Special Educational Needs and Disability MA

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Childhood, Education and Professional Development Postgraduate Information Events

These information events - taking place on 16th July, 13th August and 10th September - are designed to help you find out more about the courses we have on offer and will highlight exactly how your course of choice will become a significant part of your life-long learning continuum, and support you to become a successful lifelong learner.

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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. 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. 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. 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:

  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:

  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:

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;

Module content:

  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:

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;

Module content:

  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:

 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.

  

Module content:

  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:

 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.

  

Module content:

  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:

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.    

Module content:

  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:

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.    

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:

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. An evaluation of the research about the impact of childhood trauma and neglect and how such early experiences impact on thinking and behaviour.

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

6. 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.

4. To critically explore and reflect on the impact of trauma and neglect on learning, behaviour and development in children, young people and adults.

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. An evaluation of the research about the impact of childhood trauma and neglect and how such early experiences impact on thinking and behaviour.

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

6. 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.

4. To critically explore and reflect on the impact of trauma and neglect on learning, behaviour and development in children, young people and adults.

Module content:

1. Exploiting previous knowledge of research methods and enquiry.

2. Creating a research plan and timeline.

3. Locating and contextualising the research within the literature.

4. Undertaking research in accordance with ethical guidelines including the submission of the Research Ethics Application Form.

5. Using an appropriate methodology.

6. Collecting evaluating and interpreting data.

7. Responding to changes in research intentions and outcomes.

8. Writing up the research.


Module aims:

1. To undertake a substantial empirical enquiry in a professional setting.

2. To critically reflect on the individual experience of carrying out research.

3. To link research to the possibilities for change in a professional context.

Module content:

1. Exploiting previous knowledge of research methods and enquiry.

2. Creating a research plan and timeline.

3. Locating and contextualising the research within the literature.

4. Undertaking research in accordance with ethical guidelines including the submission of the Research Ethics Application Form.

5. Using an appropriate methodology.

6. Collecting evaluating and interpreting data.

7. Responding to changes in research intentions and outcomes.

8. Writing up the research.


Module aims:

1. To undertake a substantial empirical enquiry in a professional setting.

2. To critically reflect on the individual experience of carrying out research.

3. To link research to the possibilities for change in a professional context.

Module content:

  1. Definitions, theories and hypotheses regarding the root causes of different behaviour including considerations of Autism, Attachment, Trauma and Mental Health.
  2. Contexts, definitions and terminologies regarding behaviour and legal requirements.
  3. Critical evaluation of strategies, interventions, assessment and data collection techniques
  4. Legal implications of strategies and interventions in context.
  5. Training and professional development enhancement strategies
  6. Key strategies to enhance and manage multi-disciplinary and professional teams
  7. Challenges and opportunities for future practice

Module aims:

  1. To evaluate and critically reflect upon de-escalation strategies and interventions in professional contexts
  2. To analyse the factors that impact on mentoring and coaching techniques when supporting a team
  3. To identify and evaluate assessment and data collection techniques when supporting social, emotional, mental health intervention strategies.

Module content:

  1. Definitions, theories and hypotheses regarding the root causes of different behaviour including considerations of Autism, Attachment, Trauma and Mental Health.
  2. Contexts, definitions and terminologies regarding behaviour and legal requirements.
  3. Critical evaluation of strategies, interventions, assessment and data collection techniques
  4. Legal implications of strategies and interventions in context.
  5. Training and professional development enhancement strategies
  6. Key strategies to enhance and manage multi-disciplinary and professional teams
  7. Challenges and opportunities for future practice

Module aims:

  1. To evaluate and critically reflect upon de-escalation strategies and interventions in professional contexts
  2. To analyse the factors that impact on mentoring and coaching techniques when supporting a team
  3. To identify and evaluate assessment and data collection techniques when supporting social, emotional, mental health intervention strategies.

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. 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. 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:


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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.

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

Lectures, group work, independent research, personal contextualised reflection and tutorials

A range of assessments including essays and case studies

This course is designed around in-person study

There may be some online learning activities

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.

If applicants wish to obtain the National Award for Special Educational Needs Coordination (SENCO) qualification as part of this award, they must have Qualified Teacher Status (QTS, QTLS or EYTS) and be working in a relevant specialist setting (resource provision, specialist school, specialist centre or similar). They must have, or be working towards acquiring relevant specialist SEN knowledge and skills.

The course is open to graduates or non-graduates with professional experience. The latter will be invited for interview. If applicants wish to obtain the National Award for Special Educational Needs Coordination (SENCO) qualification as part of this award, they must have Qualified Teacher Status (QTS, QTLS or EYTS) and normally be working in SEN, or aspiring to acquire specialist SEN knowledge and skills.

English Language Requirements

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

Where you'll Study Wheeler, Chester

City centre location

Located within the lively city centre of Chester and overlooking the River Dee, Wheeler is home to most courses within Nursing and Midwifery, Health and Social Care, and Law.

Health and Social Care simulation suite

Our simulation suite emulates diverse healthcare spaces, ranging from a patient’s home and community clinic settings to acute care settings, including a Triage Assessment Area, Maternity Delivery Suite, Children’s Ward, and a General Ward.

Students working in the Nursing simulation suite

On-site library

Our on-site library houses extensive book collections, journals, and school-based resources, as well as computer suites and multimedia rooms that are ideal for Law students to access the Oxford University Press Law Trove, which houses all of their core texts online.

Social spaces

Wheeler’s café and coffee shop serves hot and cold drinks, snacks, and delicious meals. Meanwhile, the student common room provides a social, group work, and discussion space for students.

Fees and Funding

£945 per 20 credit module (2024/25)

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.