University of Chester

Programme Specification
Special Educational Needs and Disability PGCert
2017 - 2018

Postgraduate Certificate

Special Educational Needs and Disability

Special Educational Needs and Disability

University of Chester

University of Chester

University of Chester campuses;  educational and professional settings

Postgraduate (Taught)

Part-time

Classroom / Laboratory,

1 year

3 Years

Annual - September

N/A

X360

No

17a. Faculty

17b. Department

Education & Children's Services Academic and Professional Programmes

QAA (2010: updated 2014) 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

(CD7014, CD7015, CD7060, CD7032, CD7033, CD7059, CD7401, CD7402, CD7403, CD7404, CD7405, CD7406, CD7407, CD7408, CD7409, CD7701, CD7702, CD7703, CD7704, CD7705, CD7706, CD7706, CD7707, CD7708, CD7709, CD7710, CD7711, CD7712, CD7713, CD7714, CD7716, CD7717, CD7718, CD7719, ED7109, ED7110)

Thinking or Cognitive Skills in all taught modules

  • Made critical use of research evidence;
  • Formulated valid conclusions that link theory to practice;
  • Thought independently about essential issues, concepts and ideas.

(CD7014, CD7015, CD7060, CD7032, CD7033, CD7059, CD7401, CD7402, CD7403, CD7404, CD7405, CD7406, CD7407, CD7408, CD7409, CD7701, CD7702, CD7703, CD7704, CD7705, CD7706, CD7706, CD7707, CD7708, CD7709, CD7710, CD7711, CD7712, CD7713, CD7714, CD7716, CD7717, CD7718, CD7719, ED7109, ED7110)

In all taught modules

Practical Skills

  • Critically reflected upon aspects of professional practice in the light of key theoretical perspectives;
  • Made effectual use of professional learning to assess impact on practice.

Transferable Professional Skills

  • The qualities and transferable skills necessary for employment requiring:

The exercise of initiative and personal responsibility;
Decision-making in complex and unpredictable situations;
The independent learning ability required for continuing professional development

  • Working with others

Engaged in group presentations and disseminations;
Worked with professional colleagues to share ideas, research and good practice

  • Improving own learning and performance

Critically reflected on professional practice;
Developed new pedagogical and leadership skills;
Used initiative and managed own learning;
Made independent use of supervision.

  • Problem solving

Generated and applied new knowledge;
Analysed complex concepts.

 

(CD7014, CD7015, CD7060, CD7032, CD7033, CD7059, CD7401, CD7402, CD7403, CD7404, CD7405, CD7406, CD7407, CD7408, CD7409, CD7701, CD7702, CD7703, CD7704, CD7705, CD7706, CD7706, CD7707, CD7708, CD7709, CD7710, CD7711, CD7712, CD7713, CD7714, CD7716, CD7717, CD7718, CD7719, ED7109, ED7110)

Key Skills in all taught modules

  • Communication

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.

(CD7014, CD7015, CD7060, CD7032, CD7033, CD7059, CD7401, CD7402, CD7403, CD7404, CD7405, CD7406, CD7407, CD7408, CD7409, CD7701, CD7702, CD7703, CD7704, CD7705, CD7706, CD7706, CD7707, CD7708, CD7709, CD7710, CD7711, CD7712, CD7713, CD7714, CD7716, CD7717, CD7718, CD7719, ED7109, ED7110)

 

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) Behaviour

(4) Autism

 

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.

(Optional: CD7719: Effective SEN Leadership and Management explores person-centred practice and examines systems and structures which support strategic and operational provision for those who do not hold QTS and are on the Postgraduate in SEN). 

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: 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 4 : 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

CD7060 The Wider Issues of Autism

Examines the wider issues of Autism in educational and social settings including a consideration of the sensory differences of those with Autism, and the effects of emotion, stress and anxiety and their response. Finally it evaluates the support for an individual’s support network by looking beyond the child or young person.

 

