Diploma Teaching Disabled Learners

Suitable For

Those currently working with learners with SEND or who are interested in working with older learners with disabilities.

Course Content

The course consists of two units

Teaching Disabled Learners:

• Understand key theories and research which informs learning and teaching of disabled young people and adults
• Understand factors including policy, regulatory frameworks and the curriculum influencing inclusive practice for disabled learners
• Understand specialist areas of disability and their impact on learning
• Be able to plan and use inclusive learning and teaching for disabled learners
• Understand the impact of a specific impairment on teaching and learning
• Evaluate own strengths and areas for improvement in a specific area of professional practice.

Research in specialist area: Personal research into a particular area of disability and its impact on teaching and learning.

Assessment Method

A teaching Portfolio containing:

• 4 lesson observation reports (2 tutor, 2 mentor)
• Personal development planner
• Lesson including justifications to demonstrate planning for inclusivity (for 10 hours of teaching)
• Sample resources (including rationale of how these are used and differentiated)
• Teaching log to show 50 hours of teaching with disabled learners.

Case study presenting details of working with a learner with a specific disability:
This should include a profile of the learner, their disability, any difficulties faced and teaching strategies currently used and planned. Reference should be made to an ILP/IEP.

Reflective Log
A reflective journal detailing reflections on working with learners with disabilities.

Action Research Report
Subject to be agreed with tutor
3 - 5,000 words.

Entry Requirements

Candidates would normally be expected to hold a teaching qualification at level 5 or 6 before starting the course. Learners with other qualifications may be considered for the course subject to interview. Learners must have access to a minimum of 50 hours teaching with disabled learners in one academic year. This can be in mainstream or specialist provision. Ideally learners will be working with groups including learners with a range of difficulties but a minimum of one learner is sufficient to meet the criteria for the for the practical element of the course.