Senior Lecturer In SEND

Education (Special Educational Needs and Disabilities (SEND) and Inclusion) (Top up) - UH-000561

All entrants are normally required to hold an intermediate level qualification (gained by examination) or equivalent. Broadly such relevant qualifications can include: 
<ul>
<li>Higher National Diploma (or equivalent); </li>
<li>An initial teaching qualification from a recognised teacher education institution; </li>
<li>Successful completion of a Higher Education qualification with 120 European Credit Transfer System (ECTS) credits (or equivalent) </li>
</ul>
The intermediate qualification should be in an area related to education, for example the study of special educational needs and disabilities, children’s learning and development, classroom support.
Additional requirements:
<ul>
<li>GCSE English Language at grade 4 or above (grade C or above if awarded under the previous GCSE grading scheme), or equivalent</li>
<li>Employment or voluntary work in an appropriate registered setting (min. 120 hours per year) and support from your employer</li>
<li>Attend interview if required</li>
</ul>

University awards are regulated by the Regulations for Awards on the University website as follows:
<a href="https://www.hud.ac.uk/policies/registry/awards-taught/">https://www.hud.ac.uk/policies/registry/awards-taught/</a>
and the Regulations for Taught Students, procedures and forms can be accessed on the University website as follows:
<a href="https://www.hud.ac.uk/registry/current-students/taughtstudents/">https://www.hud.ac.uk/registry/current-students/taughtstudents/</a>

UH-000561 - Education (Special Educational Needs and Disabilities (SEND) and Inclusion) (Top up)

Honours Optional

Honours Core

Honours Level

Structure

Bachelor of Arts

Apply their understanding of critical reflection to support their personal and professional development

Evaluate theories and principles related to typical and atypical holistic development from birth to 25 years old

Identify, analyse and evaluate problems and solutions

Apply the principles of undertaking primary research in accordance with the British Educational Research Associations’ Ethical Guidelines. Critically reflect on the impact of policy and legislation on educational practice in different contexts

Critically reflect on the importance of ethical practice, including an understanding of issues in relation to rights, diversity, equity and inclusion in a range of education contexts

Reflect on and challenge assumptions and values relating to educational policy and practice

Develop skills of reflection and utilise opportunities to enhance own personal and professional development

Understand barriers to learning experienced by children and young people with SEND

Apply knowledge of research and theory to assess and meet a range of learning needs

Communicate appropriately and effectively to a variety of audiences using a variety of media

Demonstrate resilience and self-management in learning and professional practice

Work effectively with individuals and teams. Develop the ability to work collaboratively to design, implement and sustain necessary change

Critically reflect on the challenges for inclusive practice in a range of education settings

Initiate, design, conduct and report on an education-based research project under appropriate supervision

Interpret information from a variety of sources

Critically evaluate and apply knowledge and understanding of policy and legislation to evaluate and improve practice

Interpret and evaluate key principles and current legislation in the organisation and management of educational settings, including safeguarding and child protection issues, procedures and legislation

Identify the essential stages in designing, delivering and evaluating special and inclusive education within different contexts

Understand key concepts and theories associated with supporting individual development and learning needs from birth to 25, including moral, sociological, psychological and philosophical underpinnings and issues of social justice

Develop critical arguments for analysing improvements to a range of special and inclusive educational contexts and practices

Mechanisms for review and evaluation: 
<ul>
<li>Module evaluation by students</li>
<li>Course evaluation by students</li>
<li>Module Leaders reports</li>
<li>Moderation events</li>
<li>Annual course evaluation prepared by the Course Leader, considered by the Course Committee, and then by the Annual Evaluation Committee</li>
<li>School Board</li>
<li>Peer observation of teaching</li>
<li>External Examiners’ reports </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>
 
Mechanisms specifically for gaining student feedback on the quality of teaching and their learning experience: 
<ul>
<li>Feedback is obtained from students through course and module evaluation at the end of each academic year</li>
<li>Student Panels provide another opportunity for student feedback. They are held twice during the academic year, and report to the Course Committee </li>
</ul>

UH-000561

This course is not accredited by professional bodes, although course content is mapped to QAA Subject Benchmarks for Education and Early Childhood Studies. None of the current courses that are transitioning into this programme have undergone Subject Review or Discipline Audit in the last 4 years. However, feedback from External Examiners for all routes confirms that course entry requirements and standards of assessment are appropriate; the range and methods of assessment are suitably varied and reflect both the professional and academic skills suitable for this level of study; students are given appropriate academic and pastoral support throughout their studies.

At course level, student support is provided by:
<ul>
<li>BA Education (part-time) suite leader with oversight of programme delivery and assessment (including induction and transition support) for all routes, and can offer advice to students on admissions, option and route selection, access to student support services and facilities, assessment and award information</li>
<li>Module tutors who offer academic advice and support to students on issues relating to the modules which they teach, and on academic integrity guidance. This includes a module handbook and an element of formative assessment which will provide students with interim feedback on the quality of their work prior to formal submission</li>
<li>A Course Handbook, which contains information on university facilities, course organisation, assessment regulations, and advice on the presentation of assignments</li>
<li>A personal academic tutor (PAT) who will offer pastoral support and maintain an overview of academic progress and refer the student to other university support mechanisms as appropriate</li>
<li>Email and tutorial support from the programme lead, module tutors and their PAT. Students have regular personal academic ‘touchpoints’ with their personal academic tutor (PAT) throughout the academic year to further support their personal and professional development (See appendix 4)</li>
</ul>