Special Educational Needs and Disability PGCert
2015 - 2016
Special Educational Needs and Disability
Special Educational Needs and Disability
University of Chester
University of Chester
University of Chester campuses; educational and professional settings
Classroom / Laboratory,
Triannual - January - May - October
Education & Children's Services
Academic and Professional Programmes
QAA (2010) Master’s Degree characteristics
Academic and Professional Programmes Postgraduate Module Assessment Board
Wednesday 22nd July 2015
1. To enhance skills, knowledge and understanding about Special Educational Needs and Disabilities (SEND) in a climate of change.
2. To employ a practice-based approach to professional development which will improve outcomes and real-life chances for children, young people and adults with SEN and disabilities in education, training or employment.
3. To add capacity to professional potential in mainstream and special school settings, Further Education (FE), Higher Education (HE) and adult learning environments.
At the end of the programme students will have:
Critically engaged with policy and practice and demonstrated informed perspectives about Special Educational Needs and Disabilities in educational settings.
Interrogated, examined and applied a range of theoretical ideas and frameworks for thinking conceptually about the process of Special Educational Needs and Disabilities in different contexts.
Developed key knowledge, understanding and skills in Special Educational Needs and Disabilities.
Identified approaches to promote and evaluate impact, influence and outcomes.
Knowledge and Understanding
Critically engaged with theoretical frameworks and literature;
Harnessed insights into subject knowledge;
Critically reflected on the ways in which research methodology supports professional enquiry;
Applied critical considerations when undertaking research;
Made effectual use of professional learning to assess impact on practice
Written to academic standards required at level 7; Engaged in meaningful debate and critical discussion; Read critically; Synthesised written and oral information; Maintained a learning journal where appropriate.
Application of Number
Selected and used appropriate research methodology, methods and applications for data handling.
Information Literacy and Technology
Used the University's VLE to access information; Used electronic research skills; Accessed databases for research and information; Used the University's e-Portfolio to maintain a professional learning journal where appropriate.
The Postgraduate Certificate Special Educational Needs and Disability is designed primarily for teachers serving in all types of schools including academies and Free Schools, who have an interest in, or a responsibility for, SEN, as well as those working in special schools and settings including early years, further and higher education and training.
There are 17 x 20 credit optional modules and a number of shared modules all at level 7 of the FHEQ. The modules are organised as sets of three, each set following a theme reflecting professional context and individual interests.
The modules are consecutive within Stage 1 of the Programme and follow a linear structure, enabling students to build upon previous learning as they move through the Programme.
The modules are organised as sets of three, each set following a theme reflecting professional context and individual interests. Students usually choose to follow one theme aligned to a year of study.
The themes are:
(1) Leadership and Management;
(2) Learning and Teaching;
(3) Advanced Practice, Multi-sensory impairment;
(4) FE/HE Adult.
(6) Hearing Impairment
Theme 1: Leadership and Management with the National Award for SEN Co- ordination.
These modules are embedded with the learning outcomes for the National Award for Special Educational Needs Co-ordination.
CD7701: Professional Knowledge and Understanding offers a broad introduction to the theoretical framework for thinking about SEN and Disabilities including cultural, political and social perspectives.
CD7702: Leading and Managing Provision explores person-centred practice and examines systems and structures which support strategic and operational provision.
CD7703: Developing a Positive Ethos and Culture considers how the voices of children, young people and adults can inform practice and provision and emphasises the need for working within cultural, social and familial constructs.
Theme 2: Learning and Teaching in Mainstream Contexts
These modules are designed to provide participants with an informed understanding of a range of aspects of SEN in order to challenge orthodoxy, strengthen knowledge and deepen conceptual understanding.
CD7704: Evaluating Specific Learning Difficulties re-examines Specific Learning Difficulties and considers the required educational response informed by evidence-based practice in neuro science.
CD7705: Reimagining Special Educational Needs Beyond Labels offers a space to problemitise concepts of SEN and encourages thinking about the individual and his or her experience rather than the label or condition. It updates knowledge to support the construction of a pedagogy free from determinist beliefs about ability and reflects on contemporary approaches including the use of technology enhanced learning to support individual needs.
CD7718: International Perspectives of Special Education evaluates and critically reflects upon the international historical perspective of education of learners with special needs, analyzing the factors that impact on special education internationally. Identifying and evaluating global trends in special education comparative data in professional contests, assessing the latest international, regional, and local research into inclusive education.
