SEND and Inclusive Education

Children’s, young peoples’ and young adults’ experiences in education contexts and their capacity to learn, develop and participate, not only depends on their cognitive-conceptual capacities but also on a range of interconnected social-emotional dimensions: perceptions they hold about themselves as a person and as a learner; perceptions of others; the emotions they experience in learning activities and in their social experience and interactions with others (both teachers and other learners).  The complexity of the social and emotional dimensions of educational contexts shapes learners’ experiences, engagement and educational progress and effects the development of their wellbeing and mental health.

This module aims to provide students with the opportunity to learn about key issues, perspectives and debates in theory, policy and practice, drawing on literature, their own experiences and other resources, to explore the social-emotional dimensions of both learners themselves and of the educational contexts within which they are learning, developing and participating (institutional and policy). Broad theoretical perspectives are introduced as a basis for understanding social-emotional dimensions of education and wellbeing, the difficulties encountered and experienced by some learners and the possible institutional responses. Students are introduced to different frameworks/perspectives through which social-emotional dimensions are problematized, e.g. the mental illness framework - diagnosis & treatment of disorders; the SEND framework – identification of SEMH difficulties, additional support needs and educational interventions; the development for all framework – enhancing social-emotional literacy learning and development through teaching, learning, curriculum and institutional change.  

In the first part of the module (weeks 1-8), a broad foundation for learning and studying the perspectives and issues in inclusion, disability and SEND in education is provided, founded on critical pedagogical principles. It is designed to enable students to gain a broad and critical overview of the field and key issues in inclusive education and SEND both internationally and in the UK, in relation to the education of learners identified as having learning difficulties, disabilities or other related differences, who are vulnerable to marginalization and exclusion. The taught sessions firstly address broad concepts relating to educational difficulty, SEN, disability, and difference, including the historical development of special education and current global perspectives of inclusive education, disability, and difference. Students will be introduced to the idea of the contested meanings and theoretical perspectives involved in inclusion, exclusion and inclusive education policy and practice in the context of critical social and educational struggles for inclusive change, anti-discrimination, human rights and equalities, for groups traditionally marginalized from and within education and society due to their disability and/or perceived ‘inability’ in education and society. The module introduces students to some key contemporary issues as a basis for critical examination and further development of their critical reflection, knowledge and understanding of inclusive education and SEND to be able to apply critical reflection and analysis relating to their own national and local contexts. Students will be enabled to explore the connections between issues, perspectives and debates in theory, policy, and practice, drawing on international literature, their own experiences, and other resources.

In the second part of the module (weeks 9-12), students are introduced to the person-centred principles of social pedagogy, as a resource for analyzing and developing inclusive, person-centred practice enabling them to explore critical incidents that they have been involved in, in relation to the education of a SEND learner. By applying their conceptual learning from the module, they will analyse key dimensions and issues involved in the practice context. Finally, they will identify some specific actions / practice changes that could be initiated in a practice context with which they are familiar (their critical incident context), including actions which they themselves could take.  

Autistic children, young people, and young adults experience education in ways that are shaped not only by their cognitive profiles but also by a complex interplay of social, emotional, cultural, and institutional factors. Their capacity to learn, develop, and participate is influenced by how they are perceived by others, how they perceive themselves, and the extent to which educational environments affirm their identities and needs. These experiences are further shaped by diagnostic frameworks, policy discourses, and societal narratives around autism and neurodiversity.

This module provides students with the opportunity to critically explore key issues, perspectives, and debates in theory, policy, and practice relating to autism in education. Drawing on literature, lived experience, and professional contexts, students will examine how autism is understood and responded to within educational settings, and how these responses impact inclusion, wellbeing, and advocacy. The module introduces broad theoretical paradigms including the neurodiversity paradigm, medical and social models of disability, and rights-based approaches as lenses through which to understand autistic experience and educational practice.

Students will engage with diverse frameworks that shape institutional responses to autism, such as:

• The medical/diagnostic framework - focusing on classification, identification, and treatment;
• Government policy frameworks for practice (e.g. the Code of Practice in England);
• Disability equality law, requiring reasonable adjustments and an inclusive approach;
• The SEND framework - addressing special educational needs, SEMH difficulties (social, emotional, and mental health), and targeted support; and
• The neurodiversity and Universal Design for Learning (UDL) framework - promoting inclusive, strengths-based approaches and systemic change.

Through critical appraisal and advocacy-based tasks, students will reflect on the intersectionality of autism (such as, gender, ethnicity, socio-economic status), challenge deficit-based narratives, and co-create inclusive materials that promote understanding and equity. The module encourages students to consider how educational institutions can better support autistic learners through inclusive pedagogies, ethical collaboration, and transformative practice.

The module introduces students to the key issues and dilemmas surrounding research in the broad field of education, while also enabling them to develop a critical understanding of research on policy and practice within their specialist area. The module provides opportunities to engage with the philosophical foundations of educational research and to explore the values, purposes and ethical considerations that underpin research methodologies. Students will also be introduced to and consider the practicalities of planning, conducting and completing a small-scale research study in their specialist area, with an emphasis on common methods of data collection and interpretation that are accessible, relevant and appropriate to students’ needs.

This module, which is cross-listed across the three MA programmes, develops students’ knowledge and understanding of empirically and theoretically based educational research in diverse contexts. The module is designed to cater for a range of students on the MA programmes, many of whom are practicing professionals within educational or early childhood settings. Some students may not yet be practitioners in their fields but will have knowledge and understanding broadly. Moreover, some will have more experience of research than others. This module takes a supportive approach in structuring teaching and learning to scaffold, support and challenge students as needed. Successful completion of the module will provide students with the knowledge, understanding and research tools to enable each student to design and plan their own research project (empirical or theoretical) as part of their Research Project module.

The Research Methods module provides you with an opportunity to research an area of bespoke interest to you within your field of study - Education, Education Leadership and Management or SEND and Inclusive Education* – developing your skills in the design, development, management and delivery of your research project. After developing and honing the research focus for your project, you will work with your supervisor to create the research questions and research design that will underpin the research that you wish to do. Working independently, but in close consultation with your supervisor, you will then carry out the research that you have designed drawing upon key project management skills to move the research from inception to finished product. You will demonstrate your ability to critically analyse, synthesise and make recommendations through the submission of a written dissertation. A key goal of the research project is for you, as a researcher and/or practitioner, to add to the knowledge in the area that you are researching. This knowledge may then be disseminated via your publication in journals, presentation to colleagues or a CPD session in your school or organisation.

Postgraduates, who earn the Master of Arts degree, should have both an advanced and in-depth knowledge and understanding of their field of study, which is underpinned by an appreciation of current practice and scholarly research in the field. Students must be able to demonstrate a critical awareness of issues and developments in their subject area, an understanding of their professional responsibility within the field of study, knowledge of both research integrity and ethics as well as an ability to demonstration reflection and reflexivity as a researcher. These skills will be evidenced in your engagement with the research project, in your Pecha Kucha presentation and in the written dissertation.

*Your project must focus and be clearly linked to an area within the field of your MA degree allowing you to demonstrate in-depth knowledge of an agreed research area.