Our MA in Special Educational Needs and Disability will provide you with the knowledge, skills and understanding needed to become an advanced practitioner and leader of SEN in your setting.
Course Summary
Our MA in Special Educational Needs and Disability will provide you with the knowledge, skills and understanding needed to become an advanced practitioner and leader of SEN in your setting.
The MA in Special Educational Needs and Disability is a postgraduate course designed in response to a changing agenda for special education. Modules within it are varied and allow you to build a SEN programme to better match your needs.
You can receive credit on the Special Educational Needs and Disability course at three different levels.
You may wish to undertake a Postgraduate Certificate in Special Educational Needs and Disability. The Postgraduate Certificate comprises three specialist special educational needs (SEN) modules from the course (60 credits).
If you wish to undertake a Postgraduate Diploma, you can then add three more specialist modules from the SEN options, including Autism, Dyslexia or Dyscalculia (another 60 credits).
Your final 60 credits would then be your Dissertation based around a topic within SEN. Successful completion of all of these would then give you a full MA in SEN.
What you'll Study
Our course offers you the opportunity to tailor your learning by choosing from specialist modules, with a choice of modules to match your individual needs. Modules are organised so you can focus on an interest that reflects your own professional context and professional needs.
Origins and theory of autism
Module content:
Examining the history and clinical epistemology of Autism Spectrum Condition
Critically engaging with the current and psychological, sociological, neurological and clinical theories including recent changes in diagnostic criteria and their relationship to education
Considering the implications of the research
Making informed assessment of the implications of research on professional practice
Module aims:
Deepen knowledge and understanding of Autistic Spectrum Condition.
Investigate research which explores the most current neurological, psychological, and clinical research.
Pedagogical models of working with autism
Module content:
Exploring the impact child-centred approaches have had upon the teaching and learning of autistic individuals
Evaluating the usefulness of alternative approaches
Considering issues for socio–cognition communication and language
Evaluating a range of strategies including the use of social stories in supporting classroom routine and change
Evaluate your own practice
Module aims:
Develop specialist skills in working with and teaching autistic children and young people.
Evaluate strategies for improving opportunities for social engagement and learning for autistic children and young people.
Practitioner enquiry
Module content:
Interrogating practice to discover a question for enquiry
Justifying the research question in a professional context
Exploring the ethical issues
Justifying the methodology
Carrying out the enquiry
Writing the research report
Module aims:
Explore the context of enquiry based research in an educational setting.
Examine the ethical issues for professionals as researchers.
Consider appropriate methodology for enquiry.
Undertake a small-scale, practice-based enquiry in an educational setting.
About the University
Get to know the University of Chester of today and learn about our long and fascinating history.
Our History
The college which would become the University of Chester was founded in 1839 by such pioneers as the 19th-century prime ministers William Gladstone and the Earl of Derby, and a future Archbishop of Canterbury.
The institution's original buildings were the first in the country to be purpose-built for the professional training of teachers. The first cohort of 10 male student teachers had been taught in temporary premises in Nicholas Street from February 1840, until increasing student numbers led to a move to further temporary accommodation in Bridge Street later that year.
The need for a permanent site led the Dean and Chapter of Chester Cathedral to donate land adjacent to Parkgate Road and the new facilities were opened in 1842 for the 50 student teachers and their school pupils.
Exton Park has subsequently been developed to accommodate the needs of students and the University still provides higher education in this location and at other sites in the city and beyond.
Education qualifications remain significant and are now a fraction of the 350 course combinations on offer. In the 20th Century, the institution steadily expanded its student numbers and the variety and nature of its courses, which range from Accounting and Finance to Zoology.
The University of Chester now has over 1,800 staff and some 14,000 students, drawn from the United Kingdom, Europe and further afield, particularly from the United States, India, China, Nigeria, Turkey, Uganda, Pakistan, Ghana, Bangladesh, Qatar, Indonesia, Vietnam, Japan, Sri Lanka and Malaysia.
As well as undergraduate and postgraduate degrees, a new range of foundation degrees and apprenticeship degrees combines conventional university study with learning at work.
MPhil and PhD qualifications are an established and growing area of activity, with the University gaining the powers to award its own research degrees in 2007. The emphasis is very much on research that has practical benefits both economically and culturally, and the University provides consultancy support across a variety of areas of expertise.
Recent projects have included helping to develop England’s first ‘carbon neutral’ village, discovering a vitamin compound which reduces the risk of heart disease and dementia, translating the Bible into British Sign Language, and research into understanding the psychological impact of cancer to improve wellbeing and quality of life for patients and their families.
Development of well-respected courses in Health and Social Care, Business and Management, Arts, Humanities and Social Sciences, Science and Engineering, Medicine and Life Sciences, and Education and Children’s Services has further extended the University’s work and connections with industry, commerce and the professions.
Many millions of pounds are continually invested in the accommodation and resources to enhance the student experience and there is a strong focus on making students feel supported and at home.
Recent developments include the addition of two large accommodation blocks (Grosvenor and Sumner Houses) and a significant expansion of the learning resource centre at Exton Park.
The Handbridge former Western Command Army HQ, in which Winston Churchill held wartime meetings with international politicians, is now the Queen’s Park and opened for the academic year 2015/16 as a base for the Faculty of Business and Management, educating the leaders of tomorrow.
Mission
Founded in Faith - Creating Community - Serving Society
Founded by the Church of England in 1839, we continue to be guided by Christian values and are justifiably proud of the open, inclusive and supportive environment that characterises the institution. Today, as the University of Chester, we welcome students and staff of all faiths or none.
We seek to provide all our students and staff with the education, skills, support and motivation to enable them to develop as confident world citizens and successfully to serve and improve the global communities within which they live and work.
This Mission, which has helped shape our development and diversification, actively continues to inform our future planning and enrichment as a University.
Vision
At the heart of the University’s vision is an unwavering commitment to ensuring an outstanding student learning experience, developing the expertise of staff, providing teaching excellence, and actively growing research and scholarship.
Through these actions, the University hopes to make a positive impact on the lives of students, staff, and the communities that it serves, enabling the institution to make a significant and growing contribution to the region, nationally and internationally.
In valuing and celebrating its long history and traditions, the University is committed to engendering a sense of pride and shared ownership in all that it does. It is dynamic and enterprising in its approach to developing new opportunities.
USW's SEN/ALN course offers the only practice-based study of autism in the region and draws a wide range of students from south Wales and the west of England, as well as many international students.
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