This programme gives you opportunity to explore the issues of inclusion for children with special educational needs

• 240 UCAS tariff points or equivalent

If you are entering from school or college the basic entry requirement is usually a minimum of two A2 subjects, (or equivalent e.g. Baccalaureate, Irish Highers, GNVQ or BTEC awards) and five GCSEs at Grade C. You must have at least grade C in GCSE English, or equivalent.

For all programmes we welcome mature students who may not have formal qualifications. Their prior learning and experience will be taken into account as will their attendance at a recognised Access to Higher Education or Access to a Teaching programme.

The University of East London actively promotes and celebrates equality and diversity and positively welcomes applicants regardless of race, gender, disability, sexuality, age, religion or social class.

• Develop knowledge and understanding of the key theories and current issues underpinning the study of the field of Special Needs and Inclusive Education
• Increase your analytical and evaluative skills enabling you to sustain an academic argument and problem solve.
• Develop key transferable skills which will increase your employability.

Knowledge

• You will learn about the historical development of special education.
• You will develop an understanding of the concept and language of special needs; equal opportunity; children’s rights; inclusion.
• You will learn about educational organisations, the social context of learning and schooling, and the development of children as learners.
• You will develop an understanding of the theoretical perspectives of inclusion which underpin models of inclusive practice.
• You will learn about special needs in an international context.

Thinking skills

• You will learn how to think critically about the theories and models presented as part of your studies.
• You will learn how to analyse practical and theoretical situations, in the context of current policy on inclusion and special needs.
• You will learn to evaluate information and present an argument in a range of modes of delivery, such as group discussions, written work, ICT.
• You will plan, manage, reflect on your own learning and professional development.

Subject-Based Practical skills

• You will learn how to apply the theoretical concept of inclusion in practice through work based learning; case study research; presentations.
• You will demonstrate understanding of research methodology by applying this knowledge to undertake a small-scale research project in the field of Special Needs and Inclusive Education.
• You will learn how to present information clearly and coherently and communicate effectively to different audiences in a range of modes and media.

Skills for life and work (general skills)

• You will demonstrate autonomy, self-reliance, teamwork and leadership skills.
• You will develop transferable graduate skills in communication and interpersonal relationships.

The expected duration of this programme is three years when attended in full-time mode or five years in part-time mode. It is possible to move from a full-time mode of study to a part-time mode of study and vice-versa, to accommodate any external factors such as financial constraints or domestic commitments. Many of our students make use of this flexibility and this may impact on the overall duration of their study period.

The teaching year begins in September and ends in June, but some programmes also allow students to join at the start of Semester B, in February. A student, normally registering for 6 modules in one year (3 modules in each Semester) would do so in a full-time attendance mode of study and a student registering for up to 4 modules in one year (2 modules in each Semester) would do so in part-time attendance mode of study.

This programme is part of a modular degree scheme. A typical full-time student will take six 20 credit modules per year. An honours degree student will complete six modules at level one, six at level 2 and six at level 3. See table below.

Combined Honours Students

It is possible to bring together modules from one subject with modules from another to produce a combined honours programme. The University offers subjects in a variety of combinations:

• Single - 120 credits at levels one two and three with minimum of 40 credits drawn from options
• Major - 80 credits at levels one, two and three with a minimum of 20 credits drawn from options
• Joint - 60 credits at levels one, two and three with a minimum of 20 credits drawn from options
• Minor - 40 credits at levels one, two and three.

Modules are defined as:

• Core - Must be taken
• Option - Select from a range of identified modules within the subject area

All combined programmes are required to have a Skills Module as an option at each level.

Where students have a major and minor, the Skills Curriculum Module will become a core component of the major discipline. Where students have a joint programme, the students will chose the Skills Module in one discipline. This will be made clear to students so that they neither miss out on their entitlement nor are assessed twice for the same Indicative Learning Outcomes.

In order to gain an honours degree you will need to obtain 360 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher
• A minimum of 120 credits at level three or higher

In order to gain an ordinary degree you will need to obtain a minimum of 300 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher
• A minimum of 60 credits at level three or higher

In order to gain a Diploma of Higher Education you will need to obtain at least 240 credits including a minimum of 120 credits at level one or higher and 120 credits at level two or higher

In order to gain a Certificate of Higher Education you will need to obtain 120 credits at level one or higher

In order to gain an Associate Certificate you will need to obtain a minimum of 20 credits at level one or higher

Knowledge is developed through

• Lectures
• Seminars
• Workshops and practical sessions
• Online discussions and activities
• Research projects and group work
• Individual reading
• Research seminars organised by staff in the Cass School of Education

Thinking skills are developed through

• Analysing and applying theory through coursework and examination preparation
• Discussing key theoretical issues raised in lectures and readings
• Group activities in class sessions
• Keeping of learning/reflective logs and journals

Practical skills are developed through

• Undertaking tasks in seminars and workshops
• Group work
• Individual research projects and observations

Skills for life and work (general skills) are developed through

• Group work which enables skills in planning, negotiation, working with others to develop
• Individual work which requires learner strategies in planning, reflecting, time management, meeting deadlines
• ICT skills

Knowledge is assessed by

• Coursework assignments
• Self reflective assignments
• Presentations
• Individual tutorials

Thinking skills are assessed by

• Course work assignments
• Presentations
• Individual tutorials
• Participation in sessions

Practical skills are assessed by

• Course work assignments
• Active participation in presentations
• Individual tutorials
• Observation of participation in sessions

Skills for life and work (general skills) are assessed by

• Work-based learning
• Seminar participation and group work skills
• Personal development plans and students’ own reflection