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BA (Hons) Special Educational Needs, Disability and Inclusion (Top Up) Distance Learning FT

This Level 6 Top-Up Programme is designed for students who are passionate about advancing their knowledge and skills in the field of Special Educational Needs, Disability, and Inclusion (SENDI). The programme aims to equip students with the competencies required to excel as professionals in an era defined by the Fourth Industrial Revolution. The programme includes key areas of study such as Research Methods in SENDI, where students develop advanced research skills tailored to the field of special education, enabling them to conduct meaningful and impactful studies. It also covers Current Issues in SENDI, exploring contemporary challenges and developments within special education, including policy changes, technological advancements, and societal impacts. Criticality in SENDI is another focus, fostering critical thinking and analytical skills to evaluate and address complex issues in special education, ensuring evidence-based practice. Additionally, the programme emphasises Professional Development, concentrating on personal and professional growth to prepare students for leadership roles and continuous learning in their careers.

Throughout the programme, students will engage with cutting-edge technologies and innovative practices, preparing them to meet the demands of the modern educational landscape. By the end of the course, graduates will be well-equipped to contribute to and lead initiatives that promote inclusion and support for individuals with special educational needs and disabilities.

Key Information

  • Course Level

    Level 6

  • Delivery

    Full-Time

    Distance / Online

  • Duration

    1-year

  • UCAS Code

    X5FG

  • Awarding Body

    University of Hull

Apply or Enquire

Graduate Profiles and Student Comments

Kayleigh’s learning journey with University Campus Doncaster

I started my higher education journey with UCDon in 2019 enrolling onto the FdA in SEND. At the time I was employed as a Learning Support Assistant. In 2021 I progressed onto the SEND top-up to gain a BA (Hons) Supporting Children with Special Educational needs and Disability. Once I had started this level of qualification, I started a new job as a Pastoral and Behavioural Specialist and also appointed as a Deputy Designated Safeguarding Lead.

The phrase “you need to believe in yourself” cannot be any more fitting to explain my journey with UCDon. From my opening words – “I don’t think I am intelligent enough to gain a degree” on the first day of introductions to finishing with a first-class honors degree in SEND! The tutors are supportive, knowledgeable, and extremely understanding. They not only help you grow educationally but they also help you grow as an individual. I have grown in confidence which has allowed me to advocate for children who have previously struggled, and it has resulted in them achieving their full potential. This is through the hard work, patience and time the lecturers have given, allowing me to feel empowered and have a purpose in supporting the most vulnerable of children. The SEND qualifications have opened a variety of doors for me now, it has provided my family and I with a better future, something I could have only dreamt of previously. If I can do it, you certainly can!

 

Nicola’s learning journey with University Campus Doncaster

Whilst working within a mainstream primary school supporting children with a variety of needs, I chose to undertake the SEND degree programme as a way to increase my knowledge and confidence in the role. Not only did the programme allow me to develop evidence-based practice and innovative strategies for supporting children and young people with SEND, but it also enabled me to gain a rich insight into inclusion, equality and diversity. The support, expert knowledge and passionate teaching from the team at Doncaster University Campus was instrumental in making the programme incredibly thought provoking and thoroughly enjoyable and I am now the proud owner of a First-Class Honours Degree, an accomplishment which I had never thought I could achieve!

The degree has given me the confidence to pursue a career in teaching within the post 16 SEND sector. I am currently enrolled on the PGCE programme at Doncaster University Teacher training department, and I feel confident that the SEND degree programme has equipped me with the skills and knowledge needed to continue my professional development.

 

Claire

“The top-up SEND course has given me more confidence and trust in myself when communicating with parents and multi-agency teams”

Sarah

“BA SEND top up has allowed me to develop my knowledge and understanding, enabling me to be a more confident, inclusive practitioner”

         

This course includes the following core modules that all students complete:

  • Dissertation
  • Transformational Leadership and Change
  • SEND and the Youth Justice System
  • Technology Utopia and International Innovation
  • Promoting Equality and Social Justice

This programme has been designed through the adoption of Transforming Programmes which is aligned to a competencies approach to learning ensuring graduates are fully equipped to enter a graduate workforce.

Distance learning students will access weekly recorded content via the virtual learning environment (CANVAS), and students who are studying on campus will have opportunities to engage with content both within the live classroom delivery and via the VLE as appropriate. Weekly online discussion forums will support the students’ developing knowledge and will encourage peer collaboration, developing a community of practice. Digital technologies can consequently provide both communication and experimental environments in support of the learning process. The exploration of key points and sharing ideas within the discussion forums will enable students to understand and evaluate different perspectives. Initially this will be led by the module leader but as students’ progress, they will take the lead in developing this collaboration, students will have opportunities to initiate the on-going discussion and construct new knowledge and can access this forum in a flexible way. The combination of asynchronous and synchronous learning facilitates students accessing learning around their busy schedules, though also ensuring opportunities for meaningful discussion and the sharing of good practice.

Live group tutorials will be held virtually through Microsoft Teams (distance learners) or through face-to-face delivery (on-campus) to support assessments.  These will be delivered by the module leader and will allow all students to collaborate within their programme variant and explore ideas in greater depth, pursue their own research interests, and clarify ideas and access guidance.  Live group tutorials will be recorded for online students, so they have an aide memoire to refer to.

