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.