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The National Award for Special Educational Needs Co-ordinators (SENCos) is a legal requirement for SENCos new to post since 2009 in maintained mainstream schools, nurseries, academies, free schools and pupil referral units (PRUs). All schools have a legal duty to appoint a Fully Qualified teacher as their SENCo.

In the latest educational reform the Special educational needs and disability code of practice: 0 to 25 years (2015), the government’s vision is that  ‘the provision for children with special educational needs and disabilities is the same as for all children and young people – that they achieve well in their early years, at school and in college, and lead happy and fulfilled lives.’ This code supports the Equality Act (2010) and the SALT Report (2010) which indicated that equality and educational outcomes are reliant upon a teaching workforce that is prepared for the diversity of mainstream and special school classrooms.

With the Special education and Disability Regulations, there is now an increasing need for teacher training and Continual Professional Development that prepares teachers for the variety of needs that children and young people present. With the increasing demand for Special Education Co-ordinators in Early Years Settings, schools and other alternative education providers like Pupil Referral Units and further Education colleges, this postgraduate qualification will meet that agenda.

There is a requirement for SENCOs in mainstream schools to hold qualified teacher status (QTS). The SENCo aspect of the programme, therefore, will apply only to those who hold the status. Those who wish to complete the programme without the status will in effect, only achieve the SEN and Inclusion aspect of the award, hence the bracketing of the award.

University days: Weekly sessions (Wednesdays 5-8pm, September 2019 to May 2020)

The National Award for Special Educational Needs Co-ordinators (SENCos) is a legal requirement for SENCos new to post since 2009 in maintained mainstream schools, nurseries, academies, free schools and pupil referral units (PRUs). All schools have a legal duty to appoint a Fully Qualified teacher as their SENCo.

In the latest educational reform the Special educational needs and disability code of practice: 0 to 25 years (2015), the government’s vision is that  ‘the provision for children with special educational needs and disabilities is the same as for all children and young people – that they achieve well in their early years, at school and in college, and lead happy and fulfilled lives.’ This code supports the Equality Act (2010) and the SALT Report (2010) which indicated that equality and educational outcomes are reliant upon a teaching workforce that is prepared for the diversity of mainstream and special school classrooms.

With the Special education and Disability Regulations, there is now an increasing need for teacher training and Continual Professional Development that prepares teachers for the variety of needs that children and young people present. With the increasing demand for Special Education Co-ordinators in Early Years Settings, schools and other alternative education providers like Pupil Referral Units and further Education colleges, this postgraduate qualification will meet that agenda.

There is a requirement for SENCOs in mainstream schools to hold qualified teacher status (QTS). The SENCo aspect of the programme, therefore, will apply only to those who hold the status. Those who wish to complete the programme without the status will in effect, only achieve the SEN and Inclusion aspect of the award, hence the bracketing of the award.

University days: Weekly sessions (Wednesdays 5-8pm, September 2019 to May 2020)

Course Information

Level of Study
Postgraduate

Mode of Study
1 year part-time

Department
Social Work, Education & Community Wellbeing

Location
Coach Lane Campus, Northumbria University

City
Newcastle

Start
September 2020

Fee Information

Module Information

Book an Open Day / Experience Special and Inclusive Education

Visit an Open Day to really get an inside view of what it's like to study Special and Inclusive Education at Northumbria. Speak to staff and students from the department and discover your funding options.

The programme is offered on a part-time basis to accommodate professionally qualified individuals, particularly teachers based within the UK, who wish to undertake study on a part-time basis.

You will complete two compulsory 30-credit modules. No Accreditation for Prior Learning (APL) or Accreditation for Prior Experiential Learning (APEL) is allowed on this programme.

This course offers you the flexibility of attaining the qualification without commitment to a full Masters, although the modules can also be taken as part of a Masters qualification. You will be presented with the opportunity to draw upon your workplace practice and to consider challenges and successes of inclusion with peers, exploring and critically evaluating your own and your organisation’s practice. The key aim of the programme is to initiate rigorous critical enquiry and discourse to extend the criteria for judging taken-for-granted assumptions underlying SEN/Inclusion policy and practice. You will develop an increasing respect for evidence and the capacity to lead change in your own practice within your professional context.

The assessment will engage you with challenges facing learners in your organisation, how these can be identified and addressed and the opportunity to apply these solutions in a targeted way in your practice. You will draw upon education theory, research, policy, professional standards to develop such skills as collaboration and leadership as well as a deeper understanding of how change can impact on people. These attributes are critical in the role of the SENCo, and those tasked with the job of empowering others to embrace the responsibility to work inclusively.