Assessment strategies reflect the inclusive, innovative and creative approach to teaching and learning within the School of Health, Education and Sport. Assessment methods provide diversity in terms of modes of assessment and consider the diverse student body. Formative assessments, which occur throughout the programme, are aligned to summative assessments, and seek to improve student achievement of learning objectives through approaches that can support specific student needs. Formative assessments have been designed to support the development of key competencies and act as a building block of developing skills that will support in the production of a final submission. Summative assessment evaluates student learning at the end of each module, students will be provided with a range of feedback and feedforward to help improve academic writing.

  • Research Proposal
  • Dissertation
  • Live Poster Presentation
  • E-portfolio
  • Presentation of a Promotional Campaign
  • Project Log
  • Individual Wiki
  • Essay

A foundation degree (level 5), or equivalent, plus relevant sector experience.

Applicants will be practitioners already working with children and young people, within a relevant sector. This might be in a full time or voluntary capacity. Importantly they will have at least 2 years full time equivalent experience working with children or young people prior to starting the course.

Those students who are proposing to advance to Teacher Training (upon completion of Level 6) will be advised of the requirement to gain Level 4/C in English, Mathematics and Science, though this is not an entry requirement to the programme.

Students who may not fulfil the entry requirements in relation to credits (120 at level 4 and 120 at level 5), may be able to apply through recognition of prior learning and/ or experience, through our RPEL system.

All students will be required to hold an enhanced DBS.* Any applicant with criminal convictions will be considered by the DNCG Safeguarding team to establish their suitability to engage in the programme. Early disclosure is therefore highly recommended and encouraged through the rigorous application process.

*Or suitable alternative

We are committed to creating educational opportunities for people from a variety of backgrounds and situations. If you have been out of formal education for some time, and/or you do not have the qualifications stated, we might still be able to consider your application and offer you a range of support. We are here to help. Please get in touch to find out more.

The high-quality learning experiences within the BA (Hons) Special Educational Needs, Disability and Inclusion programme are designed to support students’ development, with a clear focus on preparation for the sector, through the development of key, transferable skills.  Students will learn from the acquisition of knowledge through inquiry-based learning and collaboration with peers to inform discussion, practice and co-production of knowledge. This is achieved through a two-way process, where the learning through an academic environment is applied in the workplace. Therefore, academic study informs provision and supports the development of practice.  Careers are varied within the SEND sector and students may take several routes depending on their specific aspirations. Many of our graduates wish to work with children and their families within education, health or care sectors, whereas others may progress into posts within local authorities which could involve the development of local strategy and policy.

The School of Health, Education, Well-being and Sport has developed MA programmes through TP that would suit the progression of the BA SENDI Top Up. The programmes include:

  • MA Special Educational Needs, Disability and Inclusion
  • MA Education and Early Childhood Studies

While students may consider progressing to a MA after completing their BA, some may choose a different path. For these students, pursuing teacher training can be a more appealing option. This route allows them to gain practical experience and enter the workforce sooner, applying their knowledge directly in educational settings. Teacher training programmes provide hands-on teaching practice, mentorship, and the necessary qualifications to become a qualified teacher. This can be particularly attractive for those passionate about making an immediate impact in the classroom and contributing to the education system.

  • Qualified Teacher Status (QTS)
  • Early Years Teacher Status (EYTS)
  • Early Years Initial Teacher Training (EYITT)
  • Certificate in Education (CertEd)
  • Postgraduate Certificate in Education (PGCE)

While we do not offer all teacher training programmes at DNCG, we arrange for representatives from various institutions to come in and speak to students about different progression routes. Where we do offer teacher training programmes, the programme lead takes the time to speak directly with students about the details of the training. This ensures students have access to valuable information and guidance on the next steps in their teaching career.

Financial Support

UK students can take out a tuition fee loan to cover the cost of their course and a maintenance loan to cover living costs.

We also have a range of other financial support available.

Course Fees

UK

£7940.00 FT

Additional Costs

Your Tuition fees cover most costs associated with your course (including registration, tuition, and assessment).

There may be some extra costs that you might need to make, or choose to pay, for example:

  • Books (you’ll have access to books from your module reading lists in the HE library, but you may wish to buy your own copies)
  • Printing and photocopying
  • Trips and enhancement opportunities

As the programme requires vocational hours within a vulnerable sector, you may be required to pay for an Enhanced Disclosure and Barring Service check if you are not in possession of a current one or registered on the update service.

Apply or Enquire

Applying to multiple providers, including us?

  • Course code: X5FG
  • Institution code: N64
  • University name: DN Colleges Group
  • Campus name: University Campus North Lincolnshire (UCNL)
  • Campus code: N

Apply on the UCAS website

Applying only to University Campus North Lincolnshire? You can directly apply.

If you are applying only to University Campus North Lincolnshire and not to any other universities or providers, you can do so directly by using the following link.

Apply directly to us if we are your only option

Want to make an enquiry?

Make an enquiry online Call 01724 294125