Special Educational Needs Disabilities and Inclusion - UH-000578

All entrants are normally required to hold an intermediate level qualification (gained by examination) or equivalent. Broadly such relevant qualifications can include:
Higher National Diploma (or equivalent);
An initial teaching qualification from a recognised teacher education institution;
Successful completion of a Higher Education qualification with 120 European Credit Transfer System (ECTS) credits (or equivalent)
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 (including atypical development). 
English language competence is required.  General entry criteria for this course are International English Language Test System (IELTS) 6.00 or Test of English as a Foreign Language (TOEFL) 87.  The University’s normal entry criteria apply to all international students. 
Details of country-specific entry requirements are available on the home country page of the university’s website.
<a href="http://www.hud.ac.uk/international/enquirer/whereareyoufrom/">http://www.hud.ac.uk/international/enquirer/whereareyoufrom/</a> (Applicant’s home country)
Students who do not meet that requirement can enrol on a pre-sessional English programme of between 4-48 weeks, depending on their level of English.  Guidance is available on:
<a href="http://www.hud.ac.uk/international/enquirer/pre-sessionalenglishprogramme/">http://www.hud.ac.uk/international/enquirer/pre-sessionalenglishprogramme/</a>
All admissions will be in accordance with University procedures and policy.

Regulations are outlined in the University Regulations for Awards and Student Handbook of Regulations
<a href="http://www2.hud.ac.uk/registry/awards_regulations.php">http://www2.hud.ac.uk/registry/awards_regulations.php</a>
<a href="http://www2.hud.ac.uk/registry/students_handbook.php">http://www2.hud.ac.uk/registry/students_handbook.php</a>
Role of External Examiners
External Examiners are appointed by School Boards and approved by University Teaching and Learning Committee. An External Examiner is currently in place and is appointed to monitor academic achievements across the course.
The role of the External Examiner is to monitor and comment on:
<ul>
<li>the quality of student work</li>
<li>the appropriateness of approaches to teaching, learning and assessment as indicated by student performance</li>
<li>the relevance and currency of the curriculum and the adequacy of learning resources</li>
<li>the strengths and weaknesses of cohorts of students</li>
<li>the quality of assessment procedures</li>
<li>the conduct of examination boards</li>
</ul>

UH-000578 - Special Educational Needs Disabilities and Inclusion

Honours Core

Honours Optional

Honours Level

Structure

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

Understand the importance of ethical practices, including awareness of issues in relation to rights, diversity, equity and inclusion in a range of education contexts.

Formulate recommendations for overcoming a specific problem investigated by empirical research, including desk based research.

Apply knowledge and understanding of theory to problem solving

Understand theories and factors influencing a range of special and inclusive educational contexts. Use this knowledge to theoretically analyse different educational contexts.

Demonstrate effective skills for the design, delivery and evaluation of special education within a specific context. 

Make relevant and coherent responses, both verbally and written.

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

Synthesise relevant data for a specific problem. 

Understands and accurately uses the University referencing system and can construct an accurate bibliography. 

Understand the impact of government legislation, guidelines, policies and practices relating to SEND. 

Interprets and presents relevant numerical information as part of data analysis.

Plan and carry out a relevant investigative project. 

Understand key approaches, strategies and methodologies for conducting research, in line with ethical practice. 

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

Evaluate the effect of contemporary issues within a range of special and inclusive educational contexts. 

Understand key principles in the organisation and management of special and inclusive education, including safeguarding and child protection issues, procedures and legislation. 

Understand key concepts and theories associated with a range of special and inclusive educational practices/contexts, including moral, sociological, psychological and philosophical underpinnings and issues of social justice.

Justify the choice of research methods and their application to a specific research problem. 

Justify reliability, validity and ethical considerations in a planned research project.

Understand pedagogy and practice which supports learners identified with SEND.

Communicate effectively with a variety of audiences using speech, writing and technology.

Systematically analyse relevant theories and models and their application to different special and inclusive education contexts. 

Initiate, design, conduct and report on a SEND research project under appropriate supervision. 

Work effectively as an individual and as part of a team, develop inter-personal and team work skills.

Critically analyse information from a variety of sources, identifying strengths and weaknesses in arguments and opinions

Analyse complex issues related to political, economic, social, cultural and intercultural special and inclusive educational contexts.

Critically analyse primary and secondary data relevant to own research. 

Mechanisms for review and evaluation:
<ul>
<li>Module evaluation by students</li>
<li>Course evaluation by students</li>
<li>Module Leader’s 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>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 module evaluations, and course evaluation at the end of each academic year. 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 are required to attain appropriate higher degrees
Updating professional and (IT) computing developments
All staff must attain HE Academy membership
Research and scholarly activity

UH-000578

This specification provides a concise summary of the main features of the Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

The course complies with disability legislation arising from the Equality Act 2010 and the Special Educational Needs and Disabilities Code of Practice 2015.
The principal features of the support for students are as follows:
<ul>
<li>The programme will begin with an induction programme that includes: an overview of the course; an introduction to study skills; 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 an introduction to the student services gateway. It will also include an explanation of the Personal Development Planning process [see below].</li>
<li>International students will start their time at the university with a ‘Welcome Week’ organised by the International Office <a href="https://www.hud.ac.uk/international/">https://www.hud.ac.uk/international/</a>. Students will be introduced to the town of Huddersfield, the university campus and facilities, and have opportunities to meet other students and share sports, leisure and social events.</li>
<li>The University of Huddersfield International Office provides year round support and guidance for students from over 130 countries, covering a wide range of issues, including immigration, enrolment, and finance and generally supporting transitions to life in the UK and University. The international office also supports a wide number of student societies and overseas events and festivals accessible to all students <a href="https://www.hud.ac.uk/international/">https://www.hud.ac.uk/international/</a></li>
<li>International students will be further supported by the School’s International Student Barometer Action Plan, which provides a comprehensive overview of the support available to international students within the School.</li>
<li>Attention will be paid to any specific academic needs of international students in order to assist their transition to UK academic assessment methods and requirements. This support and guidance will be provided by module tutors and the Academic Skills Tutor in the School in order to assist students to develop any new study skills that may be needed.</li>
<li>The School also has dedicated international Academic Skills Tutor support available to provide academic support to international students.</li>
<li>At the beginning of the programme, students will be allocated a Personal Academic Tutor who will maintain an overview of academic progress and refer the student to other university support mechanisms as appropriate. International students will be given support to assist their adjustment to living in a new environment, including support from the international office. </li>
<li>Students will be provided with a Student Handbook which contains, inter alia, information on university facilities, course organisation, assessment regulations, and advice on the presentation of assignments.</li>
<li>Throughout the programme, students will have access to email and tutorial support from both Module Tutors and Personal Academic Tutors.</li>
<li>The Academic Skills Tutor within the School will be available to provide academic support in a range of contexts including: support for dyslexic students; support for mature students who are returning to study; support for international students adjusting to UK academic requirements; tutorials for all students covering generic academic skills; and academic writing skills workshops.</li>
<li>Throughout the programme, students will be able to access advice from a range of support systems available on correct forms of referencing using the University agreed system of referencing.</li>
<li>All modules incorporate formative assessment enabling students to receive interim feedback on the quality of their work prior to formal submission.</li>
<li>Module tutors provide academic advice and support to students on issues relating to the modules which they teach.</li>
</ul>