Senior Lecturer In SEND

Autism and Inclusion  - UH-000781

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities.  We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University.  We encourage local, national and international applications.  Further information for <a href="http://www.hud.ac.uk/international">International Students can be found on their website</a>.<a href="http://www.hud.ac.uk/international">http://www.hud.ac.uk/international</a>
If you were educated outside the UK, you are required to have International English Language Testing System (IELTS) at a score of 6.0 with a minimum score of 6.0 in writing and a minimum of 5.5 in any single component. If you have alternative qualifications or do not meet the IELTS requirement we also offer a range of <a href="http://www.hud.ac.uk/international/pre-sessionalenglishprogramme/">Pre-Sessional English Programmes.</a>
The University provides opportunities for the accreditation of prior learning (APL) as stated in <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-c/">Section 3 of the Regulations for Awards.</a>
The University’s general minimum entry requirements are specified in Section 1.5 of the <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-1/">Regulations for Awards</a>.
Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process.  General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:
Telephone: 01484 472675
Email: disability@hud.ac.uk
Further information is available on the <a href="http://students.hud.ac.uk/wellbeing-disability-services/disabilityservices">disability services website.</a>    
Further advice on the specific skills and abilities needed to successfully undertake this course can be found by contacting the admissions tutor and by visiting our <a href="http://www.hud.ac.uk/courses/">course finder website page</a>.
However, the specific entry requirements and admission criteria for the courses are detailed below:
<ul>
<li>Applicants should normally hold an undergraduate honours degree (or equivalent), minimum 2:2 classification or equivalent</li>
<li>Applicants should normally have relevant paid or voluntary work experience</li>
<li>Prospective students will be asked to identify a suitable referee from whom a formal reference will be sought.</li>
<li>In certain circumstances, students may be admitted without a first degree. To be considered in this way, candidates must have significant work or voluntary experience (in a paid or unpaid capacity) which has developed a range of skills, abilities and aptitudes appropriate to advice, guidance and counselling work.</li>
<li>Where appropriate, conditional places are offered which require the applicant to successfully meet the criteria above (for example by passing examinations</li>
<li>If you were educated outside the UK, you are required to have International English Language Testing System (IELTS) at a score of 6.0 with a minimum score of 6.0 in writing and a minimum of 5.5 in any single component.</li>
</ul>

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

UH-000781 - Autism and Inclusion 

Masters Core

Masters Level

Structure

Evaluate educational strategies used to support autistic learners in a range of educational settings

Demonstrate systematic understanding of key principles of inclusive practice within educational settings

Demonstrate systematic understanding of current theories about inclusive education

Demonstrate critical awareness of the regulatory context for supporting autistic learners within educational settings

Apply theoretical knowledge and understanding about inclusive principles and autism to practice

Critically analyse current literature about autism and inclusive education

Critically analyse policy in relation to autism and inclusive education

Demonstrate systematic understanding of current theories about autism

Ability to communicate complex information effectively and appropriately for given audience. 

Develop insight into the lived experiences of autistic learners and the intersectionalities that influence barriers to participation

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-000781

The PGCert Autism and Inclusion is not accredited by any professional body, although course content is mapped to QAA Characteristics Statements. The course has not undergone Subject Review or Discipline Audit in the last 4 years. However, feedback from the External Examiners for the MA Education (which shares modules with the proposed course) is 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>The PGCert Autism and Inclusion course leader, who has oversight of programme delivery and assessment (including induction support), and can offer advice to students on admissions, 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>
</ul>
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