Foundation Degree Special Educational Needs and Disabilities

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Description

Suitable For

The programme provides students with the skills, knowledge and insight to enable them to make a contribution to the learning, development and support of learners with SEND with whom they work. It presents opportunities for students to develop personally and professionally to meet their future aspirations. Additionally it prepares students for progression and further study at BA (honours) level.

Course Content

Year 1:

Tools for Learning: Enables learners to develop personal study skills through the evaluation of learning styles, factors affecting learning and the development of the brain.

A Social Pedagogy for Learning: Explores the concept of individual need and assesses the way…

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Suitable For

The programme provides students with the skills, knowledge and insight to enable them to make a contribution to the learning, development and support of learners with SEND with whom they work. It presents opportunities for students to develop personally and professionally to meet their future aspirations. Additionally it prepares students for progression and further study at BA (honours) level.

Course Content

Year 1:

Tools for Learning: Enables learners to develop personal study skills through the evaluation of learning styles, factors affecting learning and the development of the brain.

A Social Pedagogy for Learning: Explores the concept of individual need and assesses the ways in which various theories of learning can be used to meet these needs.

Excluded to Included? Changing perspectives of SEND: Explores models of disability which have affected both the definition of SEND and how changes in perception have affected educational provision and practice.

Year 2:

From Childhood to Adulthood: Examines the theories and perspectives on development associated with late childhood and adolescent development.

Sensory integration Disorder (SID): Explores strategies to promote personal, social, emotional and academic development of learners, and the effect of SID individuals, peers and families.

Contemporary SEND issues: Engages with research into specific and non-specific disabilities which from barriers to learning and evaluating the principles which underpin recent legislation affecting SEND.

Minds and Me: Explores the concept of mental health and critically examines the response of social and educational settings to the conceptualisations in terms of inclusion and the impact working with learners with mental health issues.

Year 3:

Practice Policy and Participation: Considers research into organisational responses to the implementation of educational and social policy and evaluates models of inclusive education in relation to ethical and cultural dimensions.

Comparative Dimensions: Focuses on the impact and identification of different interpretations of concepts of SEND in different contexts, and evaluates developmental and interventionist approaches to working with SEND learners.

Action Research Project: Students will conduct a small-scale action research project in the workplace in an area which is of particular interest to them.

Assessment Method

Assignments vary from essays to presentations, from journals to portfolios depending on the module content. Self and peer assessment is encouraged throughout the course in order to develop reflective practice. Candidate will need to have access to teaching practice and observations will be carried out on a regular basis.

Progression

BA (Honours) in Applied Education.

Additional Information

The course is offered in collaboration with Bishop Grossteste University College Lincoln.

Entry Requirements

  • Candidates will normally have a minimum of one year’s practical experience in role in an employed or voluntary capacity
  • Candidates will normally hold Diploma, NVQ, Access to HE Programmes subject/vocational qualifications. Applications from mature candidates with alternative qualifications/experience are welcomed but are advised to contact the Course Leader who will be able to advise them on the appropriateness of the qualifications/experience.
  • Candidates must have a minimum level 2 qualification in English and maths.
  • A written statement of support from the candidates head teacher/work-place manager
  • All candidate will have to have a satisfactory enhanced disclosure from the Criminal Record Bureau in place prior to commencing the course.
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