development and learning for children, young people and adults and consider key concepts that explain the basis of development and learning. Assessment typically involves the production of a display and a timed test.

Professional Practice

While exploring work-based learning opportunities, this module seeks to nurture independent learning and a holistic approach to enhancing your own professionalism and practice. Assessment typically involves building on a skills gap analysis to produce a reflective summary and a portfolio of evidence.

Year 2

Core modules:

SEND: Understanding policy and practice

You’ll study current understanding of SEND and its impact on inclusion. You’ll examine the statutory and regulatory context for SEND equality and the implications for practice. In addition, you’ll investigate the needs arising from specific SEND conditions, and what this means for educational practice in a range of settings. You’ll also explore how children and young people with SEND and their families are supported to engage with support services and the factors that may influence this partnership working. Assessment typically involves production of an academic poster and a critical evaluation report.

Safeguarding Children and Young People

This module will help raise your awareness of current legislation, policies and procedures which exist to promote children and young people’s rights and to keep them safe from harm. It emphasises the knowledge, skills and qualities required to work with children, young people, their families and carers and other professionals in safeguarding contexts; and critically explores broader concepts of child abuse. Assessment typically involves the completion of an oral assessment and a timed test.

Child Development and SEND

In this module you’ll study theories of child development from historical, psychological and sociological perspectives, exploring how children with SEND are constructed within these narratives. You’ll explore atypical development, examining a range of conditions as outlined in current legislation and policy. You’ll also explore the impact of SEND on families and demonstrate critical understanding of support systems within and beyond educational settings. Assessment typically takes the form of an essay and the production of a training resource for educational support staff.

Year 3

Core modules:

Support for Language, Literacy and Mathematics in Educational Environments

This module develops your understanding of language acquisition, literacy and maths development in children, young people, and adults. You'll learn about specific aspects of literacy and maths development, such as second language acquisition, language impairment dyslexia, and dyscalculia. You'll have the opportunity to focus on an aspect of language, literacy or maths development of particular interest to you through written coursework, and to use your creativity in designing a unique activity based resource.

Person -centred Approaches

You'll study current policy and legislation related to person-centred approaches within education, health and care settings for children and young people with individual learning needs or special educational needs and disabilities (SEND). You'll explore the theoretical underpinning of person-centred practice and evaluate a range of approaches. You'll also examine the role of the practitioner in supporting and developing person-centred practice, exploring issues including working with families, developing early communication skills, solution focused approaches, and the voice of the child or young person. This module allows you to explore a range of research methodologies and ethics and carry out a small scale piece of research about person-centred practice.

Critical Approaches to Inclusive Education

On this module you’ll examine definitions and different understandings of inclusion and models of disability, considering a national and global context. You’ll explore the impact these different definitions and models have on educational policy and practice. You’ll also critically analyse current approaches to inclusion in a range of settings, as well as develop your understanding of approaches to inclusive planning, teaching and assessment that ensures accessibility, challenge and achievability for all pupils. Assessment typically takes the form of an in-class debate and an annotated teaching plan for an activity you’ve designed.

Year 4

Core modules:

Researching the Major Study

This module forms the first part of a two module package (along with Major Study in Education) which constitutes the project that demonstrates the application of the skills and knowledge acquired within the course. It leads to a project plan which will be implemented in the second module. The focus is on preparatory and background activities leading to a detailed project proposal.

Major Study in Education

This module builds on the Researching the Major Study module. You will undertake a substantial piece of work (dissertation) on a relevant topic in education, which is of particular interest and relevance to your practice. Your dissertation may be literary (an in-depth study of theories, texts, themes), empirical, based on the design, development and evaluation of an enterprise or resource or a combination which has been negotiated with your tutor.

Option modules:

Choose one from a list which may include -

Health and Wellbeing

Through this module you’ll explore different aspects of the health and well-being of children and young people and become equipped to evaluate the wider public health agenda, national trends and supporting legislation. Assessment is typically via research, presentation, discussion and written evaluation.

Supporting Learning in Young Children

You’ll be introduced to the principles of effective teaching for supporting children’s learning. You'll learn about the concept of inclusion, the principles of both medium and short term planning, and a variety of perspectives on planning and teaching. Assessment is typically via peer presentation and the development of a written, reflective report.

