About the course
Reasons to study
- Advance your career: this course could you help you progress to a senior role within SEND and inclusion.
- 93.4% of our undergraduate students go on to work and/or further study within fifteen months of graduating.
- You'll use your place of work as a reference point to put theory into practice.
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
Core modules:
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.
Option modules:
Choose one option module from a list which may include:
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.
Health and Wellbeing
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
The modules will be spread over two years, part-time study.
You’ll be taught through a series of lectures, seminars, tutorials and interactive workshops. You’ll also have a personal tutor who’ll be assigned to you throughout your top-up degree to support your ongoing wellbeing and ensure that you have a positive learning experience.
Assessment takes place through a variety of seminars, essays, presentations, independent research, discussions and delivering teaching/training using digital technologies.
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.
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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.
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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.
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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).
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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).
Read more about academic staff at the University of Huddersfield
Entry requirements
Entry requirements for this course are normally one of the following:
- A Higher National Diploma, Foundation Degree, or equivalent.
- An initial teaching qualification from a recognised teacher education institution.
- Successful completion of a Higher Education qualification with 120 European Credit Transfer System (ECTS) credits (or equivalent).
Your qualification should be in an area related to education, for example the study of special educational needs and disabilities, children’s learning and development (including atypical development).
In addition, you must also have GCSE English Language at grade 4 or above, or grade C or above if awarded under the previous GCSE grading scheme.
You must 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.
If your first language is not English, you will need to meet the minimum requirements of an English Language qualification. The minimum of IELTS 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. If you have alternative qualifications or do not meet the IELTS requirement we also offer a range of Pre-Sessional English Programmes.
For further information please see the University's minimum entry requirements.
Facilities
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.
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