Theme 3: Advanced Practice Multi- sensory Impairments (SLD/PMLD)
These modules will be of interest and relevance to those employed in special schools and settings working with children, young people and adults with severe, profound and/or complex needs. As with all modules, each can be taken as a stand- alone in combination with any others but collectively these modules provide comprehensive coverage of the advanced and specialist knowledge, skills and understanding.
CD7707: Advanced Practice in Speech Language and Communication Needs explores language characteristics, learning styles and development of a communication environment and interaction styles and considers key strategies to enhance communication including language learning style, communication system, alternative or additional ways of communicating.
CD7708: Severe and Profound Cognitive Impairments examines aspects of provision such as curriculum, assessment, pedagogy, resources, therapy, organisation (room management / responsive environment) and multi-professional collaboration. It considers how assistive technologies can enhance communication or mobility.
CD7032: Practitioner Enquiry Interrogates practice to discover new questions for enquiry. It explores these questions in a professional context including examining ethics, methodology and critical reflection. These are then carried out in a personal enquiry with the findings outlined in a research report.
Theme 4: Further and Higher Education and Adult Contexts
These modules will be of interest to those working in FE, HE and Adult contexts including those supporting young people and adults in transition to independent living or employment.
CD7710: Aspects and Impact of Neurodiversity in Education, Training and Employment considers Specific Learning Difficulties from a Post16 perspective and the legislative framework for disability including the nine protected areas of employment.
CD7711: Adapting to Specific Needs in Education, Training and Employment examines the ways in which barriers to participation can be removed and offers an opportunity for students to engage with a new theoretical framework through which to respond to disability issues with a considered, legitimate rationale.
CD7712: Enabling Access to Education, Training and Employment, considers how prevailing negative attitudes to disabled people in training and the workplace create significant barriers to equity, inclusion and participation and challenge concepts of adulthood, independence and human rights.
Theme 5: Behaviour
These modules will be of interest and relevance to those working with children, young people and adults with an interest in behavioural approaches to teaching and learning. As with all modules, each can be taken as a stand- alone in combination with any others but collectively these three modules provide comprehensive coverage of the advanced and specialist knowledge, skills and understanding.
CD7706: Emotions and Attachment in Learning Relationships offers an opportunity to look beyond the orthodoxy of a behaviourist response to children, young people and adults who cannot conform and considers theories of behaviour from a pyscho-social perspective. It considers separation and attachment, emotional development and the impact of trauma and neglect.
CD7709: Complex Behaviour Difficulties: Theory and Practice considers those children, young people and adults who display complex and challenging behaviours through a consideration of the whole-school, the setting or organisational. It evaluates interventions, and takes an overview of well-being and mental health, support beyond the work setting and working with parents and carers.
CD7714:Advanced Practice in Leading and Managing Behavioural Approaches to Teaching and Learning reflects upon behaviour management and intervention strategies used in educational contexts. It analyses the factors that impact on mentoring and coaching techniques when supporting a team and evaluates both assessment and data collection techniques when supporting intervention strategies.
Theme 6: Hearing Impairment
These modules will be of interest to those working with learners with a hearing impairment. As with all modules, each can be taken as a stand- alone in combination with any others but collectively these three modules provide comprehensive coverage of advanced and specialist knowledge, skills and understanding.
CD7715Key Issues and Concepts in Hearing Impairment explores and critically evaluates causal theories of hearing impairment, looking at both the anatomy and physiology of the ear and how information is processed. It identifies and evaluates a range of assessment methods and techniques in line with national legislative requirements and researches and evaluates current practices in improving the achievement of hearing impaired learners.
CD7716Teaching, Learning and Planning for Hearing Impaired Learners studies the development and assessment of language, communication and interaction in deaf pupils, examining the relationship between the individuals deafness and language development and the implications for cognitive emotional and social development. It develops the ability to devise individual, personalised learning programmes and critique a range of teaching approaches
CD7717 Social, Emotional Development and Well-Being in Learners with Hearing Impairmentexplores and critically evaluates the emotional and behavioural responses of deaf learners, identifying and evaluating effective strategies in supporting learning and behaviour. It explores the rights and expectations of deaf children and young people and the roles and responsibilities of specialist services, examining team work, collaboration and advisory roles.
Theme 7 : Autism
These modules will be of interest and relevance to those working with children, young people and adults with an interest in Autism. As with all modules, each can be taken as a stand- alone in combination with any others but collectively these three modules provide comprehensive coverage of the advanced and specialist knowledge, skills and understanding.
