Programme Specification for the 2022/3 academic year
MA Special Educational Needs
1. Programme Details
| Programme name | MA Special Educational Needs | Programme code | PTA1EDUEDU09 |
|---|---|---|---|
| Study mode(s) | Full Time |
Academic year | 2022/3 |
| Campus(es) | St Luke's (Exeter) |
NQF Level of the Final Award | 7 (Masters) |
2. Description of the Programme
The Masters in Special Educational Needs at the University of Exeter gives you the opportunity to further your studies in education, with a particular focus on special educational needs. It is designed for individuals from varied educational backgrounds and establishments, and from related professions such as health/social care or law, who want to develop their understanding of the theory, research, practices and policy related to special educational needs. Our programme will support you to develop your knowledge and understanding, prepare you for further research and provide a firm foundation for developing your career in education and associated disciplines.
This MA will enable you to look in depth and with a critical perspective at the key concepts, theories, aims, values, and practices involved in special and inclusive education within a variety of international socio-political and historical contexts. You will also explore theory and practice related to the teaching and learning of students with special educational needs and disabilities.
It gives you the opportunity to reflect critically on your own practice and to investigate educational issues that interest you. By giving you a framework of study and academic support it will help you to become a more informed, more critical and a more independent practitioner.
You will join a community of peers and academics with varied but complementary interests and experiences in exploring theories, policies and practices associated with special and inclusive education at different stages in the life course and in different contexts.
There is the option to choose a module which includes an experiential placement (DBS requirements apply), using this as an opportunity for personal, professional and academic development. This will allow you to gain hands-on experience in schools in England; this experience is invaluable for a range of future professional roles such as teaching or advisory work.
3. Educational Aims of the Programme
The principal aim of this programme is to facilitate critical examination of a range of concepts related the education of students with special educational needs and disabilities within a variety of international, historical and practical contexts.
The programme will enable you to:
- critically examine the concepts of inclusion and special educational needs, their relationship to related concepts (e.g. disability, diversity, rights) and the implications for the practices of inclusive and special education
- critically examine conceptions of, and approaches to diagnosis, assessment and intervention, and teaching approaches for a range of specific types of special educational needs/disabilities (e.g. autism, dyslexia, learning difficulties).
- develop knowledge and understanding of approaches to teaching for diversity (e.g. curriculum models; differentiation and personalisation).
- explore different models of inclusion and specialised provision, including legislative frameworks and provision in different countries, and examine the relationships between the general education and specialised/separate systems for children and young people with disabilities and learning difficulties;
- problematise practice in terms of disability/difference/special educational needs/inclusion.
You will experience a variety of teaching approaches and learning methods, including: lectures; seminars; workshops; group work; placement; presentations; self-directed study; resource based and active learning; and use of the internet. Assessment methods vary from module to module and include presentations, academic essays and research studies.
The syllabus may include:
- Legislation and policy – SEN classifications; statutory assessments; implications of new legislation; international context
- Types of need – including learning difficulties, behavioural difficulties, specific learning needs (e.g. dyslexia, numeracy, literacy), sensory and physical needs, communication difficulties
- Theory and practice – current thinking in relation to need, disability, intervention, diagnosis and assessment; personalisation and differentiation.
- Inclusive education – main concepts including integration, segregation, exclusion; international and global perspectives
- Teaching and learning – appropriate approaches depending on need
- Collaboration and support systems – including role of teachers, peers, teaching assistants, support staff and pupil participation
- Systems and management of SEN – models of provision; the role of special schools; national agencies; voluntary groups
- Practical school experience – observations on practice, curriculum and teaching
4. Programme Structure
5. Programme Modules
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.
Stage 1
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| EFPM914 | Education Studies | 30 | No |
| EFPM270 | SEN: Teaching and Learning | 30 | No |
| EFPM308 | Preparing for Educational Research and Dissertation | 60 | Yes |
| EFPM919 | Critical Perspectives on Inclusive Education | 30 | No |
Optional Modules
Choose 1 of the following
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| EFPM294 | Technology and Education Futures | 30 | No |
| EFPM907 | Creativity in Education: Valuing, Facilitating and Assessing It | 30 | No |
| EFPM913 | Debating the Big Questions in Education | 30 | No |
| EFPM910 | Education Policy | 30 | No |
| EFPM129 | Independent Study 2 | 30 | No |
| EFPM327 | Independent Study | 30 | No |
| EFPM918 | Reflecting on Educational Practices | 30 | No |
6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods
Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
1. Identify, and demonstrate a critical understanding of key concepts that underpin understandings of inclusion and special educational needs (e.g. disability, difference, diversity, rights, capabilities) | Debate, taught lectures, reading (guided and independent), feedback, questioning, seminar activities | Formative Written assignment 2 Formative Types of special educational need poster – 2, 4 Formative Presentation – 3 Summative Written assignment – 1,3 Summative presentation 2, 4
May also be demonstrated in dissertation depending on what focus is. |
Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
5. consider and critically engage with ideas concerning the relationship between the theory, research, policy and practice in inclusive and special education | taught lectures, debate, reading (guided and independent), feedback, questioning, seminar activities | Formative Written assignment 5 Formative Types of special educational need poster – 8 Formative Presentation – 5,7,8 Summative Written assignment – 5-8 Summative presentation 7, 8 |
Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
9. synthesise and organise ideas to present an argument | Discussions/debates in seminar time Guided reading Independent study | Dissertation/extended research project – 9-12 Formative and summative presentations 9, 11, 12 Formative posters - 12 |
7. Programme Regulations
Classification
Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.
8. College Support for Students and Students' Learning
9. University Support for Students and Students' Learning
Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.
10. Admissions Criteria
Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.
Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.
Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.
11. Regulation of Assessment and Academic Standards
Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.
The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.
(http://as.exeter.ac.uk/support/admin/staff/qualityassuranceandmonitoring/tqamanual/fullcontents/)
12. Indicators of Quality and Standards
The programme is not subject to accreditation and/ or review by professional and statutory regulatory bodies (PSRBs).
13. Methods for Evaluating and Improving Quality and Standards
The University and its constituent Colleges review the quality and standard of teaching and learning in all taught programmes against a range of criteria through the procedures outlined in the Teaching Quality Assurance (TQA) Manual Quality Review Framework.
14. Awarding Institution
University of Exeter
15. Lead College / Teaching Institution
Faculty of Humanities, Arts and Social Sciences (HASS)
16. Partner College / Institution
Partner College(s)
Not applicable to this programme
Partner Institution
Not applicable to this programme.
17. Programme Accredited / Validated by
0
18. Final Award
MA Special Educational Needs
19. UCAS Code
Not applicable to this programme.
20. NQF Level of Final Award
7 (Masters)
21. Credit
| CATS credits | 180 |
ECTS credits | 90 |
|---|
22. QAA Subject Benchmarking Group
[Honours] Education studies
23. Dates
| Origin Date | 25/04/2019 |
Date of last revision | 26/08/2021 |
|---|
