Skip to content


What makes Special Educational Needs, Disabilities and Inclusion at Worcester special?

Our Special Educational Needs, Disabilities, and Inclusion (SENDI) degree will prepare you for a rewarding career across services that support children, young people and families. The course will enable you to pursue roles in a variety of sectors, including Education, Health, and Social Care.

This SENDI course provides academic study and experience for those who seek to understand the importance of meeting the needs of children, young people, and families through an inclusive approach to education. This course enables students to undertake research in the field of inclusive education, to learn to think critically about policy and practice in special educational needs and to be advocates for equality and disabilities. 

Our modules are predominately course subject-specific, teaching you relevant historical, political, psychological, and social aspects of Inclusive provision. You will have opportunities to make links with current practice including site visits and guest speakers.



Key features

  • Opportunity to explore SEN, disability and inclusion in a broad, imaginative and practical way, drawing on expertise across the university and beyond
  • There is an array of diverse career opportunities that are enhanced from doing the SENDI degree at Worcester. These include SEND caseworker and specialist learning support assistant.
  • You can go on to complete a Master's degree upon successful completion of the course, which can lead to many opportunities in Higher Education.
  • Excellent teacher training progression opportunities: a 2.2 degree classification or above will enable you to be considered for an interview for one of our PGCE Primary courses, provided you meet the course prerequisites.
  • We also offer a PGCE in FE (SEND) for those interested in teaching at Further Education
  • Opportunities to work with other professionals linked to supporting children, young people, and families such as occupational health, speech and language therapists, and social workers.

University of the Year - Finalist 2020

We're proud to have been shortlisted for the prestigious Times Higher Education University of the Year for the second year running.

Find out more
Entry requirements

What qualifications will you need?

UCAS tariff points

Entry requirements

A minimum of 96 UCAS tariff points (for example, CCC at A Level)

Other information

If you have any questions about entry requirements, please contact the Admissions Office on 01905 855111 or email for advice.

Further information about the UCAS Tariff can be obtained from the UCAS website.

Visitors at a University of Worcester open day

Book your place at an Open Day

Want to know why so many students love living and studying in Worcester?

Our Open Days are the perfect way to find out.

Book your place

BA SENDI graduation November 2019

Course content

What will you study?

Our courses are informed by research and current developments in the discipline and feedback from students, external examiners and employers. Modules do therefore change periodically in the interests of keeping the course relevant and reflecting best practice. The most up-to-date information will be available to you once you have accepted a place and registered for the course. If there are insufficient numbers of students interested in an optional module, this might not be offered, but we will advise you as soon as possible and help you choose an alternative. 

Year 1


  • Introduction to SEND and Inclusion: History and Legislation
  • Specific Learning Difficulties: overcoming barriers
  • Equality and Diversity
  • Exploring Mental Health in Childhood and Adolescence



  • Foundations in Education
  • Adapted physical activity, sports and disability
  • Optional Language Modules

Year 2


  • Researching Interdisciplinary Approaches to Inclusive Practice
  • Global Perspectives and SEND
  • Understanding Complex conditions
  • From Exclusion to Inclusion


  • Work Experience
  • Equality and Diversity in Lifelong Learning Sector
  • Mentoring and Coaching in Education
  • Crossing borders: Working Internationally and Collaboratively to Explore Personal Responses to Educational Practice
  • Sport and Disability
  • Teaching SEND PE

Year 3


  • Dissertation 
  • Professional Roles and Contexts in SEND and Inclusion
  • Identity, Inclusion and Social Justice
  • Assistive Technologies in Practice


  • Policy-making in Education
  • Work Experience
  • Critical Perspectives on 'Special Educational Needs'
  • Extension Module
  • Concepts of Social, Emotional and Mental Health in Special Educational Needs, Disabilities and Inclusion
  • Advanced Sport & Disability
Teaching and assessment

How will you be taught?

Teaching and Learning

The University places emphasis on enabling students to develop the independent learning capabilities that will equip you for lifelong learning and future employment, as well as academic achievement.

A mixture of independent study, teaching and academic support through the personal academic tutoring system enables you to reflect on progress and build up a profile of skills, achievements and experiences that will enable you to flourish and be successful.