CD7014 Origins and Theory of Autism
Examines the history and clinical epistemology of autism, looking at the current psychological, sociological, neurological and clinical theories. It considers the implications of research by making informed assessments of the implications of research on professional practice
CD7015 Pedagogical models of working with Autism
Explores the impact behaviourist approaches have had upon the teaching and learning of individuals with autism. Reflecting upon the use of intensive interaction as a teaching and learning approach and evaluating the usefulness of alternative approaches. Considering issues for socio–cognition communication and language and evaluating the use of social stories in supporting classroom routine and change
60 credits at Level 7 entitles the student to a Postgraduate Certificate Special Educational Needs and Disabilities
The programme is designed to recognise former certificated and experiential learning through the Accreditation of Prior Learning process.
The Postgraduate Certificate Special Educational Needs and Disabilities is open to graduates with a teaching qualification who have professional experience in working with children and young people who have hearing impairments
Applicants will normally be working in, or aspiring to, a leadership role in an SEN context or, wishing to acquire specialist knowledge and skills. It is possible for applicants who are not in work to undertake the programme through a combination of university-based taught modules.
International students will need to evidence a recent IELTS score of no less than 7.0
There are no QAA benchmark statements for postgraduate study specific to Education. The Postgraduate Certificate draws on and extends the QAA (2010) Master's degree characteristics at Level 7 assuring the achievements represented by the qualification are appropriate and represented consistently.
Postgraduate awards at level 7are awarded to students who have demonstrated:
A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of research around educational leadership
A comprehensive understanding of techniques applicable to their own research or advanced scholarship
Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge about leadership
Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship about leadership and to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.
Typically, holders of the qualification will be able to:
Deal with complex issues both systematically and creatively, making sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences
Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional level
Continue to advance their knowledge and understanding, and to develop new skills to a high level.
The Postgraduate Certificate aims to develop an individual's professional knowledge, skills and understanding in relation to special education in their current context by building on the significant experience and expertise which they will bring with them to the course.
At the heart of all teaching and learning on the Postgraduate Certificate are the essential skills of critical analysis and reflection. The Programme's learning and teaching strategies aim to enable students to draw on the knowledge and experience they gain in the context of their own professional environment in order to draw out the learning and to help them to link this to theory, research and policy. In doing so, a reflective and critical approach to professional issues and concerns is fostered. To do this, tutors will provide 'safe' opportunities for views and beliefs to be discussed and challenged and for both understanding and insight to be achieved. In particular students will consider personal constructions of difference.
Approaches used on the Programme are informed by accepted adult learning principles and learning and teaching methods are designed to engage self-directed learners in utilising previous and current experience to address real-life issues and approaches to problem solving in their own workplace. This approach is characterised by reflective, active learning, participative group work and creative methods of encouraging learning, together with the setting of tasks that are relevant to the individual student's needs. A range of methodologies is employed which takes account of best practice and is compliant and the Faculty's Pedagogical Position Statement (2015).
These methods include:
Presentations, discussions, debates
Setting-based teaching and learning activities
Personal contextualised reflection
Individual or group tutorials
Students leading parts of sessions
Formative self- and peer assessment
Use of the University 's Moodle Virtual Learning Environment (VLE) including dedicated module sites providing a range of specific materials to support learning.
Learning undertaken at the University is in a technology-rich environment that creates a flexible approach to learning for part-time students.
We will maximise the advantages of module learning spaces for group and individual online activity linked to learning tasks. Reflection and online aspects of teaching, learning and assessment will increase in line with the advancement of the University's VLE. We are committed to offering a range of teaching and learning experiences and will continue to accommodate face-to-face interaction, peer learning and group work.
The Faculty of Education and Children's Services is committed to principles of assessment set out in the Handbook of Requirements Governing the Assessment of Students.
Assessment of Prior Learning (APL) Up to 20 credits of APL are allowed on a Postgraduate Certificate.
The Postgraduate Certificate employs various assessment tasks from the palette assessment task
Each assessment will require students to measure the impact of their practice by completing an impact enquiry in addition to the submission.
Holders of the qualification will have the qualities and transferable skills necessary for leading or managing SEN&D provision in educational and other settings requiring the exercise of initiative and responsibility and decision-making in complex and unpredictable situations. They will work from a value system that respects individual differences in children and young people and has a empathetic understanding of family and cultural diversity.
Students will be knowledgeable, reflective professionals with a commitment to their own continuing professional development and that of others.
The University of Chester is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.
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