male teacher looking at a mobile phone with a boy with Down syndrome

Course Summary

Our MA in Special Educational Needs and Disability will provide you with the knowledge, skills and understanding needed to become an advanced practitioner and leader of SEN in your setting.

The MA in Special Educational Needs and Disability is a postgraduate course designed in response to a changing agenda for special education. Modules within it are varied and allow you to build a SEN programme to better match your needs.

You can receive credit on the Special Educational Needs and Disability course at three different levels.

You may wish to undertake a Postgraduate Certificate in Special Educational Needs and Disability. The Postgraduate Certificate comprises three specialist special educational needs (SEN) modules from the course (60 credits). If you wish to undertake a Postgraduate Diploma, you can then add three more specialist modules from the SEN options, including Autism, Dyslexia or Dyscalculia (another 60 credits). Your final 60 credits would then be your Dissertation based around a topic within SEN. Successful completion of all of these would then give you a full MA in SEN.


What you'llStudy

Our course offers you the opportunity to tailor your learning by choosing from specialist modules, with a choice of modules to match your individual needs. Modules are organised so you can focus on an interest that reflects your own professional context and professional needs.

Module content:

  1. Examining the history and clinical epistemology of Autism Spectrum Condition
  2. Critically engaging with the current and psychological, sociological, neurological and clinical theories including recent changes in diagnostic criteria and their relationship to education
  3. Considering the implications of the research
  4. Making informed assessment of the implications of research on professional practice

 


Module aims:

  1. Deepen knowledge and understanding of Autistic Spectrum Condition.
  2. Investigate research which explores the most current neurological, psychological, and clinical research.

Module content:

  1. Exploring the impact child-centred approaches have had upon the teaching and learning of autistic individuals
  2. Evaluating  the usefulness of alternative approaches
  3. Considering issues for socio–cognition communication and language
  4. Evaluating a range of strategies including the use of social stories in supporting classroom routine and change
  5. Evaluate your own practice

Module aims:

 

  1. Develop specialist skills in working with and teaching autistic children and young people.
  2. Evaluate strategies for improving opportunities for social engagement and learning for autistic children and young people.

Module content:

  1. Interrogating practice to discover a question for enquiry
  2. Justifying the research question in a professional context
  3. Exploring the ethical issues
  4. Justifying the methodology 
  5. Carrying out the enquiry
  6. Writing the research report

Module aims:

 

 Module aims

  1. Explore the context of enquiry based research in an educational setting.
  2. Examine the ethical issues for professionals as researchers.
  3. Consider appropriate methodology for enquiry.
  4. Undertake a small-scale, practice-based enquiry in an educational setting.

Module content:

  1. Examining the wider issues of Autism in educational and social settings
  2. Considering the sensory differences of those with Autism
  3. Considering the effects of emotion, stress and anxiety and their response.

Module aims:

  1. To analyse research relevant to facilitating a wider understanding of Autism, the world as they see it and their response to it.
  2. To explore, understand and critically evaluate the range of issues which need to be considered when supporting autistic pupils in schools and the wider society.
  3. To investigate the scientific evidence surrounding the sensory differences of those with Autism and explore the link between behaviour and anxiety.

Module content:

Educational test administration for access arrangements

  • Introduction to testing.
  • Administering and scoring tests correctly and accurately.
  • Maintaining security and confidentiality of the test materials and test data.
  • JCQ regulations and how to use them

The statistical principles of testing

  • How tests are created and standardised.
  • Test theory and reliability – do they always test the same thing?
  • Validity – do they test what they claim they do?

Assessment and application

  • Liaising with staff to gather normal method of working information and what this means in practice.
  • Choosing tests that meet your needs and are fit for purpose.
  • Interpreting test data to support access arrangements and reasonable adjustments.
  • Guidance for working as, or with, an external assessor.

Access Arrangements online – how to input the data.


Module aims:

  1. To enable students to act as ‘Specialist Assessors for Access Arrangements’ carrying out access arrangement assessments with schools, colleges or privately;       
  2. To develop students’ ability to understand how to administer and score tests correctly and accurately to meet the requirements of the Joint Council for Qualifications (JCQ).
  3. To competently engage in following the JCQ guidance and that of the Exam Boards and to work professionally using reliable and valid standardised tests.
  4. To develop students’ confidence regarding access arrangement assessments and how to officially record and report them.    

Module content:

1. An exploration of the theories of emotional development.

2. A consideration of how early attachment and separation impact on personality development.

3. Understanding how attachment theory informs professionals understanding of the behaviour of children, young people and adults.

4. A critique of new research about how a brain develops through relational experience. 

5. A re-conceptualisation of the received understanding of challenging behaviour


Module aims:

1. To critically explore how early parenting experiences and familial relationships impact on personality development.

2. To understand and reflect on how attachment relationships impact on learning and behaviour in children, young people and adults.

3. To examine how early life experiences influence brain development and consider how this may impact on thinking, learning and behaviour.

