Subject Leader

Education (Special Educational Needs) - UH-000531

Standard entry requirements 
In order to be accepted on the MA course routes applicants should normally have:
<ul>
<li>An honours degree in a relevant subject at 2:2 or above, or a professional equivalent.</li>
<li>The University will determine whether a professional qualification is equivalent to a UK degree</li>
</ul>
For international students whose first language is not English
<ul>
<li>The University will determine whether a degree can be recognised as UK equivalent.</li>
<li>International students whose first language is not English are expected to have IELTS level 6.0 with no element below 5.5 or equivalent</li>
</ul>
Admissions Procedure
The Course Leaders will take responsibility for recruitment and for ensuring that marketing and recruitment information is correct for their course.
Non-standard entry:
Exceptionally, applications will be considered from individuals who do not hold an honours degree if they possess substantial relevant professional experience.
Students applying for non-standard entry will be interviewed or contact made by e-mail or telephone and will be required to supply the names of one academic referee. They will be accepted on the course, initially at postgraduate certificate level, if both the interview and the reference provide evidence of their ability to carry out academic study at ‘M’ level. They will be transferred to the MA on successful completion of the first year.
Credit on entry:
There is provision for entry with credit through the accreditation of prior learning achievement (APLA) and the accreditation of prior experiential learning (APEL). APLA may be awarded on the basis that a student has successfully completed a certificated course of study at higher education level or the professional equivalent. APEL may be awarded on the basis that a student has demonstrated that uncertified learning of knowledge, understanding, or skills equivalent to that required within the Scheme resulted from previous life experience.
<ul>
<li>Applicants who have studied 30 or 60 credits at Master’s level (Level 7) on a nationally recognised PGCE (Teaching Certificate) may have 30 or 60 credits recognised (APLA) against the optional modules of their chosen course. </li>
<li>In addition to the previous bullet point, applicants who passed the module DMQ9230/DMQ9235 as part of their PGDip at the University of Huddersfield may have the 30 credits for this module recognised (APLA) against the MA Education (Teaching and Learning) core specialist module DMX1030/DMX1035 Exploring Teaching and Learning. This means that these applicants will be able to carry 90 credits and enrol on the MA Education (Teaching and Learning). </li>
<li>Students who have completed the PG Cert SENCO can make an application for APLA to use these 60 credits against the core specialist module (DMX7730/DMX7735) and one optional module for the MA Education (Special Educational Needs) or against two optional modules for any other route. </li>
<li>Students who have completed the PG Cert HE can make an application for APLA to use these 60 credits against the core specialist module (DMX8730/DMX8735) and one optional module for the MA Higher Education or against two optional modules for any other route.</li>
</ul>

UH-000531 - Education (Special Educational Needs)

Masters Optional

Masters Core

Masters Level

Structure

Postgraduate Certificate

Postgraduate Diploma

Employ a range of study skills enabling independent learning and critical mastery of learning materials

Evaluate and applies critical reflective practice to professional learning activities

Demonstrate a commitment to appropriate inclusive beliefs and values in all written work, work-based activity and on-going activity on the Course

Demonstrate appropriate skills in investigating, analysing and using information and data gathered from a variety of sources

Evaluate their own continuous professional development by setting and monitoring identified targets

Plan and execute projects, appropriate to professional specialism

Demonstrate the ability to use the skills and knowledge they acquire on the course to improve their professional practice

Demonstrate critical analysis of theory and practice in relevant disciplinary areas by synthesising knowledge, understanding and experience in contributing to the educational debate in these areas

Demonstrate a commitment to maintaining strict ethical principles and carrying out research with integrity in an objective manner within the chosen professional area

Assimilate materials at a deeper level than on an undergraduate programme

Communicate effectively using a variety of media

Understand the nature and value of critical and reflective practice in relevant areas or disciplines

Plan and execute projects that demonstrate the ability to negotiate and collaborate with peers, mentors and managers

Demonstrate quality in exercise of judgement in assessing the coherence and relevance of theory, in relating theory to practice and in evaluating the outcomes of practice

Critically understand the nature of empirical research investigations and how to undertake, organise and implement a research dissertation within a theoretical and professional framework

Demonstrate the ability to analyse theory from the literature critically

Critically understand the effects of different policies and processes on learning in education and training or a relevant discipline and how they impact upon professional practice and organisational change

