BA (Hons) Education, Special Educational Needs, and Inclusion

Key details

BA (HONS) EDUCATION, SPECIAL EDUCATIONAL NEEDS, AND INCLUSION

Start Year

2023

Attendance

Full Time

Award

Degree of Bachelor of Arts

UCAS course code

X610

Entry Requirements

BBB

Duration (years)

Study the history of education through a lens of inclusivity, exploring ways in which we can support education and learning for all. Taught within the highly regarded School of Education and Lifelong Learning based at UEA and delivered by leading and emerging voices in cutting edge research.

About

Our Education, Special Educational Needs and Inclusion BA is designed to prepare you for a career and further study exploring issues of inclusivity, disability, and Special Educational Needs. This includes pathways of counselling, SEND teaching, therapy, educational psychology, and other roles supporting Special Educational Needs in a range of contexts and settings.

The course encourages you to develop a broad understanding of education as it intersects with issues of race, disability, gender, sexuality, and Special Educational Needs. You will also develop research skills, critical analytical skills, and practical experiences of educational spaces and institutions.

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Important Information

Whilst the University will make every effort to offer the courses listed, changes may sometimes be made arising from the regular review of course programmes. Where this activity leads to significant (but not minor) changes to programmes, there will normally be prior consultation of students and others. Changes may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will inform students.

Assessment for Year 1

You will be assessed across a range of coursework-based assignments. These may include essays, reflective portfolios, group projects, presentations, designing creative resources, arts-based projects and research reports.

Compulsory Modules

STUDYING IN HIGHER EDUCATION: (RE)CONSTRUCTING LEARNER IDENTITIES

Code EDUB4006Y

Credits 40

This module will provide you with both an introduction to studying at higher education (HE) level and a foundation for lifelong learning. It will support you with the development of successful basic and academic study and research skills in the context of Education. The focus will be on developing study skills and techniques to help you meet both your immediate and long-term study needs. Aims: - Engage with a range of key theoretical perspectives and contemporary issues and adopt a critical enquiry based approach to the exploration of key aspects of Education; - Develop as educators within a community of learners, building on the assets you bring to the learning process and developing the academic competencies and practices appropriate for higher education; - Develop specific academic study and research skills: locating, interpreting, analysing and critically evaluating an extensive range of relevant information sources; - Communicate your ideas in an accurate, focused and structured manner; - Develop a range of 'translatable skills' required by employers, including problem-solving and reasoning, teamwork, communication and presentation of information.

EDUCATIONAL THEORY AND PRACTICE

Code EDUB4007Y

Credits 40

Why does theory matter in educational practice? How can theory help you to make sense of your own experience of being a learner? This module provides you with an introduction to key theoretical and philosophical ideas that have influenced educational practice, past and present. In the autumn semester, you will be studying theorists working in the fields of sociology and psychology who help us to understand how children and young people learn and how the socio-economic context impacts on education and schooling. You will be able to connect theory to practice by discussing the implications of theoretical insights for everyday educational practice. You will participate in activities evaluating education systems from different theoretical perspectives. The syllabus for the spring semester focuses on a series of ideas since the 18th century that have influenced thinking about education. The aim here is to give you an intellectual background for understanding terms such as ‘the Enlightenment’, ‘Romanticism’, or ‘Marxism’. The study of this module will enable you to gain experience in communicating your ideas clearly and effectively in seminars, written work and presentations.

GLOBAL EDUCATION

Code EDUB4009A

Credits 20

You will focus on how educational systems, their pedagogies and approaches differ around the world and look in detail at how education is experienced all over the world, and how global issues continue to change the way education is experienced in the UK and abroad. On successful completion of the module, you will be able to articulate the differences between pedagogical approaches situated in specific socio-cultural concerns and identify the barriers and benefits of different approaches to education from around the world with global perspective. You will be able to relate ideas and opinions on different approaches to education to wider social, cultural and political understandings and critically consider the place of education from a global perspective

DIGITAL LEARNING AND SOCIETY

Code EDUB4010B

Credits 20

You will focus on how technological developments have changed the way education is experienced, exploring what we learn from digital technologies and how they shape our knowledge of the world around us. This will include exploring our relationships with technology, exmaining the rise of gamification in the classroom, unpacking issues of misinformation and disinformation, examining what digital citizenship is, and exploring issues of sex education online. On successful completion of the module, you will be able to articulate the complex relationships between technology, education, culture, and society, and identify the barriers and benefits of digital technology to learning, knowledge, and education writ large. You will be able to relate ideas and opinions the impact of technology and the internet to wide social, cultural and political issues of education and our access to knowledge.

