Education (SEND) [Special Educational Needs and Disabilities]

Research Methods (20 credits)

You’ll develop your knowledge of research approaches, methods and techniques for the study of children and childhood, education and language. You’ll explore the interdisciplinary nature of work in and across these areas. After taking this module, you’ll be well prepared for the methodological aspects of your dissertation.

Developing MA Literacies (20 credits)

You’ll develop the skills you need to be successful in your MA, in two key areas: 

• the skills you need to operate confidently within your academic community as a researcher-practitioner
• academic writing and critical reading skills for MA-level study.

Engaging with the academic community

The module will help you:

• engage with the underlying beliefs and approaches to knowledge in your field of study/practice
• become familiar with relevant journals, research articles and professional networks.

Engaging with MA-level study

The module will help you:

• develop critical thinking and reflection in your academic reading and writing 
• understand the strategies and conventions of writing in different academic genres.

Diversity and Achievement (20 credits)

How are children’s and young people’s achievements affected by factors like class, gender, disability and ethnicity? In this module, you’ll analyse the factors that predict educational success and failure for children and young people. You’ll then explore the implications for school policy and practice. 

You’ll look at data from case study material, which may draw on your own working context, or your peers’. Using these data, you’ll consider issues at the level of the individual child, the family, the school and the neighbourhood. You’ll go on to compare the analysis at the level of an individual in a particular place to educational outcomes from national and international data sources.

Mind and Brain (20 credits)

You’ll explore fascinating developments in educational neuroscience, beginning with developmental changes that occur throughout our lifespan. We’ll discuss pre- and post-natal development, followed by the changes that occur in childhood, adolescence and beyond. 

You’ll explore current insights from cognitive neuroscience that have implications for education, in areas like creativity, and gaming and ICT in learning. You’ll also think about the relationships between mind, brain, self and body using philosophical perspectives. And you’ll investigate case studies, opening up discussion and debate about this complex and controversial field.

Introduction to Special Educational Needs - Compulsory for those without a previous qualification in SEN (20 credits)

In this module for non-specialists and international students, you’ll learn about key concepts around Special Educational Needs and Disability (SEND). You’ll examine theories about inclusive practice, equality and equity. You’ll also have practical guidance on the broad areas of SEND (autism, emotional difficulties, learning difficulties, ADHD and complex SEND).

The module offers a smooth entry point for students wishing to access a named SEND route to an MA with Oxford Brookes University – ie MA Education (SEND).

Alternative Perspectives on Challenging Behaviour (20 credits)

You’ll explore challenging behaviour from a variety of perspectives, gaining an overview of factors that influence children’s and young people’s behaviour. In seminar workshops, you’ll discuss theoretical perspectives on children’s and young people’s social, emotional and mental health.

We’ll pay particular attention to ‘causes’ of challenging behaviour. We’ll look at individual and whole school approaches to managing behaviour, and consider the importance of recognising pupil voice and increasing pupil participation. And we’ll encourage you to reflect on and critique alternative educational provisions.

Alternative Perspectives on Literacy Difficulties (20 credits)

If you are working with children with literacy difficulties in either primary or secondary school, this module is for you. You’ll examine and evaluate theories and research on the reasons for failure to develop literacy skills. You’ll go on to review the implications of these ideas for school provision and your own current practice. 

The issues you’ll investigate may include:

• debates around the terminology and aetiology (causes) of literacy difficulties
• policy frameworks for supporting children with literacy difficulties
• an overview of normal literacy processes
• reviewing the research evidence on alternative explanations of literacy difficulties and dyslexia, including the neuropsychology of literacy and notions of the ‘dyslexic brain’
• the phonics debate – what emphasis and which model? (eg synthetic or analytic phonics)
• self-esteem and the social consequences of learning failure.

Literacy Difficulties: Assessment and Intervention (20 credits)

If you work with children with literacy difficulties in either primary or secondary school, this module will be of interest. You’ll develop skills in a range of assessment and teaching strategies for working with children and young people with significant literacy difficulties.

You’ll tackle subjects such as:

• assessing literacy difficulties, principles of assessment, and reviewing a range of assessment techniques
• interpreting evidence from specialist reports
• using ICT to support children with literacy difficulties
• developing organisational and thinking skills
• workshops on case study material: discussion of assessment strategies / working theories as to children’s difficulties / approaches to intervention / choice of resources.

The Inclusive Curriculum (20 credits)

You’ll explore key aspects of curriculum design and delivery, in relation to access, equality of learning opportunity and inclusion. You’ll look at how cultural values influence curriculum content and organisation, and explore theories of decolonising the curriculum. The module content is relevant whether you’re a primary, secondary, FE or HE practitioner.

Working with Children, Young People and their Families (20 credits)

You’ll look at the role of people who work in services in this sector. Examining the policy and practice developments which are aimed at improving the quality of children’s lives. You’ll question the reasoning behind those developments, examine the evidence base and identify good practice. 

Ensuring effective communication between different services working with children and their families is difficult to achieve. We’ll look at the nature and complexity of this communication. 

We’ll also investigate issues like:

• cultural capital, social and educational inclusion, children’s and young people’s needs, rights and opportunities
• rationales for intervention: notions of ‘wellbeing’, ‘vulnerability’, ‘cycles of deprivation’
• evaluating specialist interventions
• communicating across disciplinary and professional boundaries 
• managing complexity in services for children and their families – viewing the whole system
• international comparisons of policy and practice in education and care.

Modules available to students undertaking the National SENCO Award

• Improving Outcomes for SEND (20 credits)
• Leading and Coordinating Provision for SEND (20 credits)
• Professional Knowledge and Understanding for SEND (20 credits)