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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.

Course Information

Level of Study
Postgraduate

Mode of Study
1 year part-time

Location
Coach Lane Campus, Northumbria University

City
Newcastle

Fee Information

Module Information

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Take a look at what Northumbria has to offer and discover what studying with us can do for you.

Entry Requirements 2022/23

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 2022/23 Entry

Full UK Fee: TBC

Full EU Fee: TBC

Full International Fee: TBC



Scholarships and Discounts

Click here for UK, EU and International scholarship, fees, and funding information.


ADDITIONAL COSTS

There are no Additional Costs

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How to Apply

Please use the Apply Now button at the top of this page to submit your application.

Certain applications may need to be submitted via an external application system, such as UCAS, Lawcabs or DfE Apply.

The Apply Now button will redirect you to the relevant website if this is the case.

You can find further application advice, such as what to include in your application and what happens after you apply, on our Admissions Hub Admissions | Northumbria University



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

All information on this course page is accurate at the time of viewing.

Our Campus based courses starting in 2022 and 2023 will be delivered on-campus with supporting online learning content. We continue to monitor government and local authority guidance in relation to Covid-19 and we are ready and able to adjust the delivery of our education accordingly to ensure the health and safety of our students and staff.

On-campus contact time is subject to increase or decrease in line with any additional restrictions, which may be imposed by the Government or the University in the interest of maintaining the health and safety and wellbeing of students, staff, and visitors. This could potentially mean increased or fully online delivery, should such restrictions on in-person contact time be required.

 

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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

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