Children's Special Needs and Inclusive Education BA(Hons) top-up

Why choose this course?

If you already have a relevant foundation degree, this one-year, work-based top-up route to a BA(Hons) will enable you to develop the professional and practical skills and competencies necessary to respond to the diverse needs of children in early years, primary and secondary education (in both school and other settings/services providers).

What will you study?

You will gain the knowledge and skills required by practitioners working towards:

• removing barriers to participation, learning and play; and
• enabling inclusion within settings and the community.

The course covers:

• research and theories of learning, development and assessment;
• regulatory and legislative frameworks around good practice in areas of curriculum, pedagogy and learning environment;
• effective and smooth transition between places, people and phases of education;
• ethics in interprofessional relationships and collaborative working; and
• critical and reflective approaches to managing challenges and leading informed change in the field.

On successful completion of the course, you will have a clear progression route towards Early Years Professional Status (EYPS) and/or Qualified Teacher Status (QTS) – subject to the entry requirements of the Children's Workforce Development Council (CWDC) and the Training and Development Agency (TDA) respectively.

Please note that this is an indicative list of modules and is not intended as a definitive list. Those listed here may also be a mixture of core and optional modules.

Year 1

• Foundation degree

Year 2

• Foundation degree continued

Year 3

• Transition

• Transition

  This module will introduce you to the complexities involved in removing barriers to effective transition to and between educational phases. It will explore:

  • theory and government initiatives that may impact on transition policy and procedures in the work place;
  • strategies for effective transition; and
  • the role of parental support in times of change.
  
   
• Assessment for Learning

• Assessment for Learning

  This module explores alternative assessments for learning. It examines:

  • the legal responsibilities for recording and reporting on progress; and
  • intervention programmes that may support individuals' learning.

  We encourage you to reflect on your own practice and identify strategies that may improve assessment procedures in your work place.

  
   
• Ethics in Multi-Professional Practice

• Ethics in Multi-Professional Practice

  The module introduces you to:

  • working ethics;
  • issues surrounding ethical dilemmas facing professionals that work towards removing barriers to participation, learning and play; and
  • current developments within this field.

  We encourage you to explore factors that influence ethical frameworks.

  
   
• Critical Issues for Leading and Supporting Change

• Critical Issues for Leading and Supporting Change

  This module is an opportunity to:

  • reflect on your knowledge and experience of effective teaching and learning environments; and
  • identify an area for development.

  We introduce you to theory related to leadership and management skills. You produce a strategic plan outlining strategies to effect positive change in your setting, identifying effective leadership skills.

   

  
   
• Enabling Environments

• Enabling Environments

  In this module you explore effective and inclusive learning environments, both indoors and outdoors.

  It covers regulatory guidelines and risk assessment to ensure access to learning opportunities and the safety of all children.

  
   
• Extended Study

• Extended Study

  This double module introduces you to a range of methodologies, enabling you to design and manage the implementation of a small-scale enquiry pertinent to your interests and work place.

  You will gain an understanding of:

  • the philosophies and practices of systematic enquiry in education-related fields; and
  • its application within the professional and pedagogic contexts of inclusive education.