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Important Information

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring and review of modules. Where this activity leads to significant change to a programme and modules, the University will endeavour to consult with affected students. The University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff. Availability of optional modules may be restricted owing to timetabling, lack of demand, or limited places. Where this is the case, you will be asked to make alternative module choices and you will be supported during this process.

Assessment for Year 2

You will be assessed by coursework related to your core, compulsory and optional modules. These may include essays, reflective portfolios, group projects, presentations, designing creative resources, arts-based projects and research reports.

Compulsory Modules

RESEARCH AND LEARNING FROM EXPERIENCE

Code EDUB5002Y

Credits 40

The aim of this module is to introduce students to the research process within education, through exploring how to design and structure research projects, while providing experiential learning opportunities. Specifically, this module will cover a range of topics, such as the differences between qualitative and quantitative approaches, identifying ethical issues within educational research, how to conduct a literature review, in addition to understanding both traditional and innovative methods of data collection. To supplement the taught content, students will be provided with the opportunity to bridge the theory-to-practice divide through undertaking and recording 40 hours of 'experience' either in person or remotely while completing an Experience Log. These 40 hours of recorded experience will enable students to understand and reflect upon how theory is brought to life within educational and community settings, while providing the chance for students to consider the conceptual issues associated with conducting research. The 40 hours of experience will help to inform the development of future research proposals and projects during Year 2 and Year 3 respectively.

EDUCATIONAL PSYCHOLOGY

Code EDUB5021B

Credits 20

In this module we will examine the psychological and social processes that impact education from critical and applied perspectives. Using a range of theoretical viewpoints, students will explore education challenges faced on national and global levels. This will enable students to transfer the skills and knowledge developed on the module to a host of different learning, teaching and inclusion contexts.

INCLUSIVE CHILDHOOD; SPECIAL EDUCATIONAL NEEDS

Code EDUB5019A

Credits 20

This module aims to provide you with an understanding to the background and legislation influencing special educational needs education. It will enable you to identify historical, social, cultural and political considerations and to understand key issues related to inclusion and the education of children with special educational needs. Drawing primarily on social, psychological and educational perspectives you will develop a critical approach to analysing special educational needs policy and reflect on how contemporary issues and the current Special Educational Needs Code of Practice is being put into practice in Early Years and Primary Settings. The module is underpinned by a reflection on our attitudes towards children and challenges of inclusion. It is expected that by completing this module, you will be able to: 1. Identify, outline and critically examine key legislation, regulations and codes of practice in relation to supporting children/young people with special needs and disabilities; 2. Demonstrate a critical understanding of the strategies for intervention and the impact of the assessment process on children, their parents and their settings; 3. Demonstrate a critical understanding of current inclusive educational policies and practices within settings; 4. Identify and develop strategies that overcome barriers to learning in a range of educational contexts; 5. Reflect on your own values in relation to children and special educational needs; 6. Demonstrate individually and/or cooperatively a range of problem- solving and reasoning skills, ethics, synthesis, communication and presentation of information. It is expected that by completing this module, you will be able to: • consider the historical and cultural background to current government policy regarding Special Educational Needs; • have an understanding of the SEN Code of Practice and assessment process; • have an understanding of the range of provision and professional support available; • consider the implications of the assessment process on children, their parents and their settings.

Optional A Modules

(20 credits)

WHAT IS TEACHING? THE TEACHER'S ROLE AND PRACTICE IN DIFFERENT SETTINGS

Code EDUB5001A

Credits 20

You’ll explore and gain insight into the nature of' 'teaching' and 'learning' in a range of educational institutions and settings in the UK. By the end of this module you’ll be expected to understand: what it means to be a teacher in different educational contexts; a range of teaching strategies and practices used to support effective learning in various settings and the need for a critical appreciation of the function of different educational institutions, the opportunities they offer and their cultural contexts. There will be opportunities to investigate specific aspects of teaching which are of particular interest to individuals.