University attendance will be on a weekly basis and will comprise a mixture of teacher-led discussions, group and individual presentations and workshops. In addition to tutorial support, your learning group will, in itself, form an important learning network.

Book an Open Day / Experience Special and Inclusive Education

Visit an Open Day to really get an inside view of what it's like to study Special and Inclusive Education at Northumbria. Speak to staff and students from the department and discover your funding options.

The teaching staff on the programme are passionate about the subject of SEND and Inclusion.

The team are qualified teachers and education practitioners, with diverse experience. They have taken it upon themselves to continue developing their knowledge and understanding of SEND and how it impacts on outcomes for learners. They will support you throughout the course with their knowledge and expertise.

Inspirational staff / Special and Inclusive Education

Meet the tutors who will be teaching you on this course, and explore some of the expertise across the wider department.

Book an Open Day / Experience Special and Inclusive Education

Visit an Open Day to really get an inside view of what it's like to study Special and Inclusive Education at Northumbria. Speak to staff and students from the department and discover your funding options.

At our base on Coach Lane Campus you will benefit from modern teaching facilities, and from being immersed in an environment dedicated to the study of education.

You will also enjoy the benefits of technology-enhanced learning, as each module has its own e-learning area. Here your tutors will share learning materials with you in a flexible way, giving you the choice to revisit learning materials in your own time. In this learning space you can have online discussions with your fellow students to develop ideas and critique practice. You will also be equipped with the ability to challenge your personal and professional development, applying planning tools and career advice through the UseMYAbility website.

Facilities / Education

Explore the outstanding facilities available at Northumbria University.

Book an Open Day / Experience Special and Inclusive Education

Visit an Open Day to really get an inside view of what it's like to study Special and Inclusive Education at Northumbria. Speak to staff and students from the department and discover your funding options.

Research-rich learning is embedded into the whole programme, with the aim of equipping you with critical and independent enquiry skills that will last a lifetime.

You will develop/enhance your skills of intellectual autonomy, collaborative working, critical and independent enquiry, discipline specific knowledge, creativity and leading change. The two modules on the programme are designed around these key principles. Intellectual autonomy is developed by facilitating an examination of your practice in relation to key education concepts. You will work as an autonomous learner as well as participate in a professional community of learning and practice. You will be encouraged to read around key concepts and ideas which are the focus of the modules.

Further understanding will be through action/practitioner research activities, critical discussion with university peers, work colleagues and tutors. The principles of critical enquiry run through the programme, so you will be encouraged to critically examine, compare and contrast different world-views and their impact on issues pertinent to your sector. Through this engagement, you will demonstrate your ability to take responsibility for your own learning and development, deal with complexity, act with initiative, communicate and defend your work effectively to a wide range of audiences.

Book an Open Day / Experience Special and Inclusive Education

Visit an Open Day to really get an inside view of what it's like to study Special and Inclusive Education at Northumbria. Speak to staff and students from the department and discover your funding options.

Designed to cater for Special Educational Needs and Disability Co-ordinators and those working in similar positions in FE and Early Years, this programme will enhance your career development.

You will graduate with knowledge of the very latest in education research, with particular reference to special needs and inclusion, policy and practice. You will also be able to reflect upon and challenge your own practice, which is a valuable skill to demonstrate to your current and future employers. You will develop skills in theory and research informed approaches to teaching, which in turn will build your confidence to support others to embrace different ways of working with learners with diverse needs. You will be confident in your knowledge and abilities, empowered to make change in your own organisation and ready to go to the next level in your career.

Book an Open Day / Experience Special and Inclusive Education

Visit an Open Day to really get an inside view of what it's like to study Special and Inclusive Education at Northumbria. Speak to staff and students from the department and discover your funding options.

Entry Requirements 2020/21

Standard Entry

Applicants should normally have:

A minimum of a 2:2 honours degree.

International qualifications:

If you have studied a non UK qualification, you can see how your qualifications compare to the standard entry criteria, by selecting the country that you received the qualification in, from our country pages. Visit www.northumbria.ac.uk/yourcountry

English language requirements:

International applicants are required to have a minimum overall IELTS (Academic) score of 6.5 with 6 in each component (or approved equivalent*).

 *The university accepts a large number of UK and International Qualifications in place of IELTS.  You can find details of acceptable tests and the required grades you will need in our English Language section. Visit www.northumbria.ac.uk/englishqualifications

Fees and Funding 2020/21 Entry

Full UK Fee: TBC

Full EU Fee: TBC

Full International Fee: TBC

ADDITIONAL COSTS

There are no Additional Costs

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* By submitting your information you are consenting to your data being processed by Northumbria University (as Data Controller) and Campus Management Corp. (acting as Data Processor). To see the University's privacy policy please click here

Modules

Module information is indicative and is reviewed annually therefore may be subject to change. Applicants will be informed if there are any changes.

