Special Educational Needs and Disability PGDip

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

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

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

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.

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.

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.

1. Definitions, prevalence and co-occurrence of dyslexia;
2. Consensus and disagreement: examining causal theories of dyslexia and expected models of typical development across the curriculum;
3. Barriers to learning and inclusion;
4. The principles of assessment; analysing f informal assessment of dyslexia;
5. Effects of assessment, early identification and screening, models of identification, barriers to learning and inclusion.

Module Aims

1. To identify and evaluate assessment methods for dyslexia;
2. To increase confidence and competence regarding informal identification and assessment for dyslexia.
3. To explore and critically evaluate causal theories of dyslexia and their impact on learning;

1. The role of a dyslexia specialist in disseminating knowledge to the wider educational setting;
2. Learning environments that facilitate personalised learning within inclusive settings (dyslexia friendly);
3. Dyslexia within the wider fields of Special Educational Needs & Disabilities (SEND) and Social, Emotional and Mental Health (SEMH).
4. Dyslexia and the curriculum, addressing barriers to learning.

 Module Aims

1. To develop students’ confidence in producing dyslexia related learning and teaching CPD materials.
2. To understand dyslexia within the wider fields of Special Educational Needs & Disabilities (SEND) and Social, Emotional and Mental Health (SEMH).
3. To critically engage in the debate surrounding curriculum developments and creating inclusive classroom environments.

1. Design and teach individualised learning programmes and lesson plans using multi-sensory learning and teaching strategies;
2. Literacy skills development at etymological, phonological and morphological levels, higher level reading, writing and study skills development where appropriate.
3. Demonstrate an understanding of the impact of multi-sensory, metacognitive, working memory and phonological approaches to learning.
4. Develop an understanding of supporting a learner with dyslexia by using metacognitive and individualised learning and teaching strategies.
5. Critically reflect on the teaching practice to inform next step planning.

Module Aims 

1. Critically analyse the development of and use of structured, sequential, multi-sensory teaching programmes for dyslexic learners, making specific reference to working memory and metacognition.
2. Develop student’s ability to act as ‘Specialist Teachers’, devising, delivering and evaluating a multi-sensory, structured and cumulative literacy programme, including the use of ICT, to meet the requirements of British Dyslexia Association.
3. Establish a range of strategies to competently engage in an advisory capacity with students, parents, colleagues and professional agencies regarding dyslexia and the progress of the learner.    

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.

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.    

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

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.

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

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

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. 

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. 

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.

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.

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.

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.

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.

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 will be negotiated with the module tutor.

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 will be negotiated with the module tutor.

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.