CHILDHOOD, YOUTH AND TRANSITIONS

Code EDUB5013A

Credits 20

This module will explore key ideas, contemporary issues and notions of 'risk' within the context of childhood, youth and transitions. It will draw on psychological and sociological theories to consider the role of education within these areas. This module aims to provide you with: - Knowledge and understanding of the sociology and psychology relating to transitions within childhood and youth sectors; - A theoretical understanding of notions of 'risk' and transition; - An analytical understanding of educational and social policy, provision and practice relating to childhood and youth sectors; - A critical understanding of contemporary issues for children and young people.

Optional B Modules

(20 credits)

ENVIRONMENTAL EDUCATION AND OUTDOOR LEARNING

Code EDUB5004B

Credits 20

The principle aims of this module are to consider the history, development, characteristics, perceived benefits, and role of environmental education and outdoor learning in the modern world. This is achieved through field trips, seminars, personal reflection, literature engagement, and participation in educational activities that foster an understanding of, and appreciation for, the natural world, and outdoor environments in general, across all stages of life. Field trips constitute the majority of taught sessions, providing valuable real-world experience in formal and informal educational settings and offering the opportunity to consider and evaluate practice in key areas of contemporary environmental education and outdoor learning. These will build confidence in understanding, incorporating, designing and delivering chosen aspects of nature education within a student’s selected areas of educational practice and interest. Examples of themes explored include climate change education, forest school, access and barriers to outdoor learning, nature education and technology, risk and play outdoors, education and environmental/social justice, nature education curricula, spirituality in nature, health, wellbeing and nature connectedness, environmental literacy, nature storytelling, history of habitats and arts/science education. Students are invited to reflect extensively on their individual experiences of learning from, and in, the natural world, and to consider the relationship between these experiences and their wider education, as well as that of their local, regional and global communities. Field diaries provide the cornerstone to these reflections and are drawn upon for the creation of a summative piece of writing that weaves personal and field trip reflection with thematic literature engagement. This is supported by multiple points for formative development and assessment of ideas throughout the module, both outdoors and in the classroom. The learning objectives of this module are to: - Become familiar with aspects of the perceived curricular, social, affective and behavioural benefits of environmental education and outdoor learning. - Understand the terminology associated with environmental education and outdoor learning. - Reflect upon the significance of prior experiences of environmental education and outdoor learning as starting points for reflection. - Understand how different environmental education and outdoor learning approaches can relate to learning outcomes. - Consider the role of risk assessment in environmental education and outdoor learning. - Appreciate and evaluate a range of approaches to learning from the natural world. - Gain a knowledge of real-world issues of practice through participation in environmental education and outdoor learning activities. By the end of this module you will be able to: - Identify and critically reflect upon experiences and evidence drawn from environmental education and outdoor learning field trips. - Provide an evidence-based rationale for environmental education and outdoor learning practice. - Identify and critique locations for environmental education and outdoor learning based on suitability and assessment of risk. - Effectively and critically evaluate environmental education and outdoor learning practices and their identified learning outcome Assessment: Coursework 100%

EARLY CHILDHOOD DEVELOPMENT

Code EDUB5020B

Credits 20

This module will focus on the social, emotional, cognitive and biological development of the child. Using the Early Years Foundation Stage framework (from birth to five years old), we explore major theories of child development and learning, alongside contemporary research in the field. Students also investigate the role of play as a vehicle for learning and therapy in childhood. There will be opportunities to investigate specific aspects of childhood development which are of particular interest to students.

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Important Information

Assessment for Year 3

Your final year is assessed by coursework related to your compulsory and optional modules, and a subject dissertation. These may include essays, reflective portfolios, group projects, presentations, designing creative resources, arts-based projects and research reports. For your dissertation you will work closely with a supervisor who will provide you with formative feedback throughout the process.

Compulsory Modules

DISSERTATION

Code EDU-6004Y

Credits 40

The aim of this module is to introduce you to and/or enable you to further develop a range of educational research methods for conducting educational enquiry, and planning, conducting and completing a piece of original educational research. You will utilise knowledge gained from other modules on: BA Education; BSc Physical Education; BSc Physical Education, Sport and Health; BSc Sports Development; BSc Physical Activity and Health programmes. You will focus on the formulation of viable research questions, designing a suitable research project, gaining an understanding of research ethics, conducting small scale research and writing it up in the form of a dissertation. Learning Outcomes: a) To critically appraise underlying principles or approaches to the study of Education and Physical Education, Sport and Health; b) To develop the ability to plan, conduct and complete independent educational enquiry.