You are taught through a combination of lectures, seminar, tutorials, guided study of current documentation including legal and policy frameworks, as well as input from visiting speakers. Each year some optional modules offer the opportunity for work-based learning in relevant settings. Multimedia presentations and use of virtual learning environment (VLE) will be utilised throughout.

Academic and personal support is available from Firstpoint. In addition, meetings with personal academic tutors are scheduled on at least 4 occasions in the first year and three occasions in each of the other years of a course. You also have an opportunity to discuss any issues that may be affecting your academic performance and discuss employability opportunities.

Contact time

In a typical week you will have around 14 - 16 contact hours of teaching. The precise contact hours will depend on the optional modules selected and in the final year you will normally have slightly less contact time in order to do more independent study.

Typically class contact time will be structured around:

  • 2-4 hours of whole cohort lectures
  • 12-14 hours of seminars and practical activities
  • Visiting speakers and opportunities to visit other settings are regular features of the course, and most usually embedded into timetabled lectures or seminars; were this is not possible the timetable is adjusted accordingly

Independent self-study

In addition to the contact time, you are expected to undertake around 22 hours of personal self-study per week. Typically, this will involve pre-session activities, wider reading and directed study tasks, all of which will be outlined in the module materials.

Independent learning is supported by a range of excellent learning facilities, including the Hive and library resources, the virtual learning environment, and extensive electronic learning resources.

Teaching staff

You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. The team includes staff with expertise as teachers, senior leaders in education settings, early year’s practitioners, educational psychologists and school governors.

Teaching is informed by the research and consultancy, many course lecturers have a higher education teaching qualification or are Fellows of the Higher Education Academy. You can learn more about the staff by visiting our staff profiles.


The course provides opportunities to test understanding and learning informally through the completion of practice or 'formative' assignments. Each module has one or more formal or 'summative' assessments which are graded and count towards the overall module grade.

Assessment methods include presentations, academic posters, essays and subject portfolios. Formative assessment is provided through the range of assessment across the year and is built into module tutorial and personal academic tutorial time.

The precise assessment requirements for an individual student in an academic year will vary according to the mandatory and optional modules taken, but a typical formal summative assessment pattern for each year of the course is:

Year 1 (mandatory)

  • Reflective journals
  • Essays / reports
  • Poster presentations
  • Learning Logs
  • Group Presentations

In addition there will be assessments from optional modules

Year 2 (mandatory)

  • Essays / reports
  • E-portfolio
  • Research Proposal
  • Group presentations
  • Reflective journals
  • Poster presentations
  • Artefact (individual poster presentation or equivalent).

In addition there will be assessments from optional modules

Year 3 (mandatory)

  • Oral presentation
  • Essay
  • Reflective journal
  • Case study report
  • Poster presentation and summary

In addition there will be an Independent Study and assessments from optional modules


You will receive feedback on practice assessments and on formal assessments undertaken by coursework. Feedback on examination performance is available upon request from the module leader. Feedback is intended to support learning and you are encouraged to discuss it with personal academic tutors and module tutors as appropriate.

We aim to provide you with feedback on formal course work assessments within 20 working days of hand-in.

Programme specification

For comprehensive details on the aims and intended learning outcomes of the course, and the means by which these are achieved through learning, teaching and assessment, please download the latest programme specification document.

Meet The team

You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course.


Joanne Smith

Jo has worked at the University since 2014. She worked in Primary Education for the previous 15 years, with responsibility for SEND/Inclusion for the last 7 years.

Jo teaches modules across all three year groups on the SENDI course. She is passionate about Inclusive Education and has a variety of experience and anecdotes to share. She believes in lifelong learning and value the contributions all students make to group discussions and activities. Jo is co-author of an introductory textbook in SENDI for SAGE Publications.


Dr Alexandra Sewell

Alexandra joined the University in 2018 and lectures on the BA (Hons) course in Special Educational Needs, Disability and Inclusion. Alexandra is a HCPC registered Practitioner Psychologist and prior to embarking on a career in academia held positions as an educational psychologist and trainee educational psychologist across the West Midlands. She completed her Doctorate degree in Applied Educational and Child Psychology at the University of Birmingham in 2016.