Teaching and Assessment

You study three modules each year. These place an emphasis on work-based practice. Module content gives you the opportunity to gain the underpinning knowledge in a range of essential subjects. We’ll help you to develop your skills as a reflective practitioner and to improve your academic ability.

You’ll be encouraged to develop your own particular interests by choosing an option module after Year 3.

You’ll be taught through a series of lectures, seminars, tutorials and interactive workshops. Teaching on this course typically takes place on Saturdays at the University campus to ensure flexibility and access for those working within school and other childcare settings during the week.

You’ll also have a personal tutor who’ll be assigned to you throughout your degree to support your ongoing wellbeing and ensure that you have a positive learning experience.

Assessments vary and include essays, developing creative and teaching resources to support children’s learning, student-led seminars, presentations and timed tests.

Your module specification/course handbook will provide full details of the assessment criteria applying to your course.

Feedback (usually written) is normally provided on all coursework submissions within three term time weeks – unless the submission was made towards the end of the session in which case feedback would be available on request after the formal publication of results. Feedback on exam performance/final coursework is available on request after the publication of results.

Teaching excellence

The University of Huddersfield has been rated Gold in all three aspects of the Teaching Excellence Framework (TEF) 2023. We were the only university in Yorkshire and the Humber and the North West to achieve Gold ratings in all three aspects of the TEF among those announced in September 2023. In fact only 13 Universities, out of the 96 that were announced in September 2023, were Gold in all three ratings.
Further proof of teaching excellence: our staff rank in the top three in England for the proportion who hold doctorates, who have higher degrees, and hold teaching qualifications (HESA 2024). So, you’ll learn from some of the best, helping you to be the best.
We are joint first in the country for National Teaching Fellowships, which mark the UK’s best lecturers in Higher Education, winning a total of 23 since 2008 (2024 data).
We won the first Global Teaching Excellence Award, recognising the University’s commitment to world-class teaching and its success in developing students as independent learners and critical thinkers (Higher Education Academy, 2017).

Entry requirements

112 UCAS tariff points from a combination of A Levels or Level 3 qualifications in Early Childhood, Learning Support or a related educational area.

Merit at T Level

Access to Higher Education Diploma with 45 Level 3 credits at Merit or above.
112 UCAS tariff points from International Baccalaureate qualifications.
If you already have a level 4 or higher qualification such as NVQ level 4 or 5 or Foundation Degree relating to the course you will be considered for entry directly into Year 2 or above.

In addition you must also:

Have GCSE English Language at grade 4 or above (grade C or above if awarded under the previous GCSE grading scheme), or equivalent.

Be in employment or voluntary work in an appropriate registered setting (for a minimum of 120 hours per year) and have support from your employer.

You must also demonstrate during interview that you have sufficient general academic skills to be able to undertake the course.

If your first language is not English, you will need to meet the minimum requirements of an English Language qualification. The minimum for IELTS is 6.0 overall with no element lower than 5.5, or equivalent. Read more about the University’s entry requirements for students outside of the UK on our International Entry Requirements page.

Other suitable experience or qualifications will be considered. For further information please see the University's minimum entry requirements.

Facilities

Students in Open Access IT lab

Education students in a lecture

Education students in classroom seminar

Students working in classroom

Your career

Successful completion of this course will enable you to progress in special education in a range of organisations, including special and inclusive educational contexts, schools, businesses, Local Authorities and the non-governmental sector. This course is suitable for those seeking to work with local, national and international charities involving children and young people.

The course is a recognised progression route into Primary teacher training. You may also consider pursuing further study on other professional Master’s programmes such as Social Work or Learning Disability Nursing.

*Percentage of graduates from this subject who are in work and/or further study within fifteen months of graduating (HESA Graduate Outcomes 2020/21, UK domiciled, other activities excluded).

95% Graduates employed*

Further study

Progression to a postgraduate course is dependent on successful completion of your undergraduate studies. There may also be minimum qualification requirements such as a first class or higher second (2.1) degree. Please check the course details to confirm this.

