Special Educational Needs & Inclusive Practice Foundation Degree FdA
Why choose this course?
Do you work in an early years setting, school or alternative provision for children and young people who have special educational needs and disabilities? Do you wish to gain a qualification to enhance your practice? If so, this two-year sector-endorsed foundation degree is ideal. You'll study theories of child development, legislative frameworks governing practice, multi-professional perspectives, and working with families and carers.
This course enables you to combine academic study with work-based learning, and is delivered at three partner colleges so you can study close to your work place and/or home. 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.
| Where taught | Attendance | UCAS code | Campus code | Year of entry |
|---|---|---|---|---|
| Brooklands College – Weybridge campus | 2 years full time (employment based) | X360 | L | 2020 |
| Kingston College | 2 years full time (employment based) | X360 | K | 2020 |
| Whitefield Academy Trust | 2 years full time (employment based) | X360 | X | 2020 |
Please apply for this course via the UCAS website using the relevant code. You must also contact your chosen college directly.
| Location | Brooklands College (Weybridge campus); Kingston College; Whitefield Academy Trust |
Reasons to choose Kingston University
- You'll be able to learn as you earn, combining workplace learning with part-time study at a local college.
- Once you complete this foundation degree, you can take a further year's study and top-up your qualification to a BA (Hons) degree at Kingston University.
- 90 per cent of students from this course are in employment or further study six months after graduating (DHLE 2016/17).
What you will study
The course covers theories of child development, current legislative frameworks governing practice, multi-professional perspectives, and working with families and carers.
Year 1
Year 2
In Year 1, you will build on your existing knowledge and experience of working with children and your people with special educational needs and disabilities and develop your academic writing and research skills.
Core modules
Personal and Professional Development Through Reflective Practice
30 credits
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.
Child Protection and Ethical Practices of Working With Children
30 credits
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.
Learning, Teaching and Development in the Field of Special and Inclusive Education
30 credits
This module introduces students to the development of children from birth to 25. 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.
Inclusive Practice
30 credits
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.
In Year 2, you will further your knowledge and expertise, learning about international perspectives and conduct your own research project.
Core modules
Effective Communication Skills
30 credits
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.
Special Project
30 credits
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.
International Systems to Support Learning
30 credits
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.
Leadership in the Field of Special and Inclusive Education
30 credits
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.
The information above reflects the currently intended course structure and module details. Updates may be made on an annual basis and revised details will be published through Programme Specifications ahead of each academic year. The regulations governing this course are available on our website. If we have insufficient numbers of students interested in an optional module, this may not be offered.
Entry requirements
Teaching and assessment
Who teaches this course?
This course is taught at one of our partner colleges. Benefits of studying at a partner college include access to specialist facilities and being able to study locally whilst working towards a university qualification.
Teaching includes lectures, work-based learning activities, tutorials, online learning, workshops and seminars. In addition, you will be supported by a work-based professional advocate.
Course fees and funding
Facilities
The Kingston Hill campus features an outdoor learning environment where trainee teachers lead curriculum-linked natural sciences activities with children. It includes a specially built 'cubby house', outdoor pond, beehive and nature trail. It offers early years students the opportunity to simulate teaching and learning with natural materials.
There are a number of teaching rooms set up to replicate actual classrooms. Each classroom is subject based - such as an art room, science lab, and each is equipped with all the relevant facilities you will need to practise your lessons before taking them into school.
Our library (the Nightingale Centre) has an excellent range of teaching resources to help you plan and teach your lessons, such as a range of children's topic books, music and nursery rhymes on CD, as well as artefacts and kits that can be used to illustrate historical periods, different religions, science, maths and music.
After you graduate
This qualification is valued by employers and is a mark of your professional excellence and expertise, enabling you to develop your career.
Your course will be delivered at your local college. Candidates who successfully complete the foundation degree can take a further year's study and top-up their qualification to a BA(Hons) degree at Kingston University.
Once you have completed your FdA followed by the BA(Hons) top-up, you will be well-placed to pursue postgraduate opportunities. Many students return to Kingston University for postgraduate and continuing professional development studies including Early Years Initial Teacher Training leading to Early Years Teacher Status (EYTS), the Postgraduate Certificate in Education (PGCE) leading to Qualified Teacher Status (QTS) and masters qualifications such as the MRes at Kingston University, subject to meeting course requirements.
Please note: to progress to EYTS or QTS, you will need GCSE (A* - C or comparable numeric scores under the newly reformed GCSE gradings) in English Language, Maths and Science.