Mod-Code Level Title Credit Single
CD7014 7 Origins and theory of autism 20 Optional
CD7015 7 Pedagogical models of working with autism 20 Optional
CD7032 7 Research design 20 Optional
CD7033 7 Practitioner enquiry 20 Optional
CD7059 7 Extended Practitioner Enquiry 40 Optional
CD7060 7 The Wider Issues of Autism 20 Optional
CD7701 7 Professional Knowledge and Understanding 20 Optional
CD7702 7 Leading and Managing Provision 20 Optional
CD7703 7 Developing a Positive Ethos and Culture 20 Optional
CD7704 7 Evaluating Specific Learning Difficulties 20 N/A
CD7705 7 Reimagining Special Educational Needs Beyond Labels 20 N/A
CD7706 7 Emotions and Attachment in Learning Relationships 20 Optional
CD7707 7 Advanced Practice in Speech, Language & Communication Needs 20 N/A
CD7708 7 Severe and Profound Cognitive Difficulties in Contemporary Practice 20 N/A
CD7709 7 Complex Behavioural Difficulties: Theory and Practice 20 Optional
CD7710 7 Aspects and Impact of Neurodiversity in Education, Training and Employment 20 N/A
CD7711 7 Adapting to Specific Needs in Education, Training and Employment 20 N/A
CD7712 7 Enabling Access to Education, Training and Employment 20 N/A
CD7714 7 Promoting and managing positive learner behaviour 20 Optional
CD7715 7 Key Issues and Concepts in Hearing Impairment 20 N/A
CD7716 7 Teaching, learning and planning for hearing impaired learners 20 N/A
CD7717 7 Social, emotional development and well-being in learners with hearing impairment 20 N/A
CD7718 7 International perspectives of special education 20 N/A
CD7719 7 Effective SEND Leadership and Management 20 Optional
CD7788 7 NASENCo Evidence Portfolio 20 Optional
ED7109 7 Negotiated Study 1 20 Optional
ED7110 7 Negotiated Study 2 40 Optional

  • 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 those who have professional experience in working with children and young people who have special educational needs.

Applicants will normally be working in, or aspiring to, a 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 6.5.

There are no QAA benchmark statements for postgraduate study specific to Education. The Postgraduate Certificate draws on and extends the QAA (2010: updated 2015) 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 programme adheres to the central University Learning and Teaching Strategy. From this, the Faculty of Education and Children’s Services have developed a local level response in the form of the Faculty Learning, Teaching, Assessment Improvement and Development Plan. This commits to pedagogical principles which include:     

  • Promoting professional engagement and reflective practice;      
  • Encouraging independent and autonomous learning;         
  • Supporting continuing professional development;     
  • Valuing students' professional experience and prior learning;        
  • Supporting diversity and personalised learning;       
  • Encouraging dynamic and participative learning;
  • Promoting collaborative learning;
  • Encouraging Internet and Web-based approaches;         
  • Supporting reflective and Practitioner enquiry.

For further details, please access:

https://portal.chester.ac.uk/lti/Documents/UOCLearningandTeachingStrategy.pdf

The programme includes a range of approaches to learning and teaching:

  • University-based Modules- These modules are held at the University in technology rich environments. A range of methodologies are employed which take account of best practice and maximise active learning, sensitive to the learning styles and needs of students. These methodologies include lectures, seminars, group work, directed tasks, independent research and individual, group tutorials and blended learning.
  • Independent Learning -Independent Learning is a philosophy of education which students are encouraged to adopt. It includes the opportunity to work with a supervising tutor who offers support as students work towards completing assessment tasks but is fundamentally a more over-arching concept about an autonomous approach to work.
  • Electronic Support Materials - The Virtual Learning Environment (VLE) is an essential feature of the Programme. Each module has a dedicated module site where key information about the module and a range of materials and interactive elements to support learning and assessment, is available.
  • Electronic Tutorial Support – Students are able to contact their module tutor or module supervisor by email whenever they wish. Tutors will endeavour to respond to student queries within 3-5 days but often sooner. Tutorial support includes face-to-face tutorial support meetings and the opportunity for students to engage with online tutorial support. Individual tutorials can also be offered using a range of technologies such as Skype and Facetime.  This is an important feature of the Programme as it enables students who may not live in close proximity to the University to access tutorial support remotely.

The programme strives to maintain a diverse assessment palette and rigorous, consistent assessment practices which aims to enable students to demonstrate their skills, knowledge and understanding in a variety of ways. 

Handbooks

All modules have a handbook that complies with University and Faculty Guidelines. All handbooks are available to students on the dedicated module space on Moodle (The University's VLE).

The module handbook includes:       

  • Module aims and learning outcomes;       
  • Outline content;       
  • Assessment method;       
  • Procedures for submission of work;        
  • Recommended reading;
  • Appropriate grading criteria;
  • Links to relevant documentation and University Policy eg. The Diversity and Equality Policy, The Disability, Gender and Race Equality Scheme, guidance on regulations governing the assessment of students.

Marking

All assessed work is graded according to a percentage scale 0-100 using the University's grading criteria linked to the appropriate QAA requirements All marking procedures comply with the central University Assessment Policies. Feedback to students is available electronically using the Turnitin and Grademark systems. Feedback on the work is intended to identify strengths and points of development. Assignments are not pre-marked.  Students may receive formative, verbal feedback on plans or on a specified amount of work identified by the tutor.

Assessment criteria are communicated to students through Programme and Module handbooks with specific assignment guidance explaining the important features of each assignment.

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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