Primary and Early Years Education PGCE with QTS

If you want to become a primary school teacher for Foundation and Key Stage 1 pupils (aged three to seven years), this PGCE course will help you on your way .

Find out more How to apply

Full-time

Postgraduate

00007108 - Primary Education PGCE with QTS - 2025-26

Primary Education PGCE with QTS

If you're aspiring to become a primary school teacher, then our Primary Education PGCE with QTS course will help you on your way .

Find out more How to apply

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Postgraduate

00008149 - Education (Special Educational Needs) MA - 2025-26

Education (Special Educational Needs) MA

This course is will allow you to critically engage with current thinking about inclusive and special education.

Find out more How to apply

Full-time

Postgraduate

Inspiring Graduate

Our graduates go on to succeed in a whole range of exciting careers. Here's just one example.

As a graduate of the University of Huddersfield you’ll also become a member of our alumni community, allowing you to stay in touch and continue to access university services.

After I finish my degree, I am planning on applying for my PGCE at Huddersfield University to become a qualified teacher and then start working as a SEN teacher/ teaching assistant and work my way up to a place where I can make a difference to students who previously would have had no support.

Katrina Fisher, Graduate (2023), BA (Hons) in Special Educational Needs, Disabilities and Inclusion

Further study
Inspiring Graduate

Primary and Early Years Education PGCE with QTS

If you want to become a primary school teacher for Foundation and Key Stage 1 pupils (aged three to seven years), this PGCE course will help you on your way .

Find out more How to apply

Full-time

Postgraduate

Primary Education PGCE with QTS

If you're aspiring to become a primary school teacher, then our Primary Education PGCE with QTS course will help you on your way .

Find out more How to apply

Full-time

Postgraduate

Education (Special Educational Needs) MA

This course is will allow you to critically engage with current thinking about inclusive and special education.

Find out more How to apply

Full-time

Postgraduate

Our graduates go on to succeed in a whole range of exciting careers. Here's just one example.

As a graduate of the University of Huddersfield you’ll also become a member of our alumni community, allowing you to stay in touch and continue to access university services.

After I finish my degree, I am planning on applying for my PGCE at Huddersfield University to become a qualified teacher and then start working as a SEN teacher/ teaching assistant and work my way up to a place where I can make a difference to students who previously would have had no support.

Katrina Fisher, Graduate (2023), BA (Hons) in Special Educational Needs, Disabilities and Inclusion

Student support

At the University of Huddersfield, you'll find support networks and services to help you get ahead in your studies and social life. Whether you study at undergraduate or postgraduate level, you'll soon discover that you're never far away from our dedicated staff and resources to help you to navigate through your personal student journey. Find out more about all our support services.

In 2025/26, the part-time tuition fee for UK students at the University of Huddersfield is £1,541 per 20 credit module (see Fees and finance for exceptions).

Tuition fees will cover the cost of your study at the University as well as charges for registration, tuition, supervision and examinations. For more information about funding, fees and finance for UK students, including what your tuition fee covers, please see Fees and finance. Please note that tuition fees for subsequent years of study may rise in line with inflation (RPI-X).

If you are an EU or international student coming to study at the University of Huddersfield, please visit the International Fees and Finance pages for full details of tuition fees and support available.

Please email the Student Finance Office or call 01484 472210 for more information about fees and finance.

Your placements could be in Huddersfield or surrounding areas, so please consider any travelling costs you may incur.
A Disclosure and Barring Service (DBS) check is required to enable you to undertake placements in settings with children. We arrange this as part of the application process. Please note that there may be a charge for the DBS check.

Fees and Finance

Tuition Fees - part-time

In 2025/26, the part-time tuition fee for UK students at the University of Huddersfield is £1,541 per 20 credit module (see Fees and finance for exceptions).

Please email the Student Finance Office or call 01484 472210 for more information about fees and finance.

Additional costs

Your placements could be in Huddersfield or surrounding areas, so please consider any travelling costs you may incur.
A Disclosure and Barring Service (DBS) check is required to enable you to undertake placements in settings with children. We arrange this as part of the application process. Please note that there may be a charge for the DBS check.

