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Special Educational Needs & Inclusive Practice Foundation Degree FdA

Where taught Attendance UCAS code Campus code Year of entry
Brooklands College – Weybridge campus 2 years full time (employment based) X360 L 2019
Kingston College 2 years full time (employment based) X360 K 2019
Whitefield Academy Trust 2 years full time (employment based) X360 X 2019

Please apply for this course via the UCAS website using the relevant code. You must also contact your chosen college directly.

Come to an Education Open Day

Saturday 3 November 2018
If you are interested in becoming a teacher in early years, primary (5-11) or secondary, are looking to find out more about our Education MRes programme or want to specialise in Early Years, Special Education Needs or Physical Education come along to our Education Open Day on Saturday 3 November 2018, 10.00am - 1.00pm.

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Why choose this course?

The sector-endorsed Foundation Degree is a two year higher education degree course, enabling you to combine academic study with work-based learning. It is suitable for those working with children and young people with additional learning needs in a range of settings including early years, primary, secondary, post-compulsory education and Pupil Referral Units. This course is delivered at three partner colleges so you can study close to your work place and/or home.

What you will study

The course covers theories of child development, current legislative frameworks governing practice, multiprofessional perspectives, and working with families and carers.

Module listing

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

  • This module is a core requirement of the Special Educational Needs and Inclusive Practice Foundation Degree. The content will examine the knowledge and skills required of higher education and will explore the meaning of academic terminology. Students will examine what constitutes reflective practice in a work based environment and will be encouraged to identify their previous knowledge and experience and to recognise intrinsic and extrinsic influences on their practice. The main features of the module include the introduction of theory and the interface with work based learning. Students will be supported in recognising their strengths and areas for enhancement enabling them to reflect on their professional development.

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  • This module introduces students to the development of children from birth to nineteen. The content explores factors that may affect children's learning and development and how this is effectively monitored and reported. Students will examine theories, legislation and techniques of data gathering and relate these specifically to practice.

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  • This module provides an exciting opportunity for students to undertake visits to investigate how inclusion is interpreted in other educational settings. Students will be encouraged to explore and critically examine the principles of inclusion. They will examine the impact of theory and legislation on professional practice and identify strategies to meet the individual needs of children and young people in their educational settings.

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  • This module is a core requirement for students taking the Foundation Degree in Special Educational Needs and Inclusive Practice. This module introduces students to the legal and ethical requirements for ensuring that all children are protected and make progress in learning and development. Students will examine challenging case studies and will explore strategies for communicating and working effectively with children, their families and other professionals to ensure that the child's needs are met.

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Year 2

  • This module enables students to identify and develop effective communication skills for different audiences and different contexts. Students will explore theory underpinning the acquisition of effective communication skills through a variety of written, verbal, visual and auditory media. Students will have the opportunity to practice the development of communication skills through the use of different contexts such as role play scenarios, reports and presentations. The module will enable students to recognise the flexibility required to address different contextual situations and to develop the communication skills necessary to meet the demands of early years roles and responsibilities.

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  • This module introduces students to the international influences of systems and 'tools for learning' that have been designed to support the learning and development of children and young people who have a range of difficulties. Students will have the opportunity to research different systems and to critically evaluate their use within the English educational system through discussion and debate within organised seminars and group workshops. Students will have the opportunity to visit other settings where the use of internationally developed systems is used. Students will be able to investigate how the systems may have been adapted or amended and examine with other practitioners their effectiveness in supporting children's learning and development.

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  • This module offers the students the opportunity to develop their knowledge and understanding of leadership theory and how this applies to their professional role in the work place. Students will examine issues relating to personal values and beliefs that may impact upon their ability to lead and support others in the field of special educational needs and inclusive practice. Students will be encouraged to evaluate the methods, strategies and approaches that they use to manage themselves and others.

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  • This is a core module for students undertaking the Early Years or Early Years: Leadership and Management Foundation Degree. The module enables students to utilise their Personal Development Plan in order to extend their professional development in a chosen area of practice within the early years field. The module supports students to implement an independent, systematic enquiry in order to critically reflect upon an aspect of pedagogy and/or practice and to initiate changes that may improve the educational experiences of young children.

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Key information set

The scrolling banner(s) below display some key factual data about this course (including different course combinations or delivery modes of this course where relevant).

We aim to ensure that all courses and modules advertised are delivered. However in some cases courses and modules may not be offered. For more information about why, and when you can expect to be notified, read our Changes to Academic Provision.

A copy of the regulations governing this course is available here

Details of term dates for this course can be found here


This course is taught at Brooklands College (Weybridge campus); Kingston College; Whitefield Academy Trust


This course is taught at Brooklands College (Weybridge campus); Kingston College; Whitefield Academy Trust

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