Demonstrate an appropriate range of leadership and management skills and qualities

Present material with coherence and formulate original ideas and/or innovative research

Demonstrate and apply the ability to manage time, workloads and resources effectively

Demonstrate through evaluative reflection how the critical understanding and skills they have developed inform professional practice

Demonstrate the ability to work collaboratively with others to implement and sustain necessary change

Critically understand the complex interactions between education and training or a relevant discipline, their contexts and relationships with other disciplines and professions, where appropriate

Critically understand a range of current issues in education with regard to the broader political, economic and social context

Demonstrate skills and understanding in the use and application of appropriate C & IT

Generate, collate and analyse of qualitative and quantitative research data

Mechanisms for review and evaluation:
<ul>
<li>Module evaluation by students</li>
<li>Course evaluation by students</li>
<li>Annual course evaluation prepared by the Course Leaders, considered by the Course Committee, and then by the Annual Evaluation Committee</li>
<li>School Board</li>
<li>Annual staff appraisals</li>
<li>Peer observation of teaching</li>
<li>External Examiners’ reports</li>
<li>External Examiners’ report and responses from the course team are reported in the Course Annual Evaluation Report.</li>
<li>School Teaching and Learning Committee.</li>
<li>School Accreditation and Validation Panel approves amendments to the course, structure and module specifications</li>
<li>Subject Review/Revalidation</li>
</ul>
Committees with responsibility for monitoring and evaluating quality and standards:
<ul>
<li>Student Panel</li>
<li>Course Committee</li>
<li>School Board</li>
<li>School Teaching and learning Committee</li>
<li>University Teaching and Learning Committee</li>
<li>Course Assessment Board</li>
<li>School Accreditation and Validation Panel</li>
<li>Annual Evaluation Committee</li>
</ul>
Mechanisms for gaining student feedback on the quality of teaching and their learning experience:
Feedback is obtained from students through course evaluation at the end of each academic year and through module evaluations.  Student Panels provide another opportunity for student feedback. They are held twice during the academic year, and report to the Course Committee.
Staff Development:
Annual Staff Appraisals Peer observation of teaching Staff encouraged to attain appropriate higher degrees Updating professional and IT/computing developments All teaching staff have HE Academy membership Research and scholarly activity

UH-000531

<div>The programme is validated by the University, during a process which includes external representation.</div>
<div> </div>
<div>Within the School, teacher training courses are inspected by Ofsted.</div>
<div> </div>
<div>The University possesses the Investors in People Quality Kite mark.</div>
<div> </div>
<div>The School is a Centre for Excellence in Teacher Training.</div>

The course begins with an induction which provides an overview of the course; an introduction to study skills, and an introduction to academic writing skills and expectations regarding academic conduct; an introduction to the University’s VLE and a guide to Computing and Library services and to the Careers and wellbeing services.
At the beginning of the programme, students will be allocated a Personal Academic Tutor who will offer pastoral support, academic counselling and guidance, maintain an overview of academic progress, maintain an overview of problems which may lead to a claim for extenuating circumstances, coordinate the preparation of references, and refer the student to other university support mechanisms as appropriate.
Students will be provided with a Student Handbook, which contains information on university facilities, course organisation, assessment regulations, and advice on the presentation of assignments.
Throughout the programme students will have access to email and tutorial support from both module tutors and Personal Academic Tutors.
Throughout the programme students will be able to access advice from module tutors on correct forms of referencing.  This will also be offered virtually to students studying in the School’s Summer Institute.
A PDP process has been designed to provide students with the opportunity to reflect on their individual learning experience and develop academic and transferable skills throughout the course. It enables students to identify skills and knowledge gained during their time at University, and to encourage a personal reflection and development process that reflects an ethos of empowerment and autonomous learning. Students will be encouraged to discuss their learning experiences with Personal Academic Tutors, both face-to face and virtually, and seek further development from learning support tutors where necessary. The course recognises that many students are already experienced professionals and so the PDP process will be optional.
Students who opt to study one of our Masters courses at the School’s Summer Institute will also receive ongoing support and guidance through, email, Skype, telephone communications and through the use of virtual classrooms.
The course teams are committed to recognising and responding to diversity among those who study on the course and to adopting practices which reflect an equality of approach.  Where students have particular requirements, for example, in terms of religious observance, every effort will be made to respond in such a way that the student is not disadvantaged.