Important information

Although we always try and ensure we deliver our courses as described, sometimes we may have to make changes for the following reasons

When you enrol as a student of the University, your study and time with us will be governed by our terms and conditions, Handbook of Regulations and associated policies. It is important that you familiarise yourself with these as you will be asked to agree to them when you join us as a student. You will find a guide to the key terms here, along with the Student Protection Plan.

Although we always try and ensure we deliver our courses as described, sometimes we may have to make changes for the following reasons

Changes to a course you have applied for but are not yet enrolled on

If we propose to make a major change to a course that you are holding an offer for, then we will tell you as soon as possible so that you can decide whether to withdraw your application prior to enrolment. We may occasionally have to withdraw a course you have applied for or combine your programme with another programme if we consider this reasonably necessary to ensure a good student experience, for example if there are not enough applicants. Where this is the case we will notify you as soon as reasonably possible and we will discuss with you other suitable courses we can transfer your application to. If you do not wish to transfer to another course with us, you may cancel your application and we will refund you any deposits or fees you have paid to us.

Changes to your course after you enrol as a student

Changes to option modules:

Where your course allows you to choose modules from a range of options, we will review these each year and change them to reflect the expertise of our staff, current trends in research and as a result of student feedback or demand for certain modules. We will always ensure that you have an equivalent range of options to that advertised for the course. We will let you know in good time the options available for you to choose for the following year.

Major changes:

We will only make major changes to non-optional modules on a course if it is necessary for us to do so and provided such changes are reasonable. A major change is a change that substantially changes the outcomes, or a significant part of your course, such as the nature of the award or a substantial change to module content, teaching days (part time provision), type of delivery or assessment of the core curriculum. For example, it may be necessary to make a major change to reflect changes in the law or the requirements of the University’s regulators or a commissioning or accrediting body. We may also make changes to improve the course in response to student, examiners’ or other course evaluators’ feedback or to ensure you are being taught current best practice. Major changes may also be necessary because of circumstances outside our reasonable control, such as a key member of staff leaving the University or being unable to teach, where they have a particular specialism that can’t be adequately covered by other members of staff; or due to damage or interruption to buildings, facilities or equipment, or pandemics.

Major changes would usually be made with effect from the next academic year, but may happen sooner in an emergency. We will notify you as soon as possible should we need to make a major change and will carry out suitable consultation. If you reasonably believe that the proposed change will cause you detriment or hardship we will, if appropriate, work with you to try to reduce the adverse effect on you or find an appropriate solution. Where an appropriate solution cannot be found and you contact us in writing before the change takes effect you can cancel your registration and withdraw from the University without liability to the University for future tuition fees. We will provide reasonable support to assist you with transferring to another university if you wish to do so.

In exceptional circumstances, we may, for reasons outside of our control, be forced to discontinue or suspend your course. Where this is the case, a formal exit strategy will be followed in accordance with the student protection plan.

The Office for Students (OfS) is the principal regulator for the University.

Education (Early Years) BA(Hons)

If you’re currently employed or volunteer in the children’s workforce and are passionate about working with young children and their families, then this course could be for you. You’ll develop high quality practice and underpinning knowledge to help you progress as an early years practitioner.

Find out more How to apply

Part-time

Undergraduate

View more courses

Start date

Duration

Entry requirements

About the course

Reasons to study

Why Education (Special Educational Needs and Disabilities and Inclusion)?

Course detail

Theories and Strategies for Learning

Perspectives on Learning and Development

Professional Practice

SEND: Understanding policy and practice

Safeguarding Children and Young People

Child Development and SEND

Support for Language, Literacy and Mathematics in Educational Environments

Person -centred Approaches

Critical Approaches to Inclusive Education

Researching the Major Study

Major Study in Education

Health and Wellbeing

Supporting Learning in Young Children

Entry requirements

Facilities

Your career

Primary and Early Years Education PGCE with QTS

Primary Education PGCE with QTS

Education (Special Educational Needs) MA

Primary and Early Years Education PGCE with QTS

Primary Education PGCE with QTS

Education (Special Educational Needs) MA

Student support

Fees and Finance

Fees and Finance

Important information

Changes to a course you have applied for but are not yet enrolled on

Changes to your course after you enrol as a student

Changes to option modules:

Major changes:

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Education (Early Years) BA(Hons)