TE7040 -

Inclusive Practice/SEN - School Practitioner Perspective (Core,30 Credits)

This module gives you the opportunity to explore issues, understandings and knowledge of Inclusive practice in the school setting to include that of children with special educational needs. You will partake in critical discourse with regard to pertinent issues of the inclusive practice /SEN agenda.

Curricula and continuum of provision:
- Legislation and its impact;
- Notions of Education (Pedagogy) )or children with special educational needs;
-The potential of new technologies to support communication, teaching and learning for children with SEN and disability
- Notions of SEN/models of disability
-Professional Frameworks
- Key principles of inclusion, families, inter-professional working, collaboration, self-advocacy;
Appraisal of Recent Research
-Implications for Classroom/School Practice
- Key features of teaching and learning;
- A variety of approaches to delivery
–Developing an emerging philosophy

More information

TE7045 -

Coordinating Specialist Support (Core,30 Credits)

The syllabus is designed to provide you with an overview of the role of the SENCo and related teaching and learning and school leadership theory. Particular attention is paid to exploring the key characteristics, needs and strategies that might be used to support children who present with a range of common physical, sensory, social and learning difficulties.

This module will explore the following topics

• The role of the SENCo as a leader in different contexts
• The responsibilities of the SENCo within the statutory and regulatory context for SEN and disability equality
• The use of practitioner research, theories and practical issues in curriculum planning for a diverse group of learners.
• Co-ordinating a team and including all stakeholders
• An overview of the key characteristics of common impairments that children who are identified as having Special/additional learning needs might present with.

More information

Modules

Module information is indicative and is reviewed annually therefore may be subject to change. Applicants will be informed if there are any changes.

TE7040 -

Inclusive Practice/SEN - School Practitioner Perspective (Core,30 Credits)

This module gives you the opportunity to explore issues, understandings and knowledge of Inclusive practice in the school setting to include that of children with special educational needs. You will partake in critical discourse with regard to pertinent issues of the inclusive practice /SEN agenda.

Curricula and continuum of provision:
- Legislation and its impact;
- Notions of Education (Pedagogy) )or children with special educational needs;
-The potential of new technologies to support communication, teaching and learning for children with SEN and disability
- Notions of SEN/models of disability
-Professional Frameworks
- Key principles of inclusion, families, inter-professional working, collaboration, self-advocacy;
Appraisal of Recent Research
-Implications for Classroom/School Practice
- Key features of teaching and learning;
- A variety of approaches to delivery
–Developing an emerging philosophy

More information

TE7045 -

Coordinating Specialist Support (Core,30 Credits)

The syllabus is designed to provide you with an overview of the role of the SENCo and related teaching and learning and school leadership theory. Particular attention is paid to exploring the key characteristics, needs and strategies that might be used to support children who present with a range of common physical, sensory, social and learning difficulties.

This module will explore the following topics

• The role of the SENCo as a leader in different contexts
• The responsibilities of the SENCo within the statutory and regulatory context for SEN and disability equality
• The use of practitioner research, theories and practical issues in curriculum planning for a diverse group of learners.
• Co-ordinating a team and including all stakeholders
• An overview of the key characteristics of common impairments that children who are identified as having Special/additional learning needs might present with.

More information

Any Questions?

Our admissions team will be happy to help. They can be contacted on 0191 406 0901.

Contact Details for Applicants:

bc.applicantservices@northumbria.ac.uk

Current, Relevant and Inspiring

We continuously review and improve course content in consultation with our students and employers. To make sure we can inform you of any changes to your course register for updates on the course page.

Your Learning Experience find out about our distinctive approach at 
www.northumbria.ac.uk/exp

Admissions Terms and Conditions - northumbria.ac.uk/terms
Fees and Funding - northumbria.ac.uk/fees
Admissions Policy - northumbria.ac.uk/adpolicy
Admissions Complaints Policy - northumbria.ac.uk/complaints

Order your prospectus

If you're a UK/EU student and would like to know more about our courses, you can order a copy of our prospectus here.

Get a downloadable PDF of this course and updates from Social Work, Education & Community Wellbeing

Enter your details to receive an email with a link to a downloadable PDF of this course and to receive the latest news and information from Northumbria University

* By submitting your information you are consenting to your data being processed by Northumbria University (as Data Controller) and Campus Management Corp. (acting as Data Processor). To see the University's privacy policy please click here

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