TEACHING OF ENGLISH AS A SECOND LANGUAGE: ISSUES AND CHALLENGES

Code EDUB6017A

Credits 20

This module is not recruiting students for 2023/24. It is a new version of a module and will commence teaching in 2024/25.

Optional A Modules

(20 credits)

UNDERSTANDING CHILDHOODS: CULTURE, SOCIETY AND POLITICS

Code EDUB6003A

Credits 20

The module will explore different understandings of ‘childhood’ and the implications of these. It will challenge taken-for-granted understandings, through using different lenses to look at childhood – for example, social, historical or legal/political lenses will show us different ways of thinking about ‘what is a child’, some of these contradictory. There will be lectures to attend, group activities to participate in, movies/documentaries to watch and biographies to analyse and present. By exploring the constructed nature of childhood, we hope you will develop a deeper understanding of how childhood is a diverse and multi-layered concept, and thus how working with a child/children becomes a complex activity, and how it comes to be shaped by a number of social, cultural and historical factors.

CHILDREN, TEACHERS AND MATHEMATICS: CHANGING PUBLIC DISCOURSES ABOUT MATHEMATICS

Code EDUB6006A

Credits 20

This module will introduce you to key issues in mathematics education, particularly those that relate to the years of compulsory schooling. Specifically, in this module, we: • introduce the mathematics curriculum and pupils' experiences of learning key mathematical topics; • discuss public and popular culture discourses on mathematics, mathematical ability and mathematicians as well as address ways in which these discourses can be challenged; • outline and discuss specific pedagogical actions (focused on challenge and motivation) that can be taken as early as possible during children’s schooling and can provide a solid basis for pupils' competence, confidence and and appreciation of mathematics. In this module, you will: • gain insight into key curricular, pedagogical, social and cultural issues that relate to the teaching and learning of mathematics, a crucial subject area in the curriculum; • reflect on pedagogical action that aims to address those issues, particularly in the years of compulsory schooling; • be informed and able to consider the potential of pursuing a career in mathematics education, either as a teacher, educational professional or researcher with particular specialisation in the teaching and learning of mathematics.

MOTIVATION IN TEACHING AND LEARNING

Code EDUB6016A

Credits 20

This module is designed to introduce students to the psychological process underpinning motivated behaviour in education settings. You will examine the role of the teacher in creating motivational climates for learning and assessing some of the key motivational challenges that may occur in educational settings.

Optional B Modules

(20-40 credits)

PROFESSIONAL DEVELOPMENT AND COMMUNITY PRACTICE

Code EDU-6003Y

Credits 20

This module aims to provide opportunities for the student to transfer academic and vocational learning into a work-related setting, and vice versa to bring work-place skills and issues into the academic and vocational learning environment. Thus, the module should help to develop good evidence based working practices, and enhance associated knowledge and competency based skills, with a view to improving both student employability and critical reflective practice. It is expected that students should complete a minimum of 120 hours’ voluntary work experience as part of this module in the approved setting. Students will be required to apply for a module place. Places will be allocated on suitability of the placement sought. Roles sought must be voluntary. They must also provide the student with a role of significant responsibility that can be mentored, (not merely the shadowing of professionals in the related sector or delivery of tasks that the student would have access to deliver outside of this placement)

MEDIA, CULTURE AND LEARNING

Code EDUB6002B

Credits 20

You will critically consider the relationship between media and education, considering what effect the media has in shaping knowledge, what role education plays in supporting media narratives, and how media and education influence cultural and social issues. You will draw upon current social and cultural issues and explore how these issues are shaped and discussed through the intersecting narratives of media and education. You will consider and reflect on current topics that may include issues around gender, sexuality, religion, youth, class, and sport.

CREATIVITY AND LEARNING

Code EDUB6004B

Credits 20

This module addresses the theory and practice, philosophy and policy of creativity with reference to schools, art galleries and other educational settings. Ideas and issues about creative learning and teaching explored in the lectures underpin the reflective, art-based learning activities undertaken in the practical sessions.