Alexandra is passionate about the application of psychology to education to promote evidenced based, inclusive practice. Her main research area is student voice and collaboration and how this can promote inclusive educational practice in Higher Education. She also has an interest in how we understand and interpret student mental health and how this can be better supported. She has co-written an introductory textbook in Special Educational Needs, Inclusion and Disability for Sage Publications, which will be published November 2020.


Gareth Dart

Gareth joined the University of Worcester in 2007. He is the year one lead and teaches modules on the degree. He has specific interests in teacher education and special and inclusive education in the contexts of resource poor countries, particularly in southern Africa.


Where could it take you?

Our SENDI degree provides an excellent route into many careers or further study.

You may wish to progress on to a PGCE course (to become a qualified primary teacher or to teach at FE).

We also run an MA in Education degree, and guidance is given to support you to do this successfully.

Other career options include:

  • Specialist learning support assistant
  • Community support worker
  • Youth worker
  • Local Authority SEND caseworker

With further study at the postgraduate level roles include:

  • Special needs teacher
  • Special Educational Needs coordinator
  • Social worker
  • Health professional
Cover of the 2020 University of Worcester prospectus

Request or download a prospectus

Request now
Carenza, a recent SENDI Graduate

2020 Graduate Carenza

Studying the BA Hons in SENDI has enabled me to learn about past, present, and future issues that might arise from changes to policy/legislation. It has also allowed me to explore topics that I have an interest in and learn about these topics in greater depth, resulting in better knowledge. Some of these topics include Mental Health, Specific Learning Disabilities, Assistive Technologies, and Professional Roles and Contexts.

By studying the BA Hons in SENDI I have been able to get my dream job at the age of 22. Once I have finished my course in April, and before my graduation ceremony in November, I will be moving to Berkshire to work in a residential school for children and young adults with Autism starting from September 2020. My job role will be 'Graduate Autism Practitioner.' This would not have been possible without the support of lecturers and the University, but most of all the course itself for allowing me to explore other job opportunities that are available.

student in graduation robes

Leigh Hambrey SENDI graduate 2019

Completing the BA Hons has allowed me to develop my understanding of past, existing and potential issues. Lecturers allow a great deal of autonomy, encouraging interests and passions within special educational needs and disability. Further to this, there are other areas that cross over within the idea of inclusion such as mental health, socio-economic factors and political influences, all of which are relevant in today’s education. The course also provides a community that stands for promoting the health, education and welfare of children, young people and adults with special educational needs and disability.

Studying the SENDI BA has really fuelled my passion for promoting every person’s rights, to provide advocacy and to ensure well-being by meeting a person’s needs. I am now confident in assessing these needs as well as in expressing and developing my own voice to support others. Completing the SENDI BA has opened up my career options and choices including further study. The university has been incredibly supportive.


How much will it cost?

Full-time tuition fees

UK and EU students

The standard tuition fee for full-time UK and EU students registering in the academic year 2020/21 is £9,250 per year.

For more details, please visit our course fees page.

International students

The standard tuition fee for full-time international (non-EU) students registering in the academic year 2020/21 is £12,700 per year.

For more details, please visit our course fees page.

Additional costs

Every course has day-to-day costs for basic books, stationery, printing and photocopying. The amounts vary between courses.

If your course offers a placement opportunity, you may need to pay for a Disclosure & Barring Service (DBS) check.


Finding the right accommodation is paramount to your university experience, and our welcoming student communities are great places to live and study.

We have over 1,000 rooms across our halls of residence. With rooms to suit every budget and need, from our 'Traditional Hall' at £105 per week to 'En-suite Extra' at £169 per week (2020/21 prices).

For full details visit our accommodation page.

How to apply

How do you apply?

Applying through UCAS 

Special Educational Needs, Disabilities and Inclusion BA (Hons) - X360

UCAS is the central organisation through which applications are processed for entry onto full-time undergraduate courses in Higher Education in the UK.

Read our How to apply pages for more information on applying and to find out what happens to your application.



Get in touch

If you have any questions, please get in touch. We're here to help you every step of the way.

Joanne Smith

Course Leader