 

Module content:

1. A deconstruction of pervasive trauma viewed from a range of professional perspectives

2 An examination of how pervasive trauma impacts the brain and how this manifests in perception and behaviour

3. A conceptualisation of Trauma Informed Practice taking into account current educational systems and practices

4. An exploration of participants case study evidence in their professional practice


Module aims:

1. To conceptualise pervasive trauma in childhood using medical and social model perspectives. 

2.  To understand and critically reflect on how childhood trauma has a lifelong impact on the brain in terms of how atypical perception develops and how this manifests in behaviour

3. To explore and critique Trauma Informed Practice from objective and subjective perspectives

4. To develop an in-depth understanding of how Trauma Informed Practice can contribute to improved life outcomes for children, young people and adults

Module content:

1. An exploration of the theories of resilience.

2. A consideration of the relationship between resilience and mental health.

3. A critique of new research about models of resilience.

4. Understanding how an improved knowledge of mental health informs professionals’ understanding of the behaviour of children, young people and adults.

5. An evaluation of the research about the impact of adverse childhood experiences and how such early experiences impact on resilience, mental health, behaviour and life outcomes for children, young people and adults.

6. A re-conceptualisation of the received understanding of challenging behaviour resulting from poor mental health. 


Module aims:

1. To explore and critically reflect on how life experiences and relationships impact on mental health and resilience.

2. To understand and reflect on how mental health impacts on learning and behaviour.

3. To critically examine how childhood mental health impacts on brain development and consider how this may impact on thinking, learning and behaviour. 

Module content:

1 . The statutory policy and legislative context for
SEND and the implications for current practice.

2. The sociocultural perspective of disability and equality.

3. The breadth and complexity of the causes of underachievement.

4. How children’s development is affected by
SEND including mental health needs.


Module aims:

1. To analyse and critically evaluate the sociocultural discourse of disability in the statutory policy and legislative
context for
SEND.

2. To evaluate how
SEND affects pupils’ participation and learning.

3. To increase knowledge, confidence and understanding regarding strategies for improving outcomes for
learners with
SEND.

Module content:

1. Work strategically with colleagues to embed a whole-setting approach to person-centred and inclusive
practice.

2. The use of evidence and systems to collect, analyse and interpret data to inform policy and practice, raise
expectations and set challenging targets.

3. Leading effective practice using the graduated approach.

4. Leadership, coaching and mentoring within a context of
SEND.


Module aims:

1. To analyse the factors that impact on working strategically to embed a whole-setting approach.

2. To explore characteristics of effective practice in managing systems and structures in relation to learners with
SEND to inform practice.

3. To evaluate the attributes of leadership in relation to
SEND.

Module content:

1. Effective working partnerships with parents and professionals, including multi-agency working, to support a
coherent, coordinated and effective approach to supporting children, young people and adults with
SEND.

2. Support and progression at key transition points for children and young people and adults with
SEND.

3. The voice of children, young people and adults with
SEND: advocacy and self-advocacy regarding the decisions
that are made about their learning and well-being.


Module aims:

1. To identify and evaluate models of internal and external sources of support and expertise.

2. To evaluate the use of support at key transition points.

3. To develop knowledge and understanding regarding authenticity and strengthening of the learner’s voice.

Module content:

Outline of evidence to be submitted to meet the National Standards for the NASENCo award


Module aims:

Portfolio of evidence to be submitted to meet the National Standards for the NASENCo award

To be submitted alongside CD7701, CD7719 and CD7703 where previously a student has been awarded a Postgraduate Certificate in Special Educational Need and Disability.

Module content:

Module content will be negotiated with the module tutor.


Module aims:

This module provides a valuable opportunity for participants, either individually or as a group, to reflect critically on an area of personal or professional relevance by engaging with appropriate literature and research in the negotiated field.

Module content:

Module content will be negotiated with the module tutor.


Module aims:

This module provides a valuable opportunity for participants, either individually or as a group, to reflect critically on an area of personal or professional relevance by engaging with appropriate literature and research in the negotiated field.

MA Special Education Needs and Disability - University of Chester

MA Special Education Needs and Disability - University of Chester

Who you'll Learn from

Tracey Patterson

Programme Leader MA SEND, MA Autism, NASENCo, HLTA
Tracey Patterson

How you'll Learn

Teaching approaches are designed to engage you as a self-directed learner, and include: lectures, group work, discussion, independent research, personal contextualised reflection, tutorials, and use of the University's Moodle virtual learning environment.

Assessment tasks include essays, a small-scale practitioner enquiry, an analytical case study, a dissertation, and a professional portfolio with a critical commentary.

Contact hours are 5-7pm on Fridays and 9.30am-4pm on Saturdays, two weekends per module. You will also be expected to undertake 184 hours’ non-contact-guided study per module.

Beyond the Classroom

There’ll be an opportunity to network with a range of professionals from different backgrounds.

Entry Requirements

The course is open to graduates or non-graduates with relevant professional experience. The latter will be invited for interview.

The course is open to graduates or non-graduates with professional experience. The latter will be invited for interview. 

English Language Requirements

For more information on our English Language requirements, please visit International Entry Requirements.

Where you'll Study Wheeler, Chester

Fees and Funding

£2,925 for the full course (2025/26)

Guides to the fees for students who wish to commence postgraduate courses in the academic year 2024/25 are available to view on our Postgraduate Taught Programmes Fees page.

This course is not open to international students.

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees.

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships. 

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.

Your Future Career

Job Prospects 

Previous graduates have been promoted within their institutions or gone on to work in others.  Some have left to work independently and others to work in advisory capacities within the LEAs and other educational institutions. 

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.