DEBATES,CONTROVERSIES AND POLITICS IN MODERN EDUCATION

Code EDUB6012B

Credits 20

The potential of education to transform the individual and society is beyond debate. How modern education can deliver this transformation is, however, controversial and fraught with difficulty. This module will give you a detailed grounding in key issues in contemporary educational debates. To this end, you will focus on asking questions, challenging taken-for-granted assumptions and engaging critically with claims to knowledge made by politicians, educational researchers, policy-makers, practitioners and other people involved in education. The module examines five major themes in relation to the development of education policy in the period 1988 to date: knowledge; power; language (games); ethics and 'learners'/'learning'. We will locate these themes within the broader context of 'supranational' education policy space and the emergence of ‘GERM’, or the Global Educational Reform Movement (Sahlberg 2011). The key characteristics of GERM include: centrally prescribed curricula and attainment standards; high-stakes tests in literacy and numeracy; international comparisons; competition and consumer choice. In evaluating the impact of GERM on school curriculum and pedagogy, you will draw on insights from contemporary thinkers who offer us new ways of understanding ourselves and others. In the process of considering how global political actors and organisations seek to construct and enact a particular version of ‘modern’ education, you will also explore (and imagine) alternative understandings of '21st century education', including critical pedagogy and capability theory. The study of this module will enable you to hone your presentation skills. It will also enhance your critical thinking, as well as the ability to develop a compelling argument and defend your own position on a current debate in education.

Optional C Modules

(0-20 credits)

ENVIRONMENTAL EDUCATION AND OUTDOOR LEARNING

Code EDUB5004B

Credits 20

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Important Information

Entry Requirements

A Levels

BBB If you are taking an EPQ and three A-levels, we may offer you a one grade reduction on our advertised typical offer, if you achieve an A in the EPQ.

T Levels

Obtain an overall Pass including a B in the core of the T Level and a Merit in the Occupational Specialism. Acceptable subjects are: Education and childcare, and Science.

BTEC

DDM excluding BTEC Public Services, Uniformed Services and Business Administration

Scottish highers

AABBB

Scottish highers advanced

CCC

Irish leaving certificate

2 subjects at H2, 4 subjects at H3

Access course

Pass the Access to HE Diploma with Merit in 45 credits at Level 3

European Baccalaureate

70%

International Baccalaureate

31 points

GCSE offer

You are required to have Mathematics and English Language at a minimum of Grade C or Grade 4 or above at GCSE.

Additional entry requirements

UEA are committed to ensuring that Higher Education is accessible to all, regardless of their background or experiences. One of the ways we do this is through our contextual admissions schemes.

We welcome and value a wide range of alternative qualifications. If you have a qualification which is not listed here, please contact us via Admissions Enquiries.

Important note

Once enrolled onto your course at UEA, your progression and continuation (which may include your eligibility for study abroad, overseas experience, placement or year in industry opportunities) is contingent on meeting the assessment requirements which are relevant to the course on which you are enrolled.

International Requirements

We accept many international qualifications for entry to this course. View our International Students pages for specific information about your country.

INTO University of East Anglia

If you do not meet the academic and/or English language requirements for direct entry our partner, INTO UEA offers progression on to this undergraduate degree upon successful completion of a preparation programme. Depending on your interests, and your qualifications you can take a variety of routes to this degree:

International Foundation in Business, Economics, Society and Culture (for Year 1 entry to UEA)

International Foundation in Humanities and Law (for Year 1 entry to UEA)

Students for whom english is a foreign language

Applications from students whose first language is not English are welcome. We require evidence of proficiency in English (including writing, speaking, listening and reading): 

IELTS: 6.0 overall (minimum 5.5 in all components) for year 1 entry

We also accept a number of other English language tests. Review our English Language Equivalencies for a list of example qualifications that we may accept to meet this requirement.

If you do not yet meet the English language requirements for this course, INTO UEA offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study: 

Pre-sessional English at INTO UEA

Academic English at INTO UEA

Interviews

Most applicants will not be called for an interview and a decision will be made via UCAS Track. However, for some applicants an interview will be requested. Where an interview is required the Admissions Service will contact you directly to arrange a time. 

Gap year

We welcome applications from students who have already taken or intend to take a gap year.  We believe that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry on your UCAS application. 

Intakes

This course is open to UK and International applicants. The annual intake is in September each year. 

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What's included in your fees

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Course Reference Number: 7238513

BA (Hons) EDUCATION, SPECIAL EDUCATIONAL NEEDS, AND INCLUSION